scholarly journals Teacher educators’ conception of teaching and learning in teacher education institutions

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Thomas B Igwebuike ◽  
Comfort O Okandeji ◽  
Adams O Ekwevugbe
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Institutions ◽  
Conception Of Teaching

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

The Critical Language Reflection Tool

2022 ◽  
pp. 203-220
Author(s):  
Jennifer Miyake-Trapp ◽  
Kevin M. Wong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
World Englishes ◽  
Evidence Based ◽  
Teaching Standards ◽  
International Teaching ◽  
Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

scholarly journals Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
May Thu Kyaw
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Case Study Research ◽  
Reform Process ◽  
Related Factors ◽  
Design Data ◽  
Research Engagement ◽  
Research Activities ◽  
Teacher Education Institutions

This study addresses how similar teacher education institutions differ in terms of teacher educators’ research engagement and what causes these differences. Underlying factors were explored by comparing teacher educators’ research engagement at two Education Colleges in Myanmar that differed in terms of the educators’ research activities. Applying the qualitative case study research design, data were drawn from a document analysis and semi-structured interviews with the college principals and teacher educators. Institutional expectation and encouragement for teacher educators’ research engagement, their views on research, ways of their research engagement, and the motives and challenges in each case were scrutinized using a summative approach to qualitative content analysis. The findings demonstrate that personal, institutional, policy-related, and system-related factors influence teacher educators’ research engagement. This suggests that, apart from the consideration of intrinsic and extrinsic motivation, teacher educators’ autonomy in their research engagement should be secured and their policy awareness and buy-in assured.

scholarly journals Cases in TESOL Teacher Education: Creating a Forum for Reflection

1997 ◽  
Vol 14 (2) ◽  
pp. 01 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Teacher Education ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Preparation ◽  
Teacher Education Programs ◽  
Case Method ◽  
Case Based Learning ◽  
Teaching Cases ◽  
Case Based

This article reviews the case method from an historical perspective and explores why and how "decision" cases might be used by teacher educators in the professional preparation of teachers as reflective ESOL specialists. It is argued that the case method can sharpen the critical thinking, analytical, and communication skills of both novice and experienced teachers and help ready them for the complex challenges they could face in the world of professional practice. Enthusiasm for this methodology, however, is tempered with words of caution about the difficulties involved in implementing case-based learning in teacher education programs. Guidelines for selecting and using"decision" cases are provided and recommendations are made for future developments in case-based teaching and learning in TESOL. Three appendixes include sources for teaching cases and details about a working conference for case facilitators and writers.

Considering Gender Complexity in Music Teacher Education

2018 ◽  
Vol 28 (3) ◽  
pp. 72-84
Author(s):  
Joshua Palkki ◽  
William Sauerland
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Social Constructs ◽  
Gender Nonconforming ◽  
Complex Approach ◽  
And Gender ◽  
The Many

Gender is one of the many social constructs that can influence teaching and learning. As trans(gender) people “come out” at earlier ages, an increasing number of teachers will have openly identifying trans and gender nonconforming students in their classes. Music educators and music teacher educators are often supporters of LGBTQA (lesbian, gay, bisexual, transgender, queer/questioning, asexual/agender/ally) students; thus, these constituencies should expand their notions of gender away from a simplistic binary category toward a gender-complex approach in which all students—cisgender, trans, genderqueer, and questioning—can thrive. To that end, we provide an overview of vocabulary and teaching pedagogies pertinent to gender issues in music teacher education. In addition, we offer sample lessons and projects that could be incorporated into preservice music teacher preparation.

Equipping Teacher Educators for Digital Teaching and Learning

2019 ◽  
pp. 119-139
Author(s):  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Good Teacher ◽  
Policy Documents ◽  
Good Education ◽  
Innovative Strategies ◽  
The World

Considering that teachers are central to good education and teacher educators are central to good teacher education, it is logical that due care must be taken to equip teacher educators for digital teaching and learning. In fact, continuing professional development of teacher educators in terms of digital teaching and learning is a necessity of our times. Extending these arguments, the chapter, that is mainly based on the review and analysis of policy documents and practices as well as other available literature and statistics related to teacher educators, begins with discussions on role and importance of teacher educators, details the need and promises of preparing teacher educators for digital teaching and learning, delves upon practices of and challenges before teacher educators to master digital teaching and learning, and ends with presenting innovative strategies to empower teacher educators for the world of digital teaching and learning.

Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathleen Riley ◽  
Katherine Crawford-Garrett
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
White Women ◽  
Racial Bias ◽  
Student Work ◽  
Content Type ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
Literacy Teacher Education

Purpose In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings. Design/methodology/approach This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions. Findings Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates. Originality/value The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

scholarly journals Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

2015 ◽  
Vol 31 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Jo-Anne Ferreira ◽  
Lisa Ryan ◽  
Julie Davis
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Change Strategies ◽  
Education Systems ◽  
Pre Service Teacher Education ◽  
Teacher Education Institutions ◽  
Pre Service Teacher ◽  
Academic Area ◽  
Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

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