Sample records for teacher education pedagogy

  1. Pedagogy and Practice for Online English Language Teacher Education

    ERIC Educational Resources Information Center

    Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

    2016-01-01

    Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

  2. Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs

    ERIC Educational Resources Information Center

    Gist, Conra D.

    2011-01-01

    This dissertation study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. Using multiple data sources including interviews, focus groups, classroom observations, faculty and…

  3. Teacher Educators' Views about Social Justice Pedagogies in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Burden, Joe W., Jr.; Hodge, Samuel R.; Harrison, Louis, Jr.

    2012-01-01

    The purpose of this study was to analyze PETE teacher educators? views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative…

  4. The Use of Emancipatory Pedagogy in Teacher Education.

    ERIC Educational Resources Information Center

    Gordon, Beverly M.

    1986-01-01

    Suggests that teacher education is historically grounded in a 19th century conception of education, influenced by social Darwinism and scientific determinism. Looks at the benefits of incorporating emancipatory pedagogy in teacher education programs, through the study of such master teachers as Sylvia Ashton-Warner, Cynthia Brown, and Charles…

  5. Teacher Education Pedagogy: Disrupting the Apprenticeship of Observation

    ERIC Educational Resources Information Center

    Westrick, Jan M.; Morris, Gary A.

    2016-01-01

    Teacher educators are challenged to enact a pedagogy that helps facilitate conceptual transitions in preservice teachers away from the naïve notions formed during their long apprenticeships of observation. This study examines one "educative experience purposefully embedded in meaningful pedagogical experiences" using the three-level…

  6. Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

    ERIC Educational Resources Information Center

    de los Ríos, Cati; Souto-Manning, Mariana

    2015-01-01

    From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

  7. Feminist Pedagogy in Early Childhood Teachers' Education

    ERIC Educational Resources Information Center

    Ziv, Haggith Gor

    2015-01-01

    This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

  8. Teaching about Teaching: Examining the Pedagogy of Teacher Education in India

    ERIC Educational Resources Information Center

    Srinivasan, Rajashree

    2016-01-01

    Developing a pedagogy of teacher education is an enduring concern for teacher educators. Drawing on data from a small study on teacher educators teaching in a secondary teacher education programme in India, this article examines their pedagogic practices. This is a qualitative study that sought to capture the narrations of 30 teacher educators…

  9. Buddhist Pedagogy in Teacher Education: Cultivating Wisdom by Skillful Means

    ERIC Educational Resources Information Center

    Ma Rhea, Zane

    2018-01-01

    This paper draws on research I have conducted about the cultivation of wisdom in Thailand and Australia. I examine the ancient pedagogy of pavi?aupaya skillful means investigating how this pedagogy can inform contemporary development of teacher educators and teachers. I examine the Panjaawi´tee Wisdom Method that has its foundations in the…

  10. Prospective Teachers' Educational Beliefs and Their Views about the Principles of Critical Pedagogy

    ERIC Educational Resources Information Center

    Kaya, Çaglar; Kaya, Sinem

    2017-01-01

    The main idea behind this research is to determine prospective teachers' educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers' educational beliefs and their views about critical pedagogy. In this study, "Educational Beliefs Scale"…

  11. Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program

    ERIC Educational Resources Information Center

    Teemant, Annela

    2005-01-01

    Increasing pressure has been placed on teacher education to prepare teachers to educate bilingual/bicultural students using scientifically-based teaching methods. Socio-cultural theory and pedagogy have emerged as a research-based foundation for diversity teacher preparation. Socio-cultural theory rests on the premise that learning is social,…

  12. Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education

    ERIC Educational Resources Information Center

    Hetherington, Lindsay; Wegerif, Rupert

    2018-01-01

    Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…

  13. Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

    ERIC Educational Resources Information Center

    Allen, Ayana; Hancock, Stephen D.; W. Lewis, Chance; Starker-Glass, Tehia

    2017-01-01

    Background/Context: Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student…

  14. Signature Pedagogies in Support of Teachers' Professional Learning

    ERIC Educational Resources Information Center

    Parker, Melissa; Patton, Kevin; O'Sullivan, Mary

    2016-01-01

    Signature pedagogies [Shulman, L. 2005. "Signature pedagogies in the professions." "Daedalus" 134 (3): 52--59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development…

  15. Critiquing Un/Critical Pedagogies to Move toward a Pedagogy of Responsibility in Teacher Education

    ERIC Educational Resources Information Center

    Berchini, Christina N.

    2017-01-01

    Transformative work with teacher candidates relies on a critique of the tenets of Critical Pedagogy and subsequent Critical Whiteness Studies (CWS). I employ analyses of extant scholarship to argue that these specific domains, as popularly framed, might be responsible for uncritical examinations of the White teacher education students who…

  16. In Search of Signature Pedagogies for Teacher Education: The Critical Case of Kodaly-Inspired Music Teacher Education

    ERIC Educational Resources Information Center

    Baumann, Paul Joseph

    2010-01-01

    The purposes of this study are to identify the features of Kodaly-inspired music teacher education programs that either confirm or refute the notion that signature pedagogies (Shulman, 2005 a, b, c) are present in this form of teacher education and to identify whether and how philosophical, pedagogical, and institutional influences support such…

  17. Enacting Literacy Pedagogies: A Collaborative Self-Study by Teacher Educators in Physical Education and Science

    ERIC Educational Resources Information Center

    Fletcher, Tim; Bullock, Shawn M.

    2012-01-01

    As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in…

  18. Pedagogies of Discomfort and Empathy in Multicultural Teacher Education

    ERIC Educational Resources Information Center

    Zembylas, Michalinos; Papamichael, Elena

    2017-01-01

    To show the potential and limitations of pedagogies of discomfort and empathy in anti-racist and multicultural teacher education, this paper engages in an in-depth analysis of two "critical moments" that are drawn from a series of teacher workshops. The purpose of the analysis is to show how discomfort and empathy may be combined…

  19. Pedagogy 2.0 in Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Seifert, Tami

    2017-01-01

    The article reviews the use of Web 2.0 environment in teacher education, emphasizing the constructivist social pedagogy approach. Pedagogical abilities of Web 2.0 tools are discussed, demonstrating their applications in teaching various subjects, especially to assist collaborative and creative learner-oriented teaching. Contributions of these…

  20. Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)

    ERIC Educational Resources Information Center

    Barbera, Lucy Elizabeth

    2009-01-01

    "Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education" is an arts-informed ethnographic study of the pedagogy and culture engendered when the expressive arts are employed in social justice teacher education. "Palpable Pedagogy" is a qualitative study that examines the power of the expressive arts to…

  1. Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana

    ERIC Educational Resources Information Center

    Major, Thenjiwe; Mulvihill, Thalia M.

    2017-01-01

    The development of primary school teachers is an important aspect of a country's economic, social, and political well-being. The use of particular pedagogies in teacher education may greatly influence how teachers perform in their classrooms after completing their training programs. This micro-ethnography investigated the extent to which teacher…

  2. Becoming a science teacher: The competing pedagogies of schools and teacher education

    NASA Astrophysics Data System (ADS)

    Rozelle, Jeffrey J.

    classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.

  3. Converging Instructional Technology and Critical Intercultural Pedagogy in Teacher Education

    ERIC Educational Resources Information Center

    Pittman, Joyce

    2007-01-01

    Purpose: This paper aims to postulate an emerging unified cultural-convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web-learning technologies to inculcate inclusive pedagogy in teacher education. Design/methodology/approach: The paper explores the literature and a…

  4. Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

    ERIC Educational Resources Information Center

    Gunn, AnnMarie Alberton; Bennett, Susan V.; Evans, Linda Shuford; Peterson, Barbara J.; Welsh, James L.

    2013-01-01

    Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess…

  5. Critical Pedagogy and Empowering in Teacher Education in Venezuela.

    ERIC Educational Resources Information Center

    Chacon, Carmen T.; Alvarez, Luisa Cristina

    This paper addresses the issue of the relationship between critical pedagogy and English as a foreign language (EFL) in Venezuela. Teacher-researchers have come to see the issues confronting nonnative educators in ELT as a more important issue than in previous years. They are particularly concerned about the current situation in Venezuela,…

  6. Critical Pedagogy for Rural Teachers?

    ERIC Educational Resources Information Center

    Theobald, Paul; Theobald, Jan

    Three books represent the recent work of leading U.S. proponents of critical approaches to pedagogy: "Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education," by Peter McLaren; "Freire for the Classroom: A Sourcebook for Liberatory Teaching," edited by Ira Shor; and "Teachers as…

  7. Physical Education Initial Teacher Educators' Expressions of Critical Pedagogy(ies): Coherency, Complexity or Confusion?

    ERIC Educational Resources Information Center

    Philpot, Rod

    2016-01-01

    While an emphasis on social justice has emerged as a theme in initial teacher education (ITE) over the past decade, there is much debate about how to engage ITE students in foregrounding issues of equity and social justice in their own teaching. One strategy, the introduction of critical pedagogy in ITE, has been promoted in teacher education…

  8. Teacher Language Awareness Education and Pedagogy: A New Discursive Space

    ERIC Educational Resources Information Center

    Pomphrey, Cathy; Burley, Suzanne

    2009-01-01

    This article attempts to recontextualise the dimensions of teacher language awareness (LA) highlighted by Svalberg ((2007) "Language awareness and language learning." "Language Teaching," 40, 287-308) by emphasising the role of pedagogy in achieving coherence in language education across the subjects of English (L1) and Modern…

  9. Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy

    ERIC Educational Resources Information Center

    Fiore, Lisa; Rosenquest, Barbara

    2010-01-01

    This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…

  10. Culturally Responsive Pedagogy for Teachers of Color

    ERIC Educational Resources Information Center

    Gist, Conra D.

    2017-01-01

    This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

  11. Autobiography, Disclosure, and Engaged Pedagogy: Toward a Practical Discussion on Teaching Foundations in Teacher Education Programs

    ERIC Educational Resources Information Center

    Milam, Jennifer L.; Jupp, James C.; Hoyt, Mei Wu; Kaufman, Mitzi; Grumbein, Matthew; O'Malley, Michael P.; Carpenter, B. Stephen, II; Slattery, Patrick

    2014-01-01

    In this research reflection, we develop a portrait of our engaged pedagogy for teaching educational foundations classes in teacher education. Our engaged pedagogy--based on autobiography and self-disclosure traditions-- emphasizes instructors and students' self-disclosure of lived experiences as being central to practical curriculum in teaching…

  12. Pre-Service Teachers' Maturing Perceptions of a TPACK-Framed Signature Pedagogy in Science Education

    ERIC Educational Resources Information Center

    Hechter, Richard P.

    2012-01-01

    Teacher education programs across North America are transforming. What were once piecemeal programs consisting of often unrelated courses are now becoming coherent and intertwined trajectories toward teacher certification. Part of this transformation can be attributed to the weaving of "signature pedagogies" throughout overarching…

  13. Integrating EIL Pedagogy in a Pre-Service Teacher Education Program

    ERIC Educational Resources Information Center

    Zacharias, Nugrahenny T.

    2014-01-01

    Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present…

  14. Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees

    ERIC Educational Resources Information Center

    Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

    2015-01-01

    Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL…

  15. Locating My Teaching of Gender in Early Childhood Education Teacher Education within the Wider Discourse of Feminist Pedagogy and Poststructuralist Theory

    ERIC Educational Resources Information Center

    Hogan, Vivienne

    2012-01-01

    This article investigates how feminist pedagogy and poststructuralist theory can inform both teacher and student in the teaching and learning of gender in relation to teacher education. With reference to the author's own experience of teaching student teachers in early childhood education the article attempts to unravel the complex interface…

  16. Environmental Essentials of Signature Pedagogy of Constructivist Teacher Education--An Analogy

    ERIC Educational Resources Information Center

    Kunnathodi, Abdul Gafoor; Sarabi, M. K.

    2017-01-01

    Taking the premise that construction or meaning making largely depends on the existing knowledge and experience, this paper uses an analogy of learning the culinary art and learning to teach. This paper attempts to clarify the characteristics of signature pedagogy of teacher education focusing on the threshold concept of constructivism by using…

  17. Recognition-Based Pedagogy: Teacher Candidates' Experience of Deficit

    ERIC Educational Resources Information Center

    Parkison, Paul T.; DaoJensen, Thuy

    2014-01-01

    This study seeks to introduce what we call "recognition-based pedagogy" as a conceptual frame through which teachers and instructors can collaboratively develop educative experiences with students. Recognition-based pedagogy connects the theories of critical pedagogy, identity politics, and the politics of recognition with the educative…

  18. Who Does Critical Pedagogy Think You Are? Investigating How Teachers Are Produced in Critical Pedagogy Scholarship to Inform Teacher Education

    ERIC Educational Resources Information Center

    Pittard, Elizabeth

    2015-01-01

    In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions…

  19. Academics' Teacher Identities, Authenticity and Pedagogy

    ERIC Educational Resources Information Center

    Kreber, Carolin

    2010-01-01

    Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…

  20. The Influence of the "Real Curriculum" in Pedagogy on the Achievements of Teacher Education Students.

    ERIC Educational Resources Information Center

    Porat, Nili; Dor-Shav, Zecharia

    1994-01-01

    Focusing on the pedagogy curriculum of teacher education colleges in Israel, this study examines the influences of various curriculum factors actually implemented in the classroom as compared with noncurriculum factors. Data from 269 education students affirms the positive contribution of curriculum factors. (SLD)

  1. "Critical Liberal Education": An Undergraduate Pedagogy for Teacher Candidates in Socially Diverse University Settings

    ERIC Educational Resources Information Center

    Chavez-Reyes, Christina

    2010-01-01

    This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi-ethnic, multi-racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher…

  2. "Seeing the Everyday through New Lenses": Pedagogies and Practices of Literacy Teacher Educators with a Critical Stance

    ERIC Educational Resources Information Center

    Dharamshi, Pooja

    2018-01-01

    This article explores the practices and pedagogies of six literacy teacher educators with a critical stance. In this qualitative research study, three semi-structured interviews were conducted with each participant over a three-year period. They were able to negotiate a critical stance into their teacher education courses in several ways: using an…

  3. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    ERIC Educational Resources Information Center

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

    2015-01-01

    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  4. Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

    PubMed

    Ironside, Pamela M

    This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

  5. Foreign English Language Teachers' Local Pedagogy

    ERIC Educational Resources Information Center

    Eusafzai, Hamid Ali Khan

    2015-01-01

    ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes…

  6. Teachers, Arts Practice and Pedagogy

    ERIC Educational Resources Information Center

    Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

    2014-01-01

    What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

  7. Signature Pedagogies in Outdoor Education

    ERIC Educational Resources Information Center

    Thomas, Glyn

    2015-01-01

    The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

  8. Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course

    ERIC Educational Resources Information Center

    McInnes, Brian D.

    2017-01-01

    The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of…

  9. New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

    PubMed

    Ironside, Pamela M

    2003-11-01

    The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

  10. Moving beyond Test-Prep Pedagogy: Dialoguing with Multicultural Preservice Teachers for a Quality Education

    ERIC Educational Resources Information Center

    Rodríguez, Louie F.

    2013-01-01

    In a "post-NCLB era," the schooling experiences of mostly low-income students of color continue to be consumed by a test-prep pedagogy--narrowed curriculum, low expectations, and ignored relationships. In this article the author describes a pedagogical approach using educational dialogues to engage preservice teachers to critically…

  11. Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Rifa-Valls, Montserrat

    2011-01-01

    This article interprets the repercussions of visual storytelling for art education and arts-based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre-service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of…

  12. Surveying Chinese In-Service K12 Teachers' Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Liu, Qingtang; Zhang, Si; Wang, Qiyun

    2015-01-01

    Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study…

  13. The pedagogy of argumentation in science education: science teachers' instructional practices

    NASA Astrophysics Data System (ADS)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  14. Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

    ERIC Educational Resources Information Center

    Warren, Chezare A.

    2018-01-01

    Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers' capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that…

  15. Torey Hayden's Teacher Lore: A Pedagogy of Caring

    ERIC Educational Resources Information Center

    Marlowe, Mike

    2006-01-01

    This article describes the teacher lore of Torey Hayden, its emphasis on a pedagogy of caring, and its use in preservice teacher education to address affective outcomes. Eight concepts that make up caring relationships and are reflected in Hayden's wisdom of practice are discussed. Four separate studies are then described examining the outcomes of…

  16. Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises

    ERIC Educational Resources Information Center

    Rintakorpi, Kati

    2016-01-01

    The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of…

  17. Integration of Digital Technologies into Play-Based Pedagogy in Kuwaiti Early Childhood Education: Teachers' Views, Attitudes and Aptitudes

    ERIC Educational Resources Information Center

    Aldhafeeri, Fayiz; Palaiologou, Ioanna; Folorunsho, Aderonke

    2016-01-01

    Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers' views, aptitudes and attitudes towards digital technologies in…

  18. Exploring the Emotional Geographies of Parent-Teacher Candidate Interactions: An Emerging Signature Pedagogy

    ERIC Educational Resources Information Center

    Dotger, Benjamin H.; Harris, Steven; Maher, Michael; Hansel, Amber

    2011-01-01

    This article explores preservice teachers' emotional responses to simulated parent-teacher conferences. The authors examine the transfer of a medical education pedagogy as it is diffused to teacher education, scrutinizing the types of emotional responses teachers exhibited as they engaged with standardized parents in six clinical parent…

  19. Reflective Course Design: An Interplay between Pedagogy and Technology in a Language Teacher Education Course

    ERIC Educational Resources Information Center

    Firdyiwek, Yitna; Scida, Emily E.

    2014-01-01

    This study reports on a sequence of iterative redesigns of a graduate-level foreign language teacher education course. The study describes the interplay between technology and pedagogy that resulted in important curricular changes, from a focus on individual to social and then holistic reflection. Using a team-based design model, instructional…

  20. Using Arts-Based Methods in Pre-Service Teacher Education: Perzine Pedagogies

    ERIC Educational Resources Information Center

    Grushka, Kathryn; Young, Brieahn

    2014-01-01

    The possibilities afforded by perzine pedagogies to nurture reflexivity in pre-service student teachers are presented and explored in this article. Perzine pedagogy as arts-based inquiry is grounded in the events of practical life and may provide a learning context for exploring the problematised nature of teaching. It considers how this reflexive…

  1. Reforming Teacher Education for Online Pedagogy Development

    ERIC Educational Resources Information Center

    Scheg, Abigail G.

    2014-01-01

    Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

  2. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  3. Understanding Candidates' Learning Relationships with Their Cooperating Teachers: A Call to Reframe My Pedagogy

    ERIC Educational Resources Information Center

    Bullock, Shawn Michael

    2017-01-01

    This self-study frames the influences of cooperating (or mentor) teachers on teacher candidates in my teacher education classroom as an action-at-a-distance on my pedagogy of teacher education; that is, a tacit set of influences and expectations that teacher candidates develop about my course before it even begins. Interviews with teacher…

  4. A review of narrative pedagogy strategies to transform traditional nursing education.

    PubMed

    Brown, Sylvia T; Kirkpatrick, Mary K; Mangum, Dana; Avery, Jeanette

    2008-06-01

    Traditional nursing pedagogies using teacher-centered learning approaches have produced efficient, knowledgeable nursing graduates for many years. However, 21st century learners will require and demand new educational approaches. The information age of computers has challenged all facets of education to keep pace. Nursing education must evolve with ever-changing forms of communication and technology and recognize generational differences in learning. The creation of partnerships in learning, rather than the traditional hierarchy of education, is projected to meet the needs of today's learners more effectively. The National League for Nursing, in its position statements, has challenged nurse educators to develop new research-based pedagogies responsive to the changing health care environment and reflective of new partnerships between and among students, teachers, and clinicians. This article will explore examples of one approach, narrative pedagogy, and its usefulness in nursing education as a way to expand the pedagogical literacy of nurse educators.

  5. The Culturally Responsive Teacher Educator

    ERIC Educational Resources Information Center

    Gist, Conra D.

    2014-01-01

    Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators'…

  6. Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color

    ERIC Educational Resources Information Center

    Borrero, Noah E.; Flores, Esther; de la Cruz, Gabriel

    2016-01-01

    A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy.…

  7. Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education

    ERIC Educational Resources Information Center

    Khatib, Mohammad; Miri, Mowla

    2016-01-01

    Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher…

  8. Rethinking Paulo Freire's Dialogic Pedagogy and Its Implications for Teachers' Teaching

    ERIC Educational Resources Information Center

    Shih, Yi-Huang

    2018-01-01

    Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire's works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire's dialogic pedagogy, and further illuminate its implications for teachers' teaching. In order to do so, firstly, we explain the…

  9. Appearing Pedagogy: From Embodied Learning and Teaching to Embodied Pedagogy

    ERIC Educational Resources Information Center

    Dixon, Mary; Senior, Kim

    2011-01-01

    In this paper images are used to support the conceptualisation and recognition of embodied pedagogy. Analysis of data gathered during an arts-based teaching project in pre-service teacher education revealed the presence of an embodied pedagogy and supports the further deployment of embodied teaching and learning in teacher education. Embodied…

  10. The nature and development of preservice science teachers' conceptions of subject matter and pedagogy

    NASA Astrophysics Data System (ADS)

    Lederman, Norman G.; Gess-Newsome, Julie; Latz, Mark S.

    The purpose of this study was to assess the development and changes in preservice science teachers' subject matter and pedagogy knowledge structures as they proceeded through a professional teacher education program. Twelve secondary preservice science teachers were asked to create representations of their subject matter and pedagogy knowledge structures periodically (four times spanning the entirety of their subject-specific teacher education program) and participate in a videotaped interview concerning the eight knowledge structure representations immediately following student teaching. Qualitative analyses of knowledge structure representations and transcribed interviews within and between subjects were performed by one of the researchers and blindly corroborated by the other two researchers. Initial knowledge structure representations were typically linear and lacked coherence. Both types of knowledge structure representations were highly susceptible to change as a consequence of the act of teaching. Although there was some overlap between subject matter and pedagogy knowledge structures, they were reported to exert separate influences on classroom practice, with the pedagogy knowledge structure having primary influence on instructional decisions. Furthermore, the complexity of one's subject matter structure appeared to be a critical factor in determining whether the structure directly influences classroom practice.Received: 5 February 1993; Revised: 28 July 1993;

  11. Reconceptualising Higher Education Pedagogy in Online Learning

    ERIC Educational Resources Information Center

    Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

    2010-01-01

    The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

  12. Critical Pedagogy's Problem with Changing Teachers' Dispositions towards Critical Teaching

    ERIC Educational Resources Information Center

    Neumann, Jacob W.

    2013-01-01

    Increasing teachers' dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers' "buy-in," developing teachers' inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy…

  13. Preparing Novice Teacher Educators in the Pedagogy of Teacher Education

    ERIC Educational Resources Information Center

    Conklin, Hilary G.

    2015-01-01

    In this article, the author provides a conceptual framework to guide the design of coursework to prepare teacher educators. Given the absence of a stronger research base to inform the preparation of novice teacher educators, the author argues that theoretical perspectives focused on K-12 preservice teacher learning can be a useful heuristic for…

  14. Living Alongside: Teacher Educator Experiences Working in a Community-Based Aboriginal Teacher Education Program

    ERIC Educational Resources Information Center

    Kitchen, Julian; Hodson, John

    2013-01-01

    Aboriginal education in Canada needs to shift away from the assimilative model to a model of culturally responsive pedagogy. Teacher education programs that serve Aboriginal teachers have an important role to play in developing an education system that both meets mainstream and Indigenous criteria for success. This paper examines the experiences…

  15. Entrepreneurship Education Pedagogy: Teacher-Student-Centred Paradox

    ERIC Educational Resources Information Center

    Ismail, Annafatmawaty B. T.; Sawang, Sukanlaya; Zolin, Roxanne

    2018-01-01

    Purpose: The purpose of this paper is to answer the research question: "Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?" Design/methodology/approach: The number of total participants for…

  16. Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

    ERIC Educational Resources Information Center

    Akyeampong, Kwame

    2017-01-01

    Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform…

  17. Supporting pre-service science teachers in developing culturally relevant pedagogy

    NASA Astrophysics Data System (ADS)

    Krajeski, Stephen

    This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

  18. Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Educational Research and Innovation

    ERIC Educational Resources Information Center

    Paniagua, Alejandro; Istance, David

    2018-01-01

    Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the…

  19. Teaching for Diversity in Teacher Education: Transformative Frameworks

    ERIC Educational Resources Information Center

    Ragoonaden, Karen O.; Sivia, Awneet; Baxan, Victorina

    2015-01-01

    This paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through…

  20. Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration

    ERIC Educational Resources Information Center

    Reeves, Jocelyn; Le Mare, Lucy

    2017-01-01

    We examined the beliefs and experiences of three elementary school teachers who, over one school year, participated in bi weekly, guided discussions of attachment and care theories that introduced them to relational pedagogy as a way of supporting students? positive social, emotional, and academic growth. Teachers? beliefs about the aims of…

  1. First Year Teacher of First Year Teachers: A Reflection on Teacher Training in the Field of Piano Pedagogy

    ERIC Educational Resources Information Center

    Elgersma, Kristin

    2012-01-01

    While there is a great deal of scholarly inquiry focusing on student teaching experiences in the field of classroom education, there are few resources devoted to student teaching in the context of the applied music lesson. In this article, a teacher educator in the field of piano pedagogy uses self-study to combine reflection on personal…

  2. Music Teacher Educators' Visions of Music Teacher Preparation in Finland, Norway and Sweden

    ERIC Educational Resources Information Center

    Thorgersen, Cecilia Ferm; Johansen, Geir; Juntunen, Marja-Leena

    2016-01-01

    In this study we investigated the visions of 12 music teacher educators who teach pedagogical courses called instrumental pedagogy and classroom music pedagogy in three music academies in Finland, Norway and Sweden. The data were collected through individual, semi-structured qualitative interviews. Drawing on Hammerness' concept of "teachers'…

  3. In Search of Signature Pedagogy for PDS Teacher Education: A Review of Articles Published in "School-University Partnerships"

    ERIC Educational Resources Information Center

    Yendol-Hoppey, Diane; Franco, Yvonne

    2014-01-01

    ''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy…

  4. Teacher change in implementing a research-developed representation construction pedagogy

    NASA Astrophysics Data System (ADS)

    Hubber, Peter; Chittleborough, Gail

    2016-05-01

    The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers' pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers' experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

  5. Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

    ERIC Educational Resources Information Center

    Hess, Juliet

    2017-01-01

    In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

  6. The Practice of Transformative Pedagogy

    ERIC Educational Resources Information Center

    Ukpokodu, Omiunota

    2009-01-01

    The author examined the practice of transformative pedagogy in an undergraduate teacher education program. The research was guided by two questions: What is the impact of transformative pedagogy on fostering preservice teachers' transformative learning? and What practices of transformative pedagogy impact student transformative learning?…

  7. The Road to Culturally Relevant Pedagogy: Expatriate Teachers' Pedagogical Practices in the Cultural Context of Saudi Arabian Higher Education

    ERIC Educational Resources Information Center

    Hamdan, Amani K.

    2014-01-01

    This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these…

  8. The Successes and Challenges of Dialogic Pedagogy in Critical Multicultural Education for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Abd Elkader, Nermine Medhat

    2013-01-01

    This research study investigates the challenges and opportunities of dialogic pedagogy in multicultural education within a conventional higher education institution. The study findings suggest that in spite of the several challenges that dialogic pedagogy faced in the context of conventional education, dialogic pedagogy also experienced several…

  9. Getting inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice

    ERIC Educational Resources Information Center

    Kazemi, Elham; Ghousseini, Hala; Cunard, Adrian; Turrou, Angela Chan

    2016-01-01

    In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment,…

  10. Teachers as Hackers: Implications for 21st Century Teacher Education

    ERIC Educational Resources Information Center

    Wizel, Maya

    2017-01-01

    This qualitative study introduces a new framework for describing teachers who act innovatively in public schools--teachers as "hackers." It examines the characteristics and conditions under which teachers "hack" their classroom pedagogy to create disruptive innovation in the public education system and identify implications for…

  11. Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

    NASA Astrophysics Data System (ADS)

    Barak, Miri

    2017-10-01

    The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.

  12. Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

    ERIC Educational Resources Information Center

    Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

    2017-01-01

    The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

  13. Teachers' Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis

    ERIC Educational Resources Information Center

    Christ, Tanya; Arya, Poonam; Chiu, Ming Ming

    2014-01-01

    Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers' learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in…

  14. Guiding White Pre-Service and In-Service Teachers toward Critical Pedagogy: Utilizing Counter-Cultures in Teacher Education

    ERIC Educational Resources Information Center

    Porfilio, Brad J.; Malott, Curry S.

    2011-01-01

    This essay documents a few key examples of the critical pedagogy and curriculum that the authors employ to challenge pre-service and in-service teachers to consider the concrete and theoretical contexts of taking on a social-activist-teacher persona. Their vision of social justice is rooted firmly in the critical tradition, as it is anchored in…

  15. Maximizing PEDAGOGY for Secondary Co-Teachers

    ERIC Educational Resources Information Center

    Brawand, Anne; King-Sears, Margaret E.

    2017-01-01

    Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and…

  16. Pedagogy and the "Other" Dimension of Teacher Preparation: A Trend and a Response.

    ERIC Educational Resources Information Center

    Bauer, Norman J.

    To reverse a trend in teacher education away from the foundations of education and toward a mechanistic technology, a new approach is suggested. In addition to pedagogy, the professional dimension of undergraduate preparation should emphasize "educology," i.e., knowledge and understanding of the sociological, economic, legal, and political…

  17. Building Language Educators: The Implications of Case-Based Pedagogy Using Practicum-Based Student-Teacher-Generated Cases for Pre-Service Language Teacher Education

    ERIC Educational Resources Information Center

    Cournoyer, Amy Beth

    2014-01-01

    This case study investigated case-based pedagogy using student-teacher-generated cases as an instructional tool in the preparation of 12 pre-service ESL, Bilingual, and Modern Foreign Language teachers enrolled in a Student Teaching Seminar at a post-secondary institution. In the fall methods course, each participant generated a case study based…

  18. Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

    ERIC Educational Resources Information Center

    Fielding, Ruth

    2016-01-01

    This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

  19. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

    ERIC Educational Resources Information Center

    Amanatidis, Nikolaos

    2015-01-01

    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  20. Perspectives and Insights from Preservice Teachers of Color on Developing Culturally Responsive Pedagogy at Predominantly White Institutions

    ERIC Educational Resources Information Center

    Jackson, Tambra O.

    2015-01-01

    This article reports findings from the first phase of a longitudinal study that explored the influence of teacher education at a predominantly White institution (PWI) on the development of preservice teachers' of Color culturally responsive pedagogy. Despite the overwhelming presence of White preservice teachers enrolled in teacher preparation…

  1. Preparation of Teacher-Trainees in Pedagogy in Kenyan Universities

    ERIC Educational Resources Information Center

    Genvieve, Nasimiyu

    2017-01-01

    There has been a concern about the quality of school teachers being prepared at the university especially in pedagogy. The main objective of the study was to investigate the preparation of teacher-trainees in pedagogy in Kenyan universities.The theoretical framework of the study was based on Shulman's concept of pedagogical content knowledge. The…

  2. Becoming a Science Teacher: The Competing Pedagogies of Schools and Teacher Education

    ERIC Educational Resources Information Center

    Rozelle, Jeffrey J.

    2010-01-01

    A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to…

  3. Shifting Perspectives and Practices: Teacher Candidates' Experiences of an Aboriginal Infusion in Mainstream Teacher Education

    ERIC Educational Resources Information Center

    Blimkie, Melissa; Vetter, Diane; Haig-Brown, Celia

    2014-01-01

    This exploratory case study shares teacher candidates' perspectives and experiences of an Aboriginal infusion at York University's Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates…

  4. From Medium to Pedagogy: "Fun and Colourful" Lessons as a Model for Trainee Teachers in Further Education Colleges--Questioning the Postmodernist Constructivist Approach to Classroom Practice

    ERIC Educational Resources Information Center

    Dziubinski, Julian P.

    2015-01-01

    As a result of the "fragmented and largely isolated traditions of pedagogy" in the vastly diverse further education (FE) sector, initial teacher training (ITT) courses have been difficult to design and implement. Nevertheless, the historical requirement for FE teachers to possess a teaching qualification--although now removed--has raised…

  5. Cooperative Learning and Teacher Beliefs about Pedagogy.

    ERIC Educational Resources Information Center

    Brody, Celeste M.; Hill, Leslie Rennie

    This is an exploratory, descriptive study of experienced elementary, middle, and secondary school teachers who participated in a 9-month cooperative learning training project which was designed to encourage reflection upon their beliefs and assumptions about their pedagogy. Fifteen teachers were interviewed to understand how teachers modify…

  6. Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Aydeniz, Mehmet

    2013-01-01

    This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program…

  7. Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

    ERIC Educational Resources Information Center

    Payne, Katherina A.

    2018-01-01

    Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…

  8. Visualizing Culturally Relevant Science Pedagogy through Photonarratives of Black Middle School Teachers

    ERIC Educational Resources Information Center

    Goldston, M. Jenice; Nichols, Sharon

    2009-01-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators' use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science…

  9. "Passing It On": Beyond Formal or Informal Pedagogies

    ERIC Educational Resources Information Center

    Cain, Tim

    2013-01-01

    Informal pedagogies are a subject of debate in music education, and there is some evidence of teachers abandoning formal pedagogies in favour of informal ones. This article presents a case of one teacher's formal pedagogy and theorises it by comparing it with a case of informal pedagogy. The comparison reveals affordances of formal pedagogies…

  10. An In Service Training Course, (INSET) on ICT Pedagogy in Classroom Instruction for the Greek Primary School Teachers

    ERIC Educational Resources Information Center

    Amanatidis, Nikolaos

    2014-01-01

    To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Institute of Educational Policy of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of ICT pedagogy in classroom instruction.…

  11. Using Empathic Identification as a Literacy Tool for Building Culturally Responsive Pedagogy with Preservice Teachers

    ERIC Educational Resources Information Center

    Gunn, AnnMarie Alberton; King, James R.

    2015-01-01

    This study explores how teaching cases that featured diversity and literacy issues and self-reflexive writing exercises called postcard narratives can be used as tools by teacher educators for developing a culturally responsive pedagogy with preservice teachers. This study used interviews with the professor, a journal kept by the professor, a…

  12. Teacher Educators' Visions of Pedagogical Training within Instrumental Higher Music Education. A Case in Finland

    ERIC Educational Resources Information Center

    Juntunen, Marja-Leena

    2014-01-01

    The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding "good" teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers' visions (Hammerness, 2006): teachers' own conceptions of ideal teaching…

  13. Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

    ERIC Educational Resources Information Center

    Dotger, Benjamin H.

    2015-01-01

    Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

  14. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    ERIC Educational Resources Information Center

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  15. Using narrative pedagogy: learning and practising interpretive thinking.

    PubMed

    Ironside, Pamela M

    2006-08-01

    This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline

  16. Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

    ERIC Educational Resources Information Center

    Duch, Henriette; Andreasen, Karen E.

    2015-01-01

    A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education.…

  17. Toward a Pedagogy of Transformative Teacher Education: World Educational Links

    ERIC Educational Resources Information Center

    Reed, Judith; Black, Deborah J.

    2006-01-01

    By describing an innovative model for teacher education, these authors hope to contribute to an interrogation of teacher education, class, and culture within the current political and economic system. Inaugurated at Keene State College in New Hampshire in May 2002, World Educational Links (WEL) prepares future educators for anti-oppressive…

  18. Differentiated Pedagogy to Address Learner Diversity in Secondary Physical Education

    ERIC Educational Resources Information Center

    Jarvis, Jane M.; Pill, Shane A.; Noble, Anna G.

    2017-01-01

    This article discusses the challenge of addressing student diversity in secondary physical education (PE) classes. Contemporary curriculum documents and teacher standards emphasize differentiated pedagogy in order to engage and challenge all learners. However, the reality of designing effective learning experiences for diverse students represents…

  19. Building Discretionary Authority in a Teacher Education Program

    ERIC Educational Resources Information Center

    Baker, Scott; Milner, Joseph O.

    2016-01-01

    This article reports on a teacher education program's use of "teaching rounds" and "action research" to build teacher candidates' "discretionary authority," the confidence to make their own teaching decisions rather than model their classroom choices solely on a mentor teacher's classroom pedagogy. Discretionary…

  20. Making science accessible through collaborative science teacher action research on feminist pedagogy

    NASA Astrophysics Data System (ADS)

    Capobianco, Brenda M.

    The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action

  1. Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

    NASA Astrophysics Data System (ADS)

    Sheth, Manali J.

    Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

  2. Seeing Disadvantage in Schools: Exploring Student Teachers' Perceptions of Poverty and Disadvantage Using Visual Pedagogy

    ERIC Educational Resources Information Center

    White, M. L.; Murray, Jean

    2016-01-01

    This paper describes exploratory research into the development of innovative visual pedagogies for investigating how pre-service student-teachers articulate their views about the effects of poverty on educational attainment. Social class emerges as the strongest factor in poverty and educational disadvantage in the UK. The resulting issues are…

  3. Mentoring in Early Childhood Education: A Compilation of Thinking, Pedagogy and Practice

    ERIC Educational Resources Information Center

    Murphy, Caterina, Ed.; Thornton, Kate, Ed.

    2015-01-01

    Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is a much-needed resource for mentors, leaders and teachers in early childhood education. It is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of…

  4. Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

    ERIC Educational Resources Information Center

    Howard, Kimberly J.; Turner-Nash, Kindel

    2011-01-01

    This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects…

  5. Friendship with Old Order Mennonite Teachers Develops Cultural Responsiveness in Preservice Special Education Teachers

    ERIC Educational Resources Information Center

    Knotts, J. Dusteen; Keesey, Susan

    2016-01-01

    Developing preservice teachers with a strong understanding of culturally relevant pedagogy should be a priority for all teacher education programs. Although much focus is placed on diversity in urban areas, diverse classrooms are found in all education settings. This paper demonstrates how a rural opportunity expanded the cultural awareness and…

  6. An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

    ERIC Educational Resources Information Center

    Lee, Kyeonghwa; Sriraman, Bharath

    2013-01-01

    Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped…

  7. Reshaping Teacher Cognition about L1 Use through Critical ELT Teacher Education

    ERIC Educational Resources Information Center

    Miri, Mowla; Alibakhshi, Goudarz; Mostafaei-Alaei, Mahnaz

    2017-01-01

    The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions…

  8. Sexuality, Schooling, and Teacher Identity Formation: A Critical Pedagogy for Teacher Education

    ERIC Educational Resources Information Center

    Vavrus, Michael

    2009-01-01

    Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider…

  9. Fostering Meaning-Oriented Learning and Deliberate Practice in Teacher Education

    ERIC Educational Resources Information Center

    Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.

    2011-01-01

    Meaning-oriented learning and deliberate practice may be expected to promote student teachers' continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an…

  10. Tensions of Teaching Media Literacy in Teacher Education

    ERIC Educational Resources Information Center

    Ngomba-Westbrook, Nalova Elaine

    2013-01-01

    This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century…

  11. The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education

    ERIC Educational Resources Information Center

    Cutri, Ramona Maile; Whiting, Erin Feinauer

    2015-01-01

    This study documents our efforts to implement an "ethic of discomfort" and a "pedagogy of discomfort" in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia,…

  12. Culturally Relevant Teaching: Hip-Hop Pedagogy in Urban Schools. Counterpoints: Studies in the Postmodern Theory of Education. Volume 396

    ERIC Educational Resources Information Center

    Prier, Darius D.

    2012-01-01

    "Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In…

  13. Reforming Teacher Education in Tanzania

    ERIC Educational Resources Information Center

    Hardman, Frank; Abd-Kadir, Jan; Tibuhinda, Audax

    2012-01-01

    It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the…

  14. The Problem of Pseudoscience in Science Education and Implications of Constructivist Pedagogy

    NASA Astrophysics Data System (ADS)

    Mugaloglu, Ebru Z.

    2014-04-01

    The intrusion of pseudoscience into science classrooms is a problem in science education today. This paper discusses the implications of constructivist pedagogy, which relies on the notions of viability and inter-subjectivity, in a context favourable to the acceptance of pseudoscience. Examples from written statements illustrate how prospective science teachers in Turkey readily accept pseudoscientific explanations of the origin of species. Constructivist pedagogy underestimates, if not ignores, the difficulty of holding rational discussions in the presence of pseudoscientific or absolute beliefs. Moreover, it gives a higher priority to learners' exposure to alternative constructions through social negotiation than to furthering their appreciation of science. Under these circumstances, self-confirmation and social pressure to accept existing pseudoscientific beliefs may be unanticipated consequences of social negotiation. Considering the aim of science education to foster an appreciation of science, the implications of constructivist pedagogy are, or should be, of great concern to science educators.

  15. A Place for Digital Storytelling in Teacher Pedagogy

    ERIC Educational Resources Information Center

    Clarke, Anne-Marie

    2017-01-01

    Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively…

  16. The Responsible Uncertainty of Pedagogy

    ERIC Educational Resources Information Center

    Sellar, Sam

    2009-01-01

    In our current moment there is a resurgence of interest in pedagogy as an object of research and policy. In this context the Redesigning Pedagogies in the North (RPiN) project sought to improve educational outcomes for students from low-socioeconomic status communities by researching teachers' efforts to develop more connected pedagogies. However,…

  17. Medical Teachers' Humanistic Perspective on Pedagogy: A New Starting Point for Faculty Development.

    PubMed

    Barrett, Jenny; Yates, Lyn; McColl, Geoffrey

    2016-01-01

    This study investigated the perspectives on pedagogy held by medical teachers in hospitals. The teachers were interviewed after they had been observed in both clinical and classroom settings. The study showed the teachers' reliance on the relational aspects of pedagogy more than on technical pedagogical knowledge. Teachers referred to their aims and approaches as "interactive," but this does not refer to any deliberate pedagogical design or acts. Asking questions was the technique used most commonly but not always skillfully, and they cited influences from the past rather than the present or the future. This research suggests the pedagogic approach of these medical teachers is "humanistic." It emphasizes personal and interpersonal factors, meaningful learning, and the affective, as well as cognitive aspects of clinical knowledge. It also captures a commitment to nonthreatening, nonhumiliating environments. Acknowledgment of this particular pedagogical perspective, it is argued, could better connect the health professional teachers with the education and development missions of universities, professional bodies, and governments. The teachers' expressed values and goals offer a new starting point for faculty development. Their reliance on the relational over the technical and on their own biographical experience, could be more respectfully valued and addressed to advance a more productive balance with the technical pedagogical elements that often concern educationalists, researchers, and administrators.

  18. Exploring Bi-Cultural Awareness through Outdoor Education in Preservice Physical Education Teacher Preparation

    ERIC Educational Resources Information Center

    Brawdy, Paul J.

    2004-01-01

    This paper focuses on the use of outdoor-based experiential learning in an undergraduate physical education teacher preparation program to develop a culturally-sensitive pedagogy for work with children from different cultures. Applying the six-stage process for becoming a bi-cultural teacher (Klug & Whitfield, 2003), teacher preparation…

  19. Investigating Preservice STEM Teacher Conceptions of STEM Education

    ERIC Educational Resources Information Center

    Radloff, Jeff; Guzey, Selcen

    2016-01-01

    Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the…

  20. On the "Flip" Side: A Teacher Educator of Color Unveiling the Dangerous Minds of White Teacher Candidates

    ERIC Educational Resources Information Center

    Matias, Cheryl E.

    2013-01-01

    This article provides a look into a day in the life of the author, Cheryl Matias, as a Filipina teacher educator teaching White teacher candidates in a White institution. This article focuses on the conceptualization and operationalization of her pedagogy of trauma as a survival mechanism and as a model for other teacher educators of Color who…

  1. Inclusion in Early Childhood Education: Pre-Service Teachers Voices

    ERIC Educational Resources Information Center

    Majoko, Tawanda

    2016-01-01

    This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

  2. Taking the Lead in Faculty Development: Teacher Educators Changing the Culture of University Faculty Development through Collaboration

    ERIC Educational Resources Information Center

    Adams, Susan R.; Mix, Elizabeth K.

    2014-01-01

    As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches…

  3. From Initial Teacher Education through Induction and Beyond: A Longitudinal Study of Primary Teacher Beliefs

    ERIC Educational Resources Information Center

    Ní Chróinín, Déirdre; O'Sullivan, Mary

    2014-01-01

    A better understanding of the relationship between beginning teachers' beliefs and the pedagogies of teacher education (TE) programmes that support their learning across time can enhance TE programme effectiveness. This 6-year longitudinal study examined the development and change of beginning primary classroom teachers' (n = 6) beliefs about…

  4. What Jim Crow's Teachers Could Do: Educational Capital and Teachers' Work in Under-Resourced Schools

    ERIC Educational Resources Information Center

    Kelly, Hilton

    2010-01-01

    This article explains how Jim Crow's teachers--former teachers of legally segregated schools for blacks--prepared and motivated disadvantaged students in spite of funding and resource deprivation. According to the author, black teachers fashioned situated pedagogies for the acquisition of educational capital that could be used in exchange for…

  5. Mainstream Early Childhood Education Teacher Preparation for Inclusion in Zimbabwe

    ERIC Educational Resources Information Center

    Majoko, Tawanda

    2017-01-01

    This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the "core expertise" of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of…

  6. Taking a "Reality" Check: Expanding Pre-Service Teachers' Views on Pedagogy and Diversity

    ERIC Educational Resources Information Center

    Ryan, Mary; Carrington, Suzanne; Selva, Gitta; Healy, Annah

    2009-01-01

    The outcomes of a two-pronged "real-world" learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community…

  7. Taking a Return to School: Using Self-Study to Learn about Teacher Educator Practice

    ERIC Educational Resources Information Center

    McDonough, Sharon

    2017-01-01

    The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of…

  8. Thai English Teachers' Understanding of "Postmethod Pedagogy": Case Studies of University Lecturers

    ERIC Educational Resources Information Center

    Saengboon, Saksit

    2013-01-01

    This qualitative case study aimed to solicit Thai EFL university lecturers' opinions concerning postmethod pedagogy. It was motivated by an interest in how local teachers construe pedagogical innovations such as postmethod pedagogy vis-à-vis their own teaching conditions. More often than not, local teachers encounter many challenges in…

  9. Urban Educators' Perceptions of Culturally Relevant Pedagogy and School Reform Mandates

    ERIC Educational Resources Information Center

    Esposito, Jennifer; Davis, Corrie L.; Swain, Ayanna N.

    2012-01-01

    In this article, we examine urban teachers' perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included…

  10. Investigating Preservice STEM Teacher Conceptions of STEM Education

    NASA Astrophysics Data System (ADS)

    Radloff, Jeff; Guzey, Selcen

    2016-10-01

    Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature.

  11. Those Who Teach Learn: Near-Peer Teaching as Outdoor Environmental Education Curriculum and Pedagogy

    ERIC Educational Resources Information Center

    Bester, Lucas; Muller, Gregg; Munge, Brendon; Morse, Marcus; Meyers, Noel

    2017-01-01

    Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly…

  12. Teaching "Teacha!" An Exploration of Culturally Responsive Pedagogy in Jewish Education

    ERIC Educational Resources Information Center

    Hirsch, Miriam

    2014-01-01

    This case study examines the contours of culturally relevant pedagogy in an undergraduate preservice teacher education program for Jewish women. The case describes how the assigned reading of Albarelli's (2000) narrative of teaching in a Hasidic Jewish school, "Teacha! Stories from a Yeshiva", disrupts the classroom community,…

  13. Educational Software Evaluation Form for Teachers

    ERIC Educational Resources Information Center

    Kara, Yilmaz

    2007-01-01

    The purpose of the study was to develop an educational software evaluation form to provide an evaluation and selection instrument of educational software that met the requirements of some balance between mechanics, content and pedagogy that is user friendly. The subjects for the study comprised a group of 32 biology teachers working in secondary…

  14. Teachers' Reflections on the Perceptions of Oppression and Liberation in Neo-Marxist Critical Pedagogies

    ERIC Educational Resources Information Center

    Yaakoby, Tova

    2013-01-01

    Critical pedagogy speaks of teachers as liberating and transformative intellectuals. Yet their voice is absent from its discourse.The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can…

  15. Remaking Education from Below: The Chilean Student Movement as Public Pedagogy

    ERIC Educational Resources Information Center

    Williams, Jo

    2015-01-01

    This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most sustained political activism seen in Chile since the democratic…

  16. Embracing a Critical Pedagogy in Art Education.

    ERIC Educational Resources Information Center

    Yokley, Shirley Hayes

    1999-01-01

    Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

  17. Critical Moments in the Process of Educational Change: Understanding the Dynamics of Change among Teacher Educators

    ERIC Educational Resources Information Center

    Brody, David L.; Hadar, Linor Lea

    2018-01-01

    This study examines the complex process of change among teacher educators who have chosen to improve their practice in a professional development community. Storyline methodology was used to reveal the dynamic process which teacher educators undergo when they consider adopting innovative pedagogy. Findings reveal critical moments in professional…

  18. Teacher Education for World English Speaking Pre-Service Teachers: Making Transnational Knowledge Exchange for Mutual Learning

    ERIC Educational Resources Information Center

    Singh, Michael; Han, Jinghe

    2010-01-01

    Pre-service teachers are taught that the funds of knowledge their students bring to school provide intellectual resources to be engaged through productive pedagogies. Teacher education may assist and/or hinder World English Speaking (WES) pre-service teachers in gaining access to the teaching profession by doing likewise. The interpretative case…

  19. Teacher Education and Experiential Learning: A Visual Ethnography

    ERIC Educational Resources Information Center

    Legge, Maureen; Smith, Wayne

    2014-01-01

    This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate…

  20. Dewey's Conception of Interest and Its Significance for Teacher Education

    ERIC Educational Resources Information Center

    Jonas, Mark E.

    2011-01-01

    Many teachers in teacher education programs are cursorily introduced to Dewey's "epochmaking" ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I…

  1. Inclusive Pedagogies in Music Education: A Comparative Study of Music Teachers' Perspectives from Four Countries

    ERIC Educational Resources Information Center

    Burnard, Pamela; Dillon, Steve; Rusinek, Gabriel; Saether, Eva

    2008-01-01

    Recognizing the increasing importance of developing inclusive pedagogies in music education, this article offers diverse ways of promoting positive learning experiences and reaching learners who are most at risk of exclusion. The findings reported in this article arise out of a wider comparative research project investigating the pedagogies of…

  2. Application of Principles of Total Quality Management (TQM) in Teacher Education Institutions

    ERIC Educational Resources Information Center

    Manivannan, M.; Premila, K. S.

    2009-01-01

    The indomitable spirit of higher education paves the way for the growth of a nation in the political, economic, social, intellectual and spiritual dimensions. Teacher education is one of the areas in higher education which trains student-teachers in pedagogy, which in turn helps them to train the young minds of educational institutions. The…

  3. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Aguirre Morales, Jahir; Ramos Holguín, Bertha

    2011-01-01

    This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational…

  4. Authentic Pedagogy and Students with Severe Disabilities

    ERIC Educational Resources Information Center

    Stephenson, Jennifer; Bo, Tony; Chavez, Deborah; Fayle, Leanne; Gavel, Julie

    2007-01-01

    This paper describes a project carried out by the first author, an academic in special education, with the other authors, teachers of students with severe disabilities. It aimed to explore the application of the New South Wales (NSW) model of pedagogy, derived from authentic pedagogy, to the education of students with severe intellectual…

  5. Productive Pedagogies and Teachers' Professional Learning in Physical Education

    ERIC Educational Resources Information Center

    Bowes, Margot; Tinning, Richard

    2015-01-01

    This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

  6. Authentic Role-Playing as Situated Learning: Reframing Teacher Education Methodology for Higher-Order Thinking

    ERIC Educational Resources Information Center

    Leaman, Lori Hostetler; Flanagan, Toni Michele

    2013-01-01

    This article draws from situated learning theory, teacher education research, and the authors' collaborative self-study to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. First, we review the Interstate Teacher Assessment and Support Consortium standards to confirm the call for…

  7. Plantation Pedagogy: A Postcolonial and Global Perspective. Global Studies in Education. Volume 16

    ERIC Educational Resources Information Center

    Bristol, Laurette S. M.

    2012-01-01

    "Plantation Pedagogy" originates from an Afro-Caribbean primary school teacher's experience. It provides a discourse which extends and illuminates the limitations of current neo-liberal and global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is distinguished from critical pedagogy by its historical presence…

  8. Changing the Place of Teacher Education: Feminism, Fear, and Pedagogical Paradoxes

    ERIC Educational Resources Information Center

    Jones, Stephanie; Hughes, Hilary E.

    2016-01-01

    In this article, Stephanie Jones and Hilary E. Hughes suggest that particular discursive lessons are readily available in justice-oriented teacher education which might influence a pedagogy that crowds out responsiveness, the experience of the student, and the role of gender and feminism in teacher education. They contend that changing the place…

  9. Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

    NASA Astrophysics Data System (ADS)

    Goos, Merrilyn; Bennison, Anne

    2017-12-01

    In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.

  10. Three Generations of Distance Education Pedagogy

    ERIC Educational Resources Information Center

    Anderson, Terry; Dron, Jon

    2011-01-01

    This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist,…

  11. English Teachers, Angels & Poverty: Writing on English Curriculum and Pedagogy (Reflections on Editing "English in Australia").

    ERIC Educational Resources Information Center

    Doecke, Brenton

    2002-01-01

    Explores the cultural politics of writing about English curriculum and pedagogy, focusing on the author's role as the editor of this journal. Describes his role as editor as one of providing a discursive space in which English teachers and literacy educators can begin to write about their work. (SG)

  12. Constructivist-Informed Pedagogy in Teacher Education: An Overview of a Year-Long Study in Fiji.

    ERIC Educational Resources Information Center

    Taylor, Neil; Coll, Richard

    2002-01-01

    This year-long study exposed preservice elementary teachers in Fiji to pedagogy based on a constructivist view of learning in order to improve their content knowledge and provide them with greater confidence to teach science. Qualitative and quantitative analysis indicated that the constructivist-based teaching approach led to improved learning,…

  13. "Let's Do This!": Black Women Teachers' Politics and Pedagogy.

    ERIC Educational Resources Information Center

    Dixson, Adrienne D.

    2003-01-01

    Examined how contemporary African American women teachers continued the tradition of political involvement, noting the extent to which issues of race, class, and gender identity informed their pedagogy and situating their activities in a black feminist activist tradition. Interviews with two elementary teachers indicated that while they did not…

  14. Navigating Complexities: An Integrative Approach to English Language Teacher Education

    ERIC Educational Resources Information Center

    Ryan, Phillip; Glodjo, Tyler; Hobbs, Bethany; Stargel, Victoria; Williams, Thad

    2015-01-01

    This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this…

  15. Civics Is Largely about Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy That Embraces Democratic Politics and Recognizes Diversity

    ERIC Educational Resources Information Center

    Molina-Girón, L. Alison

    2016-01-01

    Research investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher's unique citizenship education pedagogy, an approach that embraces democratic…

  16. Teacher Perspectives of Challenges within the Norwegian Educational System

    ERIC Educational Resources Information Center

    Anderson, Sarah K.; Terras, Katherine L.

    2015-01-01

    This research examines teacher perspectives' of educational challenges in Norway. Norway is one of the most well-resourced, prosperous, social welfare states in the world, yet the OECD (2011) recognized students' weak basic skills and insufficient teacher ability in content and pedagogy, along with engagement and imbalanced resources as points for…

  17. Feedback and Assessment in the New Kindergarten Teacher Education in Norway

    ERIC Educational Resources Information Center

    Haukenes, Marie Brandvoll

    2017-01-01

    This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning--BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in…

  18. Thomas Gordon's Communicative Pedagogy in Modern Educational Realities

    ERIC Educational Resources Information Center

    Leshchenko, Maria; Isaieva, Svitlana

    2014-01-01

    In the article the principles, strategies, methods, techniques of communicative pedagogy of American scientist Thomas Gordon and system components of effective communication training for parents, teachers and administrators are enlightened. It has been determined that the main principle of Thomas Gordon's pedagogy is an interactive way of knowing…

  19. Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Freire, Juan A.; Valdez, Verónica E.

    2017-01-01

    Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing…

  20. Developing a Pedagogy of "Making" through Collaborative Self-Study

    ERIC Educational Resources Information Center

    Bullock, Shawn M.; Sator, Andrea

    2018-01-01

    We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the…

  1. Mathematics Pedagogy and Content in a Blended Teacher Education Program

    ERIC Educational Resources Information Center

    Morales, Romelia V.; Anderson, Hal; McGowan, John

    2003-01-01

    Recently, the Department of Teacher Education and the Liberal Studies Program in the School of Education at California State University, Dominguez Hills (CSUDH) collaborated in developing a Blended Liberal Studies/Teacher Education Program (BLTEP) for upper division transfer students interested in completing an elementary credential. The BLTEP…

  2. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

    2018-01-01

    This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

  3. Field Education as the Signature Pedagogy of Social Work Education

    ERIC Educational Resources Information Center

    Wayne, Julianne; Bogo, Marion; Raskin, Miriam

    2010-01-01

    In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education-signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student…

  4. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    NASA Astrophysics Data System (ADS)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  5. Investigating Teacher Questions within the Framework of Knowledge Building Pedagogy

    ERIC Educational Resources Information Center

    Kiss, Tamas; Wang, Alex

    2017-01-01

    This study is designed to investigate the impact of teacher experience and cognition on teacher questioning in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most questions in a classroom and that the majority of their questions have little impact on learning since they focus on classroom management…

  6. Elementary Teacher Education in Papua New Guinea: Towards a Culturally Connected Perspective of Teaching

    ERIC Educational Resources Information Center

    Hahambu, Casper; Brownlee, Joanne M.; Petriwskyj, E. Anne

    2012-01-01

    Global and national agendas for quality education have led to reforms in Papua New Guinea's (PNG) elementary education, but criticism of the learner-centred Western pedagogies has emerged. One key influence on quality teacher education relates to perspectives of teaching. Existing research shows teachers' beliefs and perceptions of teaching…

  7. Dispositions in the Field: Viewing Mathematics Teacher Education through the Lens of Bourdieu's Social Field Theory

    ERIC Educational Resources Information Center

    Nolan, Kathleen

    2012-01-01

    Mathematics teacher educators are confronted with numerous challenges and complexities as they work to inspire prospective teachers to embrace inquiry-based pedagogies. The research study described in this paper asks what a teacher educator and faculty advisor can learn from prospective secondary mathematics teachers as they construct (and are…

  8. Effect of Transnational Standards on U.S. Teacher Education

    ERIC Educational Resources Information Center

    Murry, Kevin G.; Herrera, Socorro G.; Miller, Stuart S.; Fanning, Cristina A.; Kavimandan, Shabina K.; Holmes, Melissa A.

    2015-01-01

    The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five "transnational universals of teaching" that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English…

  9. Establishing a Competence Profile for the Role of Student-Centred Teachers in Higher Education in Belgium

    ERIC Educational Resources Information Center

    Gilis, Annelies; Clement, Mieke; Laga, Lies; Pauwels, Paul

    2008-01-01

    The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from…

  10. Science Pedagogy, Teacher Attitudes, and Student Success

    ERIC Educational Resources Information Center

    Munck, Miriam

    2007-01-01

    Through a century-long process, there has been a resolute effort to shape science teaching in elementary classrooms. A close look at science teaching and student learning may provide a better understanding of what really happens in elementary classrooms. This study examines relationships between science teaching pedagogy, teachers' science…

  11. Advancing Biosocial Pedagogy for HIV Education

    ERIC Educational Resources Information Center

    Davis, Mark David McGregor

    2011-01-01

    This article develops the concept of biosocial pedagogy in HIV education for this era of expanding biomedical forms of HIV control. With reference to critical pedagogy and teaching and learning materials addressing HIV treatment and prevention, I explain how HIV education can problematize its own role in HIV control. I also discuss how educational…

  12. Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools

    ERIC Educational Resources Information Center

    Taylor, Ashley M.

    2013-01-01

    This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective case study to examine the perspectives and decision making of four social studies teachers' enacted pedagogy for Latino/a newcomer students. I…

  13. Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

    NASA Astrophysics Data System (ADS)

    Sjöström, Jesper

    2018-03-01

    This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on `reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

  14. Dialogic Teaching in the Initial Teacher Education Classroom: "Everyone's Voice Will Be Heard"

    ERIC Educational Resources Information Center

    Simpson, Alyson

    2016-01-01

    This study examines the impact of dialogic teaching as core pedagogy in the higher education context. It investigates how instructional design informed by Alexander's dialogic principles and educational linguistics encouraged pre-service teachers and in-service teachers to develop professional capabilities to first recognise and then harness the…

  15. Fighting, Loving, Teaching: An Exploration of Hope, Armed Love and Critical Pedagogies in Urban Teachers' Praxis

    ERIC Educational Resources Information Center

    Daniels, Emily

    2010-01-01

    The purpose of this study was to explore urban teachers' praxis with historically marginalized youth. Specifically I examined of the role of hope and armed love, as well as critical pedagogy as conceptualized and implemented in urban classrooms. The basis for this is the continued educational inequities for urban youth, and an exploration of the…

  16. Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education

    ERIC Educational Resources Information Center

    Garbett, Dawn

    2011-01-01

    The aim of this self-study research was to deepen my understanding of pedagogy for teacher education and the factors that enhanced and hindered my confidence and competence as a teacher educator. I recorded my impressions and descriptions of events, discussions, and interpretations as a result of studying my practice in an electronic journal.…

  17. The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers' Learning about Emotional Self-Regulation and Its Relevance to the Teaching Profession

    ERIC Educational Resources Information Center

    De Jong, Terry; Lane, Jeniffer; Sharp, Sue

    2012-01-01

    This study was undertaken in response to the imperative of teacher education courses incorporating National Professional Standards for Teachers, in particular Standard 7, which deals with the professional engagement of teachers (AITSL, 2011). It aimed to evaluate the efficacy of simulation and active recall as a learner-centred pedagogy in…

  18. Transforming Knowledge in Undergraduate Teacher Education. A Craft Paper 91-1.

    ERIC Educational Resources Information Center

    Reid, Gem

    This paper examines the teacher educator's role in assisting prospective teachers to grasp what it means to transform knowledge so that content and pedagogy intersect. Knowledge is not certain nor is its authority held in the text or the teacher's lesson plans. If students perceive knowledge to be open-ended, requiring vital curiosity, they will…

  19. Quality and Quantity of Applicants for Teacher Education Rapidly Diminishing.

    ERIC Educational Resources Information Center

    Starr, Nina K.

    1983-01-01

    Identifies two societal factors contributing to the decrease in quantity/quality of applicants for teacher education programs: range of career options now available for females and the "tunnel vision" mind set of schools, departments, and colleges of education. Suggests generic pedagogy as a solution. (MH)

  20. Applying a Goal-Driven Model of Science Teacher Cognition to the Resolution of Two Anomalies in Research on the Relationship between Science Teacher Education and Classroom Practice

    ERIC Educational Resources Information Center

    Hutner, Todd L.; Markman, Arthur B.

    2017-01-01

    Two anomalies continue to confound researchers and science teacher educators. First, new science teachers are quick to discard the pedagogy and practices that they learn in their teacher education programs in favor of a traditional, didactic approach to teaching science. Second, a discrepancy exists at all stages of science teachers' careers…

  1. Locating Child Protection in Preservice Teacher Education

    ERIC Educational Resources Information Center

    Walsh, Kerryann; Laskey, Louise; McInnes, Elspeth; Farrell, Ann; Mathews, Ben; Briggs, Freda

    2011-01-01

    A recent report delivered by the Australian Centerer for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Mai-Taddeo, 2007). This paper advances this call by presenting case study accounts…

  2. Impact of Sustainability Pedagogies on Pre-Service Teachers' Self-Efficacy

    ERIC Educational Resources Information Center

    Evans, Neus; Tomas, Louisa; Woods, Cindy

    2016-01-01

    Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within…

  3. An Intercultural Approach To Challenging Issues In Northern Ireland Teacher Education

    ERIC Educational Resources Information Center

    Siberry, Laurence; Kearns, Hugh

    2005-01-01

    This paper reports action research intended to advance intercultural learning and pedagogy within teacher preservice education. Northern Ireland (NI) student teachers returning from teaching abroad and students from abroad training in NI shared views upon pedagogical practices, identified features supportive of inclusive teaching and assessed the…

  4. The Council for Exceptional Children's Position on Special Education Teacher Evaluation

    ERIC Educational Resources Information Center

    Council for Exceptional Children (NJ3), 2012

    2012-01-01

    The Council for Exceptional Children (CEC) recognizes the importance of special education teachers in the education of all children and youth. Special educators have always believed that children's individual learning needs should drive instruction; indeed, pedagogy is the heart of special education practice. One way to judge a special education…

  5. The Council for Exceptional Children's Position on Special Education Teacher Evaluation

    ERIC Educational Resources Information Center

    TEACHING Exceptional Children, 2013

    2013-01-01

    The Council for Exceptional Children (CEC) recognizes the importance of special education teachers in the education of all children and youth. Special educators have always believed that children's individual learning needs should drive instruction; indeed, pedagogy is the heart of special education practice. One way to judge a special education…

  6. Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers

    NASA Astrophysics Data System (ADS)

    McNally, Jim

    2006-03-01

    This paper attempts to establish a conceptual basis on which beginning teachers may be introduced to investigative science teaching in a way that accommodates the teacher voice. It draws mainly on preliminary theory from the shared reflections of 20 science teachers, augmented by a more general interview-based study of the experience of early professional learning of 18 new teachers. Internationally, it is situated in the wider concern in the literature with the nature of science, mainly in initial teacher education. Empirically located within the Scottish context, a grounded epistemological base of teacher knowledge is illustrated and presented as components of confidence in a cycle of professional learning that needs to be set in motion during initial teacher education. It is proposed that, given protected experience in their early attempts to teach investigatively, new teachers can begin to develop a confident pedagogy of loose opportunism that comes close to authentic science for the children they teach.

  7. Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

    ERIC Educational Resources Information Center

    Schecter, Sandra R.; Sherri, Dana L.

    2009-01-01

    Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

  8. Employing Liberative Pedagogies in Engineering Education.

    ERIC Educational Resources Information Center

    Riley, Donna

    2003-01-01

    Motivates the use of feminist, critical, and radical pedagogies in engineering education and presents their application in an engineering thermodynamics course. Discusses assessment approaches and the limitations of liberative pedagogies in an engineering context. (Contains 40 references.) (Author/NB)

  9. Signature Pedagogies for E-Learning in Higher Education and Beyond

    ERIC Educational Resources Information Center

    Eaton, Sarah Elaine; Brown, Barbara; Schroeder, Meadow; Lock, Jennifer; Jacobsen, Michele

    2017-01-01

    Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice…

  10. The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

    NASA Astrophysics Data System (ADS)

    Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

    2017-12-01

    This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

  11. Science, technology, and pedagogy: Exploring secondary science teachers' effective uses of technology

    NASA Astrophysics Data System (ADS)

    Guzey, Siddika Selcen

    Technology has become a vital part of our professional and personal lives. Today we cannot imagine living without many technological tools such as computers. For the last two decades technology has become inseparable from several areas, such as science. However, it has not been fully integrated into the field of education. The integration of technology in teaching and learning is still challenging even though there has been a historical growth of Internet access and available technology tools in schools (U.S. Department of Education, National Center for Education Statistics, 2006). Most teachers have not incorporated technology into their teaching for various reasons such as lack of knowledge of educational technology tools and having unfavorable beliefs about the effectiveness of technology on student learning. In this study, three beginning science teachers who have achieved successful technology integration were followed to investigate how their beliefs, knowledge, and identity contribute to their uses of technology in their classroom instruction. Extensive classroom observations and interviews were conducted. The findings demonstrate that the participating teachers are all intrinsically motivated to use technology in their teaching and this motivation allows them to enjoy using technology in their instruction and keeps them engaged in technology use. These teachers use a variety of technology tools in their instruction while also allowing students to use them, and they posit a belief set in favor of technology. The major findings of the study are displayed in a model which indicates that teachers' use of technology in classroom instruction was constructed jointly by their technology, pedagogy, and content knowledge; identity; beliefs; and the resources that are available to them and that the internalization of the technology use comes from reflection. The study has implications for teachers, teacher educators, and school administrators for successful technology

  12. Progressive Pedagogies and Teacher Education: A Review of the Literature

    ERIC Educational Resources Information Center

    Webber, Geoff; Miller, Dianne

    2016-01-01

    Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important…

  13. International Education, Educational Rights and Pedagogy: Introduction

    ERIC Educational Resources Information Center

    Milatovic, Maja; Spoto, Stephanie; Wånggren, Lena

    2018-01-01

    With increased globalization, travel and mobility, international student education has become an academically and economically important part of tertiary education around the world. The increased commodification and marketization of higher education complicate the present challenges in ensuring culturally sensitive and competent pedagogies and…

  14. What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Lee, Bridget; Cawthon, Stephanie

    2015-01-01

    Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider "pre-service" teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this…

  15. The Purpose and Scope of Pedagogy in Pharmaceutical Education.

    PubMed

    Nakamura, Akihiro

    2017-01-01

    The WHO and International Pharmaceutical Federation (FIP) introduced the concept of the "seven-star pharmacist" in which a pharmacist is described as a caregiver, communicator, decision-maker, teacher, lifelong learner, leader and manager. In six-year pharmaceutical education programs, which have been provided in schools of pharmacy since 2006, 5th year students participate in on-site practice experiences in hospitals and community pharmacies. Thus, Japanese pharmacists also began to have a role in pharmaceutical education as teachers in clinical settings. Not only pharmacists in clinical settings, but also faculty members of pharmacy schools, had not previously been familiar with evidence-based education, and therefore they often teach in the way they were taught. Since research on teaching and learning has not been well developed in Japanese pharmaceutical education, both the model core curriculum for six-year programs and the subject benchmark statement for four-year programs are based on insufficient scientific evidence. We should promote the scholarship of teaching and learning, which promotes teaching as a scholarly endeavor and a worthy subject for research. In this review, I will summarize the needs and expectations for the establishment of pedagogy in pharmaceutical education.

  16. Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education

    ERIC Educational Resources Information Center

    Umami, Ida

    2018-01-01

    The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government's several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian…

  17. Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

    ERIC Educational Resources Information Center

    Baturay, Meltem Huri; Gökçearslan, Sahin; Sahin, Semsettin

    2017-01-01

    The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

  18. Enterprise Education as Pedagogy

    ERIC Educational Resources Information Center

    Jones, Brian; Iredale, Norma

    2010-01-01

    Purpose: This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business…

  19. Becoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers

    ERIC Educational Resources Information Center

    Nieto, Sonia

    2017-01-01

    In this article, the author focuses specifically on how what she calls non-specialist teachers (i.e., those who are neither bilingual nor ESL teachers) can benefit from the practices of bilingual and ESL teachers, and how teacher educators can incorporate this knowledge in their curriculum and pedagogy. To do so, she uses examples from research…

  20. Self-Study of Teacher Education Practices and Critical Pedagogy: The Fifth Moment in a Teacher Educator's Journey

    ERIC Educational Resources Information Center

    Ragoonaden, Karen

    2015-01-01

    In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the…

  1. Narrating Neoliberalism: Alternative Education Teachers' Conceptions of Their Changing Roles

    ERIC Educational Resources Information Center

    Golden, Noah Asher

    2018-01-01

    The signifier "alternative" in education has largely shifted from progressive or humanizing pedagogies to deficit framings requiring alternate graduation criteria. This development is part of broader neoliberal educational reform efforts that disrupt longstanding conceptions of teachers' roles. This study serves to investigate long-term…

  2. Indonesian teachers' epistemological beliefs and inclusive education.

    PubMed

    Sheehy, Kieron; Budiyanto; Kaye, Helen; Rofiah, Khofidotur

    2017-01-01

    A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.

  3. Teacher Candidates' Assessment for Pedagogy Education: Karabuk University/Turkey Sample

    ERIC Educational Resources Information Center

    Aydogdu, Ömer; Çelebi, Nurhayat

    2017-01-01

    The aim of this research is to determine the extent of benefit of teacher training education of the teacher candidate students who are having pedagogical teacher training education. This research is a quantitative study in general screening model. In the research, a questionnaire formed of 5-point Likert type with 26 items was used. Cronbach Alpha…

  4. Developing Pedagogical Judgment in Novice Teachers: Mediated Field Experience as a Pedagogy for Teacher Education

    ERIC Educational Resources Information Center

    Horn, Ilana Seidel; Campbell, Sara Sunshine

    2015-01-01

    A common critique of teacher education centres on the gap between coursework and schools, with ample evidence that novice teachers seldom bring ambitious forms of instruction into classroom placements. We describe a 6-year design experiment conducted in a university teacher education program secondary mathematics methods course focused squarely on…

  5. Is There a Teacher in This Class? Information Processing, Multimedia and Education

    ERIC Educational Resources Information Center

    Muralikrishnan, T. R.; Sanjayan, T. S.

    2009-01-01

    This paper proposes to discuss the concept of multimedia using information processing theory in ICT enabled teacher education in the context of a knowledge society. The Information and communication technology (ICT) competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration and networking remain…

  6. Integrating Sociopolitical Awareness into a Teacher Education Curriculum.

    ERIC Educational Resources Information Center

    Major, Elza Magalhaes; Celedon-Pattichis, Sylvia

    2001-01-01

    Discusses critical pedagogy in teacher education and defines constructivist practices. Describes the structure of an English-as-a-Second-Language endorsement program, and focuses on Awareness Week, describing the role of student leadership in the program and the supporting role of the faculty and the coursework. (Author/VWL)

  7. Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates' Learning across Practicum and Diversity Coursework Experiences

    ERIC Educational Resources Information Center

    Daniel, Shannon M.

    2016-01-01

    This investigation of teacher candidates' (TCs) learning in their pre-service elementary education program demonstrates how TCs grappled with enacting culturally responsive pedagogy (CRP) in their practicum sites. Interviews with TCs, analyzed with Lucas and Villegas's (2002) tenets of CRP, reveal how TCs thought about equitable instruction in…

  8. Public Relations Education: Where is Pedagogy?

    ERIC Educational Resources Information Center

    Coombs, W. Timothy; Rybacki, Karyn

    1999-01-01

    Uses data from a national survey and from the 1998 National Communication Association Summer Conference, both described elsewhere in this issue, to examine the strengths and weaknesses of public-relations pedagogy; to compare educator and practitioner perceptions of pedagogy; and to offer a set of concerns and recommendations. (SR)

  9. Dialogue, Knowledge, and Teacher-Student Relations: Freirean Pedagogy in Theory and Practice

    ERIC Educational Resources Information Center

    Bartlett, Lesley

    2005-01-01

    Paulo Freire's revolutionary theory of pedagogy has influenced progressive educational practice and inspired educational activism around the world. Many contemporary nonformal educational efforts are deeply influenced by Freire's work. In Latin America approaches that draw on Freire's pedagogy are broadly known as popular education, while in the…

  10. Empowering Teachers to Create a More Peaceful World through Global Education: Simulating the United Nations

    ERIC Educational Resources Information Center

    Kirkwood-Tucker, Toni Fuss

    2004-01-01

    Global education constitutes a pedagogy of peacebuilding citizenship education for the purpose of empowering teachers in building a more just and peaceful world. In this self-study, I examined simulations of the United Nations General Assembly conducted in a graduate elective course attended by 53 preservice and inservice teachers during three…

  11. Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy

    ERIC Educational Resources Information Center

    Langford, Rachel

    2010-01-01

    Child-centred pedagogy is both an enduring approach and a revered concept in Western-based teacher preparation. This article weaves together major critiques of child-centred pedagogy that draw on critical feminist, postmodernist and post-structural theories. These critiques have particular relevance for conceptualizing what it can mean to be, and…

  12. Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2.

    ERIC Educational Resources Information Center

    Brauer, Gerd, Ed.

    This second volume in the series "Advances in Foreign and Second Language Pedagogy" is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the…

  13. Voices of Divergence: Resistance, Contestation and the Shaping of Namibia's Teacher Education, 1990-2010

    ERIC Educational Resources Information Center

    Nyambe, John; Wilmot, Di

    2015-01-01

    This paper reports on an aspect of a broader study that investigated teacher educators' uptake of learner-centred pedagogy in post-apartheid Namibia. The paper shares part of the study that illuminated the path traversed by Namibian teacher education policy from 1990 to 2010, two decades into the country's post-apartheid self-rule. It argues that,…

  14. Professional Preparation of Students of Social Pedagogy in the Czech Republic

    ERIC Educational Resources Information Center

    Martincová, Jana; Andrysová, Pavla

    2017-01-01

    This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of…

  15. Narratives from the Road to Social Justice in PETE: Teacher Educator Perspectives

    ERIC Educational Resources Information Center

    Dowling, Fiona; Fitzgerald, Hayley; Flintoff, Anne

    2015-01-01

    Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon…

  16. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  17. From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

    ERIC Educational Resources Information Center

    Timmerman, Nora; Metcalfe, Amy Scott

    2009-01-01

    In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case…

  18. "Singing into Language": Sudanese Australian Young Women Create Public Pedagogy

    ERIC Educational Resources Information Center

    Harris, Anne

    2011-01-01

    This article examines the ethnocinematic research project "Cross-Marked: Sudanese Australian Young Women Talk Education", and its relationship to the evolving notion of public pedagogies. The project explores the potential of alternative pedagogies, which include popular culture, especially audiovisual forms, to engage teachers and…

  19. Old Habits Die Hard: An Uphill Struggle against Rules without Reason in Mathematics Teacher Education

    ERIC Educational Resources Information Center

    O'Meara, Niamh; Fitzmaurice, Olivia; Johnson, Patrick

    2017-01-01

    Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out…

  20. Learning to Enact Social Justice Pedagogy in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Leonard, Jacqueline; Moore, Cara M.

    2014-01-01

    Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this…

  1. Using Case-Based Pedagogy in the Philippines: A Narrative Inquiry

    NASA Astrophysics Data System (ADS)

    Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon E.; Tippins, Deborah J.

    2001-04-01

    This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the individual and collective narrative histories of teachers. The study was conducted at West Visayas State University in the Philippines as a collaborative research endeavour involving two US and four Filipino science teacher educators. The centrepiece of this study was a case experience prompted by reflection on prospective and practicing elementary teachers' written cases. Results of the study are presented here as a layered narrative. An initial layer explores how a case, written by a prospective teacher, was interwoven with her past and future life history. A second layer looks at sociocultural and professional tensions that mediated the participants' case experience. A third layer represents how the case experience provided a community that supported critical reflection among the research team members. Implications from the study emphasise that case-based pedagogy can serve as a basis for critical reflection to inform community-based approaches to science teacher education pedagogical and research reform.

  2. Culture, Language, Pedagogy: The Place of Culture in Language Teacher Education

    ERIC Educational Resources Information Center

    Badger, Richard; MacDonald, Malcolm N.

    2007-01-01

    The principles of many international language teacher education programmes are grounded in a relatively homogenous set of "Western" cultural values, even though their participants come from a wide range of different cultural backgrounds. This paper addresses some of the issues surrounding the role of culture in language teacher education and…

  3. Approaches to Assessing Preservice Teachers' Learning in Authentic and Rigorous Ways: The Case of an Inclusive Education Module

    ERIC Educational Resources Information Center

    Walton, Elizabeth; Rusznyak, Lee

    2016-01-01

    Initial teacher education programmes offer inclusive education modules that seek to prepare teachers for teaching diverse learners. While there is growing research on the content and pedagogy of inclusive education modules, relatively less attention has been given to the assessment of these modules. This paper focuses on the challenges of…

  4. Learning to Support Adolescent Literacy: Teacher Educator Pedagogy and Novice Teacher Take up in Secondary English Language Arts Teacher Preparation

    ERIC Educational Resources Information Center

    Kavanagh, Sarah Schneider; Rainey, Emily C.

    2017-01-01

    Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers' literacy…

  5. Pedagogies from "Nepantla": "Testimonio," Chicana/Latina Feminisms and Teacher Education Classrooms

    ERIC Educational Resources Information Center

    Prieto, Linda; Villenas, Sofia A.

    2012-01-01

    This article describes a process of testimonial co-creation between two teacher educators. We created "testimonios" in dialogue to examine who we are, how we "know," and how we teach as Chicana/Latina educators of prospective teachers in predominantly white institutions (PWIs). An active exploration of our lived experiences growing up as…

  6. Reculturing Pedagogical Practice: Probing Teachers' Cultural Models of Pedagogy

    ERIC Educational Resources Information Center

    Chafi, Essaid; Elkhouzai, Elmostapha

    2017-01-01

    A number of educational reform attempts, chief among which are pedagogy by objectives, competency-based approach, and pedagogy of integration, have been made to establish pedagogical reform in Moroccan public primary school. However, results have not been up to par. Failure of school reform has been largely rationalized in terms of technical…

  7. Open Education and Critical Pedagogy

    ERIC Educational Resources Information Center

    Farrow, Robert

    2017-01-01

    This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the…

  8. Cultivating interpretive thinking through enacting narrative pedagogy.

    PubMed

    Scheckel, Martha M; Ironside, Pamela M

    2006-01-01

    Teachers and educational researchers in nursing have persisted in their attempts to teach students critical thinking and to evaluate the effectiveness of these efforts. Yet, despite the plethora of studies investigating critical thinking, there is a paucity of research providing evidence that teachers' efforts improve students' thinking. The purpose of this interpretive phenomenological study is to explicate how students' thinking can be extended when teachers use Narrative Pedagogy. Specifically, the theme Cultivating Interpretive Thinking refers to how teachers' use of Narrative Pedagogy moves beyond the critical thinking movement's emphasis on analytical thinking (i.e., problem solving). Cultivating Interpretive Thinking offers an innovative approach for teaching and learning thinking that attends to students' embodied, reflective, and pluralistic thinking experiences. Teachers who cultivate interpretive thinking add complexity to students' thinking to better prepare them for challenging, complex, and unpredictable clinical environments.

  9. Whitening Arizona: Teacher Education in a Time of War against Our Students

    ERIC Educational Resources Information Center

    Fernandez, Anita

    2011-01-01

    When children are under attack, teacher educators need to instill activism as well as pedagogy in preservice teachers. The author describes an incident in Arizona in which children of color and communities of color are the targets of the assaults. The incident is one of many unjust occurrences that have transpired in Arizona on the heels of a…

  10. Values Pedagogy and Teacher Education: Re-Conceiving the Foundations

    ERIC Educational Resources Information Center

    Lovat, Terrence; Dally, Kerry; Clement, Neville; Toomey, Ron

    2011-01-01

    Recent research in fields as diverse as educational philosophy and psychology, as well as in the neurobiological sciences, has underlined the need to reassess many of the assumptions that underpin the role of the school, the teacher and education in general. The work of the philosophers such as Carr and Kristjansson could be interpreted as…

  11. Cultivating Educational Resilience: An Examination of Teacher-Student Interactions in the Elementary Classroom

    ERIC Educational Resources Information Center

    Parker, Hazel Spaulding

    2013-01-01

    In education, one of the vital goals is to improve student success through high-quality teaching. Teachers' pedagogy and knowledge of content coupled with the interactions between the teacher and student is one of the most critical components influencing the academic success of students. The purpose of this study was to examine supportive…

  12. Critical Education, Critical Pedagogies, Marxist Education in the United States

    ERIC Educational Resources Information Center

    Foley, Jean Ann; Morris, Doug; Gounari, Panayota; Agostinone-Wilson, Faith

    2015-01-01

    As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of "criticalism" from the theoretical/foundational work of the Frankfurt School of Critical Social Theory,…

  13. Searching for a "Pedagogy of Hope": Teacher Education and the Social Sciences

    ERIC Educational Resources Information Center

    Samuel, Michael

    2010-01-01

    I analyse module outlines within a particular school of social sciences located in a faculty of education, and uncover the evolving systems of teaching social sciences in a teacher education curriculum. The data are analysed through two theoretical lenses: firstly, through the lense of models of teacher education and professional development, and…

  14. Cul-De-Sac from Diehard Traditions: The Demise of Action Research in Teacher Education

    ERIC Educational Resources Information Center

    Zireva, Davison

    2017-01-01

    Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed…

  15. Critical Pedagogy and APA: A Resonant (and Timely) Interdisciplinary Blend.

    PubMed

    Connolly, Maureen; Harvey, William J

    2018-04-12

    Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak's approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.

  16. Turning pedagogy into a science: teachers and psychologists in late imperial Russia (1897-1917).

    PubMed

    Byford, Andy

    2008-01-01

    The article explores the Russian teachers' tortuous campaign at the beginning of the twentieth century to rise above the status of "semiprofessionals" by rooting the legitimacy of their professional expertise, training institutions, and working practices in the authority of "science." This involved a radical reshaping of traditional pedagogy and its fusion with new, controversial approaches to child psychology. It also led to a proliferation of teacher-training courses and conferences devoted to "pedagogical psychology," "experimental pedagogy," and "pedology." The article analyzes how the teachers' professional aspirations interacted with the conflicting agendas of rival groups of psychologists, who were themselves engaged in bitter squabbles over the legitimate identity of psychology as a scientific discipline.

  17. Improving sexuality education: the development of teacher-preparation standards.

    PubMed

    Barr, Elissa M; Goldfarb, Eva S; Russell, Susan; Seabert, Denise; Wallen, Michele; Wilson, Kelly L

    2014-06-01

    Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education. An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction. Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment. The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards. © 2014, American School Health Association.

  18. Virtual Egalitarianism, Critical Pedagogy, and Geographic Education

    ERIC Educational Resources Information Center

    Lukinbeal, Chris; Allen, Casey D.

    2007-01-01

    This article explores the implementation of critical pedagogic practices into a graduate level landscape seminar Web site. Critical pedagogy seeks to reconfigure student-teacher relationships and disrupt embedded power regimes within academia and society. Critical pedagogic practices create a dialogue amongst learners, where everyone has a stake…

  19. The Characteristics of Religious Education Teachers and Respecting Diversity in Religious Education in Croatia

    ERIC Educational Resources Information Center

    Filipovic, Ana Thea; Rihtar, Stanko

    2017-01-01

    The first part of the article deals with the European and, specifically, Croatian sociopolitical and cultural framework of inclusive pedagogy and presents its basic postulates. The second part contains answers to questions linked to the treatment of differences in religious education in Croatia and characteristics of teachers that can be linked to…

  20. Towards a Pedagogy for Cooperative Education.

    ERIC Educational Resources Information Center

    Heinemann, Harry N.

    1983-01-01

    Discusses the need to develop an appropriate pedagogy for cooperative education to integrate the educational outcomes from the work and classroom experience. Suggests that the model should structure, guide, and provide for the systematic evaluation of the learning resulting from the cooperative education assignment. (JOW)

  1. Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change

    ERIC Educational Resources Information Center

    McNaughton, Susan Maree; Billot, Jennie

    2016-01-01

    Higher education teachers' roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing.…

  2. The Road to Culturally Relevant Science: Exploring How Teachers Navigate Change in Pedagogy

    ERIC Educational Resources Information Center

    Johnson, Carla C.

    2011-01-01

    In this study, two middle-school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson-Billings (1994) theory of culturally relevant pedagogy, teacher…

  3. On Rethinking Our Classrooms: A Critical Pedagogy View

    ERIC Educational Resources Information Center

    Samacá Bohórquez, Yolanda

    2012-01-01

    This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation.…

  4. Narrative pedagogy in midwifery education.

    PubMed

    Gilkison, Andrea

    2013-09-01

    Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

  5. The Limits of Pedagogy: "Diaculturalist Pedagogy" as Paradigm Shift in the Education of Adult Immigrants

    ERIC Educational Resources Information Center

    Entigar, Katherine E.

    2017-01-01

    Pedagogy develops through the interventions of scholars who believe injustice should not be normalised. Such interventions nonetheless subsume monoculturalist assumptions constructed within the US social and academic narrative. The top-down paradigm of "designing pedagogy" is inappropriate for educating adult immigrants, whose…

  6. Becoming a Border Pedagogy Educator: Rooting Practice in Paradox

    ERIC Educational Resources Information Center

    Garza, Elizabeth

    2007-01-01

    Reflecting on her experiences as an educator over the past four years, the author realizes that the Center for the Study of Border Pedagogy (Bord Pedagogy) has profoundly shaped her vision for education, significantly changed her instructional practice, and effectively focused her efforts for social justice and equity in multicultural schools.…

  7. Decolonization in health professions education: reflections on teaching through a transgressive pedagogy.

    PubMed

    Rodney, Ruth

    2016-12-01

    Canadian health educators travel to the global south to provide expertise in health education. Considering the history of relations between the north and south, educators and healthcare providers from Canada should critically examine their practices and consider non-colonizing ways to relate to their Southern colleagues. Using her experience as a teacher with the Toronto Addis Ababa Academic Collaboration in Nursing, the author explored issues of identity and representation as a registered nurse and PhD candidate teaching in Ethiopia. Transgressive pedagogy was used to question how her personal, professional, and institutional identities impacted her role as a teacher. Thinking and acting transgressively can decrease colonizing relations by acknowledging boundaries and limitations within present ideas of teaching and global health work and help moving beyond them. The act of being transgressive begins with a deeper understanding and consciousness of who we are as people and as educators. Working responsibly in the global south means being critical about historical relations and transparent about one's own history and desires for teaching abroad.

  8. Decolonization in health professions education: reflections on teaching through a transgressive pedagogy

    PubMed Central

    Rodney, Ruth

    2016-01-01

    Background Canadian health educators travel to the global south to provide expertise in health education. Considering the history of relations between the north and south, educators and healthcare providers from Canada should critically examine their practices and consider non-colonizing ways to relate to their Southern colleagues. Methods Using her experience as a teacher with the Toronto Addis Ababa Academic Collaboration in Nursing, the author explored issues of identity and representation as a registered nurse and PhD candidate teaching in Ethiopia. Transgressive pedagogy was used to question how her personal, professional, and institutional identities impacted her role as a teacher. Results Thinking and acting transgressively can decrease colonizing relations by acknowledging boundaries and limitations within present ideas of teaching and global health work and help moving beyond them. The act of being transgressive begins with a deeper understanding and consciousness of who we are as people and as educators. Conclusion Working responsibly in the global south means being critical about historical relations and transparent about one’s own history and desires for teaching abroad. PMID:28344704

  9. Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction

    ERIC Educational Resources Information Center

    Shih, Yi-Huang

    2018-01-01

    By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and…

  10. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    NASA Astrophysics Data System (ADS)

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

    2001-05-01

    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  11. Collaborative Self-Study of Online Teaching in Early Childhood Teacher Education

    ERIC Educational Resources Information Center

    Green, Nicole; Wolodko, Brenda; Stewart, Cherry; Edwards, Helen; Brooks, Margaret; Littledyke, Ros

    2013-01-01

    Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving…

  12. Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Timmons-Brown, Stephanie; Warner, Catharine

    2016-01-01

    In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the…

  13. Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course

    ERIC Educational Resources Information Center

    Polly, Drew

    2014-01-01

    This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey…

  14. Critical Assessment of Video Production in Teacher Education: Can Video Production Foster Community-Engaged Scholarship?

    ERIC Educational Resources Information Center

    Yang, Kyung-Hwa

    2014-01-01

    In the theoretical framework of production pedagogy, I reflect on a video production project conducted in a teacher education program and discuss the potential of video production to foster community-engaged scholarship among pre-service teachers. While the importance of engaging learners in creating media has been emphasized, studies show little…

  15. Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

    ERIC Educational Resources Information Center

    Polly, Drew

    2015-01-01

    Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

  16. Introducing the Physical Education and Sport Pedagogy 2012 Scholar Lecture

    ERIC Educational Resources Information Center

    Flintoff, Anne; Fitzgerald, Hayley

    2014-01-01

    This commentary introduces David Kirk's paper entitled "Making a career in Physical Education and Sport Pedagogy in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship", which was presented in the 2012 Physical Education and Sport Pedagogy (PESP) "scholar lecture" at the British…

  17. Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study.

    PubMed

    Mukumbang, Ferdinand C; Alindekane, Leka Marcel

    2017-04-01

    The aim of this study was to explore the teacher identity formation dynamics of student nurse-educators about the subject matter, pedagogy and didactics. A case study using descriptive quantitative design was employed. Using a cross-sectional approach, data were collected in 2014 using a self-administered questionnaire. Participants were asked to self-evaluate their teaching competencies on the nursing subject matter, pedagogical expertise and didactical expertise. Using descriptive analysis we determined the central tendencies of the constructs. The descriptive analysis revealed a very small variance (0.0011) and standard deviation (0.04) among the means of the three constructs, which indicates a fair balance in the contribution of the subject matter, pedagogy and didactics towards teacher identity formation. Nursing student-educators can achieve a balanced combination of subject matter expert, pedagogical expert and didactical expert combination during the formation of their teacher identity. This could be indicative of how effective the training programme is in helping the students achieve a balanced teacher identity.

  18. Using Vignettes as Self-Reflexivity in Narrative Research of Problematised History Pedagogy

    ERIC Educational Resources Information Center

    Hunter, Philippa

    2012-01-01

    This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of…

  19. Teacher Candidates' Attitudes to Using Oral History in History Education

    ERIC Educational Resources Information Center

    Demircioglu, Ebru

    2016-01-01

    The aim of this research is to determine the views of history teacher candidates towards an oral history project carried out in the Special Teaching Method Course of the history pedagogy program of the Fatih Faculty of Education (FFE) at Karadeniz Technical University in Turkey. An open-ended questionnaire and semi-structured interview were the…

  20. Pedagogy of the Rural: Implications of Size on Conceptualisations of Rural

    ERIC Educational Resources Information Center

    Walker-Gibbs, Bernadette; Ludecke, Michelle; Kline, Jodie

    2015-01-01

    This paper proposes a concept of Pedagogy of the Rural that draws together current rural education theory and practice to illustrate the complexities of rural space and place often overlooked in teacher education more broadly. We firstly examine notions of size, and then we explore how this impacts on the ways in which teachers in rural locations…

  1. Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Kafyulilo, Ayoub C.

    2010-01-01

    This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…

  2. Exploring the Impact of a Standards-Based Mathematics and Pedagogy Class on Preservice Teachers' Beliefs and Subject Matter Knowledge

    ERIC Educational Resources Information Center

    Stohlmann, Micah Stephen

    2012-01-01

    This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…

  3. The edTPA as an Occasion for Structuring Faculty Dialogue across the Divide? A "Checklist Manifesto" for a More Inclusive Teacher Education

    ERIC Educational Resources Information Center

    Pugach, Marleen C.

    2017-01-01

    Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students…

  4. Shifting Discourses in Teacher Education: Performing the Advocate Bilingual Teacher

    ERIC Educational Resources Information Center

    Caldas, Blanca

    2017-01-01

    This article analyses the co-construction of the Bilingual teacher as advocate among preservice Bilingual teachers, through the use of narratives drawn from actual stories of Bilingual teachers, by means of drama-based pedagogy inspired by Theater of the Oppressed techniques. This study uses critical discourse analysis and Bakhtinian…

  5. Teacher Education Students' Epistemological Beliefs: Developing a Relational Model of Teaching

    ERIC Educational Resources Information Center

    Brownlee, Joanne

    2004-01-01

    A teaching programme based on relational pedagogy (Baxter Magolda, 1993a) was implemented to foster the development of epistemological beliefs in twenty-nine pre-service teacher education students at a large metropolitan university in Australia. Epistemological beliefs are those personally held beliefs about the nature and structure of knowing.…

  6. Developing a pedagogy for nursing teaching-learning.

    PubMed

    Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

    2012-11-01

    Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. Copyright © 2011 Elsevier Ltd. All rights reserved.

  7. Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

    ERIC Educational Resources Information Center

    Mintz, Joseph; Wyse, Dominic

    2015-01-01

    There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

  8. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    ERIC Educational Resources Information Center

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  9. Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

    ERIC Educational Resources Information Center

    Dole, Sharon; Bloom, Lisa; Kowalske, Kristy

    2016-01-01

    This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers' pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of…

  10. Educational "Testimonio": Critical Pedagogy as Mentorship

    ERIC Educational Resources Information Center

    Burciaga, Rebeca; Cruz Navarro, Natalia

    2015-01-01

    This chapter chronicles the use of educational "testimonio" as one approach to critical pedagogy as mentoring in a college classroom. Written from the perspectives of an instructor and a student, it explores educational "testimonio" as one tool that has implications beyond the classroom, including retention in higher education…

  11. "(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

    ERIC Educational Resources Information Center

    Mooney, Amanda; Hickey, Chris

    2017-01-01

    Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

  12. Community Mapping as a Tool for Developing Culturally Relevant Pedagogy

    ERIC Educational Resources Information Center

    Jackson, Tambra O.; Bryson, Brandy S.

    2018-01-01

    Despite more than two decades of research supporting the use of culturally relevant pedagogy (CRP) to increase academic outcomes for culturally and linguistically diverse students, teacher education programs continue to struggle with helping preservice teachers to develop this pedagogical stance. This article explores the process and outcomes of a…

  13. Pedagogy Is Coming Back! Some Hopeful Signs for Sustainable General Education and Worldview Education

    ERIC Educational Resources Information Center

    Miedema, Siebren

    2017-01-01

    Neo-liberal voices are still very strong in education broadly speaking and have a marginalizing impact on normative pedagogies like religious, worldview, moral and civic education. But there are clear and hopeful signs that pedagogy is coming back. After sketching the current situation and its antecedents, the author addresses the views and ideas…

  14. Pedagogies of Interpretation, Argumentation, and Formation: From Understanding to Identity in Jewish Education

    ERIC Educational Resources Information Center

    Shulman, Lee S.

    2008-01-01

    The author summarizes current thinking about signature pedagogies in "learning to profess" and explores the extent to which these ideas apply to Jewish education. Three signature pedagogies for Jewish education are proposed: the d'var Torah, "chevruta", and pedagogies of argumentation ("machloket"). (Contains 1 figure.)

  15. Becoming-Teacher: The Negotiation of Teaching Practice of First-Year Secondary Science Teachers Prepared in a Hybrid Urban Teacher Education Program

    ERIC Educational Resources Information Center

    Strom, Kathryn Jill

    2014-01-01

    While research suggests that new teachers work to put into practice the pedagogy learned from their preservice preparation programs during their first year of teaching, they often resort to traditional, teacher-centered pedagogies even when prepared to use innovative practices, particularly in urban schools. Relatively little is known, however,…

  16. Educational Technology: Does Pedagogy Still Matter?

    ERIC Educational Resources Information Center

    Thorpe, Mary

    2012-01-01

    Failure to transform educational institutions through the use of new technologies has been blamed on the continuation of outmoded pedagogy. However, the new spaces opened up by using technology are leading to new pedagogical approaches and an expansion in its role. Three areas currently important for European educational technologists are explored…

  17. "Learner-Centred" Assessment Policies in Further Education: Putting Teachers' Time under Pressure

    ERIC Educational Resources Information Center

    Bailey, Gillian; Colley, Helen

    2015-01-01

    Since incorporation of further education (FE) in England in 1992, much research has critiqued the performative pressures on FE teachers created by a managerialist audit culture. These critiques have demonstrated the detrimental effects of the technicised delivery of learning outcomes on more learner-centred pedagogies. However, FE policies now…

  18. From Reflective Practice to Practical Wisdom: Toward a Post-Foundational Teacher Education

    ERIC Educational Resources Information Center

    Eryaman, Mustafa Yunus

    2007-01-01

    The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. The analyzes and compares the traditional-technical and…

  19. English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies

    ERIC Educational Resources Information Center

    Menard-Warwick, Julia

    2013-01-01

    This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for…

  20. Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education.

    ERIC Educational Resources Information Center

    Cochran-Smith, Marilyn

    1995-01-01

    Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own. (SLD)

  1. Culturally-Inclusive Behavior of Filipino Teachers in International Schools in the Philippines: Perspectives of International Education in a Developing Country

    ERIC Educational Resources Information Center

    Bernardo, Maria Aurora Correa; Malakolunthu, Suseela

    2013-01-01

    The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in…

  2. ''Transformative Pedagogy'' in the Context of Language Teaching: Being and Becoming

    ERIC Educational Resources Information Center

    Farren, Patrick

    2016-01-01

    This paper examines, ''transformative pedagogy'' in post-primary, language teacher education in Ireland from philosophical, psychological and social perspectives. Links are made, where appropriate, to findings from a study at the National University of Ireland, Galway, Ireland. The construct supports teacher and pupils in developing their identity…

  3. Negotiating Cultural Differences in Urban Science Education: An Overview of Teacher's First-Hand Experience Reflection of Cogen Journey

    ERIC Educational Resources Information Center

    Shady, Ashraf

    2014-01-01

    Classrooms across the United States increasingly find immigrant science teachers paired with urban minority students, but few of these teachers are prepared for the challenges such cultural assimilation presents. This is particularly true in secondary science education. Identifying potential prospects for culturally adaptive pedagogy in science…

  4. Understanding and Exploring Signature Pedagogies for TESOL Teacher Education

    ERIC Educational Resources Information Center

    Eaton, Sarah Elaine; Wagner, Santoi; Hirashiki, Jennifer; Ciancio, Julie

    2018-01-01

    Purpose: The purpose of this report is to elevate the collective understanding of what it means to be and become a TESOL professional and what differentiates "TESOLers" from other teachers. We have intentionally prepared this report as an Open Educational Resource (OER), so it can be freely shared with an international audience. Methods:…

  5. The Savage Origins of Child-Centered Pedagogy, 1871-1913

    ERIC Educational Resources Information Center

    Fallace, Thomas

    2015-01-01

    Child-centered pedagogy is at the ideological core of progressive education. The simple idea that the child rather than the teacher or textbook should be the major focus of the classroom is, perhaps, the single most enduring educational idea of the era. In this historical study, the author argues that child-centered education emerged directly from…

  6. Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English

    ERIC Educational Resources Information Center

    Cook, Melodie

    2010-01-01

    This longitudinal study tracked five public junior and senior high school Japanese teachers of English (JTEs) who were sponsored by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to study English and Communicative Language Teaching (CLT) pedagogy at a host university in Canada. This qualitative case study found…

  7. Reconstructing Education: Toward a Pedagogy of Critical Humanism.

    ERIC Educational Resources Information Center

    Nemiroff, Greta Hofmann

    This book is a valuable resource for those concerned with alternative approaches to education, and for such courses as educational theory or philosophy. Drawing on elements of progressive education, existentialism, feminist pedagogy, and values education, critical humanism combines the holistic-psychological concerns of humanistic education with…

  8. Bridging the Divide: Second Language Teachers, Pedagogy, Content Knowledge, and Technology

    ERIC Educational Resources Information Center

    Fryling, Margo J.

    2013-01-01

    This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation,…

  9. The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

    NASA Astrophysics Data System (ADS)

    Patil, Anuradha

    This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately

  10. Critical Capability Pedagogies and University Education

    ERIC Educational Resources Information Center

    Walker, Melanie

    2010-01-01

    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to…

  11. The Public Expression of Citizen Teachers

    ERIC Educational Resources Information Center

    Grumet, Madeleine R.

    2010-01-01

    The imposition of the audit culture on schooling has severely limited teachers' freedom and dignity, exacerbating traditions of teacher education and employment that are infantilizing. If teachers are to participate in the politics that determine curriculum and pedagogy, education programs must provide differentiated credentials that welcome…

  12. Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

    DTIC Science & Technology

    2015-09-27

    States government. iii Abstract This paper examines how the Department of Defense incorporates pedagogical and... pedagogical approach is often necessary—therefore a blended pedagogy/andragogy approach is critical. 1 ANDRAGOGY AND PEDAGOGY...the education and training environment? Joint Professional Military Education, though heavily based on pedagogical teaching methods, would

  13. Enabling narrative pedagogy: inviting, waiting, and letting be.

    PubMed

    Ironside, Pamela M

    2014-01-01

    This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be. Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses. Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy. When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter. Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.

  14. Educational Technologies and Mathematics: Signature Pedagogies and Learner Impacts

    ERIC Educational Resources Information Center

    Passey, Don

    2012-01-01

    In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different…

  15. The Impact of Professional Development on Performance and Evaluation of Substitute Teachers in a Public School System

    ERIC Educational Resources Information Center

    Brown, Rhonda

    2012-01-01

    Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an…

  16. Science Engagement at the Museum School: Teacher Perspectives on the Contribution of Museum Pedagogy to Science Teaching

    ERIC Educational Resources Information Center

    Watermeyer, Richard

    2015-01-01

    This paper explores the accounts of science teachers working within the UK's only "museum school" and what they perceive as the benefits and shortcomings of "museum pedagogy" as a process of object-based teaching (and learning). Museum pedagogy is in this context considered for its potential in harmonising informal and formal…

  17. "Pedagogies of Resistance" and Critical Peace Education Praxis

    ERIC Educational Resources Information Center

    Bajaj, Monisha

    2015-01-01

    This paper explores "pedagogies of resistance"--or critical and democratic educational models utilized by social movements--and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic…

  18. The Rhythms of Pedagogy: An Ethnographic Study of Parenting Education Practices

    ERIC Educational Resources Information Center

    Hopwood, Nick

    2014-01-01

    Educational research is increasingly turning to conceptual frameworks from a range of disciplines in order to enrich understandings of education, pedagogy and learning. This paper draws on the work of Henri Lefebvre, specifically rhythmanalysis, to explore the nature and the function of pedagogy. The context is an ethnographic study of parenting…

  19. Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

    ERIC Educational Resources Information Center

    van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

    2017-01-01

    Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom…

  20. An Exploration of the Relevance of the Pedagogy and Academic Content Knowledge That Are Offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' Colleges

    ERIC Educational Resources Information Center

    Mungure, Daudi Mika

    2016-01-01

    This paper explored the Relevance of the Pedagogy and Academic Content Knowledge that are offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' colleges. Morogoro Teachers' College and Kleruu Teachers' college were used as a case study. The performance in science and mathematics subjects in form four National examinations…

  1. Pedagogies of Practice and Opportunities to Learn about Classroom Mathematics Discussions

    ERIC Educational Resources Information Center

    Ghousseini, Hala; Herbst, Patricio

    2016-01-01

    In this paper, we argue that to prepare pre-service teachers for doing complex work of teaching like leading classroom mathematics discussions requires an implementation of different pedagogies of teacher education in deliberate ways. In supporting our argument, we use two frameworks: one curricular and one pedagogical. The curricular framework is…

  2. Developing a Deeper Understanding of Community-Based Pedagogies with Teachers: Learning with and from Teachers in Colombia

    ERIC Educational Resources Information Center

    Sharkey, Judy; Clavijo Olarte, Amparo; Ramírez, Luz Maribel

    2016-01-01

    Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After…

  3. Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts

    ERIC Educational Resources Information Center

    Moliner, Odet; Sales, Auxiliadora; Ferrandez, Reina; Traver, Joan

    2011-01-01

    This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers' responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate…

  4. Building Future Directions for Teacher Learning in Science Education

    NASA Astrophysics Data System (ADS)

    Smith, Kathy; Lindsay, Simon

    2016-04-01

    In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

  5. Making Space for Place-Making Pedagogies: Stretching Normative Mandated Literacy Curriculum

    ERIC Educational Resources Information Center

    Comber, Barbara

    2011-01-01

    In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high…

  6. Teacher Education, [strikethrough In]Exclusion, and the Implicit Ideology of "Separate but Equal": An Invitation to a Dialogue

    ERIC Educational Resources Information Center

    Lalvani, Priya; Broderick, Alicia A.; Fine, Michelle; Jacobowitz, Tina; Michelli, Nicholas

    2015-01-01

    In this analytic essay, we initiate a dialogue about the place of disability in a multicultural education framework, and the role of inclusive education in a democracy. Problematizing the common omission of the topic of disability oppression from anti-oppression pedagogies and from social justice education generally, we invite teacher educators…

  7. Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African Study

    ERIC Educational Resources Information Center

    Rusznyak, Lee; Walton, Elizabeth

    2017-01-01

    In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article…

  8. Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène; Gorges, Anna

    2017-09-01

    In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

  9. Progression in Physical Education Teachers' Career-Long Professional Learning: Conceptual and Practical Concerns

    ERIC Educational Resources Information Center

    Armour, Kathleen; Makopoulou, Kyriaki; Chambers, Fiona

    2012-01-01

    This paper considers the issue of learning "progression" in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland,…

  10. Teachers as Learners and Practitioners: Shifting Teaching Practice through Havruta Pedagogy

    ERIC Educational Resources Information Center

    Kent, Orit; Cook, Allison

    2014-01-01

    This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching…

  11. Roles beyond Instruction: Facilitating the Development of Preservice Teachers

    ERIC Educational Resources Information Center

    Franco, Yvonne

    2014-01-01

    Identifying a Signature Pedagogy that ensures high-quality teacher preparation is essential to the field of teacher education, as inconsistencies across programs throughout our country threaten our profession. Drawing on a comprehensive study of the professions, Lee Shulman (2005) provides a lens from which to identify Signature Pedagogy and the…

  12. [Perceptions about continuous training of Chilean health care teachers].

    PubMed

    Pérez V, Cristhian; Fasce H, Eduardo; Coloma N, Katherine; Vaccarezza G, Giulietta; Ortega B, Javiera

    2013-06-01

    Continuous training of teachers, in discipline and pedagogical topics, is a key step to improve the quality of educational processes. To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Maximum variation and theoretical sampling methods were used to select the sample. Data was analyzed by open coding, according to the Grounded Theory guidelines. Nine categories emerged from data analysis: Access to continuous training, meaning of training in discipline, activities of continuous training in discipline, meaning of continuous training in pedagogy, kinds of continuous training in pedagogy, quality of continuous training in pedagogy, ideal of continuous training in pedagogy, outcomes of continuous training in pedagogy and needs for continuous training in pedagogy. Teachers of health care programs prefer to participate in contextualized training activities. Also, they emphasize their need of training in evaluation and teaching strategies.

  13. The Pedagogy of Leadership and Educating a Global Workforce

    ERIC Educational Resources Information Center

    Davis, Dannielle Joy

    2014-01-01

    No Child Left Behind illustrates policy that stifles pedagogy and the effective training of a global workforce. In an effort to enhance the educational outcomes of students, critical pedagogy and Gardner's Five Minds for the Future are presented as tools for the cultivation of a more innovative workforce. The pedagogical strategies and…

  14. Preparing Physics and Chemistry Teachers at the University of Arizona

    NASA Astrophysics Data System (ADS)

    Novodvorsky, Ingrid

    2006-04-01

    Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

  15. Click, Clack, Move: Facilitation of the Arts as Transformative Pedagogy

    ERIC Educational Resources Information Center

    Vettraino, Elinor; Linds, Warren; Goulet, Linda

    2013-01-01

    This article explores the arts' potential to transform the relationships between students and teachers, so that education becomes an "as if" world, where education is an act of social justice. Interweaving themes from the children's book "Click Clack Moo, Cows that Type" with theories of transformative pedagogy and their own…

  16. Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies

    ERIC Educational Resources Information Center

    Merrem, Anne M.; Curtner-Smith, Matthew D.

    2018-01-01

    Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were…

  17. Multilingual Pedagogies and Pre-Service Teachers: Implementing "Language as a Resource" Orientations in Teacher Education Programs

    ERIC Educational Resources Information Center

    Catalano, Theresa; Hamann, Edmund T.

    2016-01-01

    While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…

  18. The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

    NASA Astrophysics Data System (ADS)

    Stofflett, René T.; Stoddart, Trish

    This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.

  19. Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators

    ERIC Educational Resources Information Center

    Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Cleovoulou, Yiola; Beck, Clive

    2015-01-01

    This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and…

  20. Making Practice Visible: A Collaborative Self-Study of Tiered Teaching in Teacher Education

    ERIC Educational Resources Information Center

    Garbett, Dawn; Heap, Rena

    2011-01-01

    In this article we document the impact of tiered teaching on making the complexity of pedagogy transparent when teaching science education to pre-service primary teachers. Teaching science methods classes together and researching our teaching has enabled us to reframe our assumptions and move beyond the simplistic and misleading idea that teacher…

  1. Towards a New History of Teacher Education: A View from Critical Pedagogy

    ERIC Educational Resources Information Center

    Katz, Samuel J.

    2008-01-01

    Wesley Null's provocative questions that guided the session on the future of teacher education curriculum at the 2007 Midwest History of Education Society cut to the very rationale for compulsory public education in America. The only justification that can be morally sanctioned is that without adequate preparation for their civic duties, citizens…

  2. Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

    ERIC Educational Resources Information Center

    Desroches, Sarah J.

    2016-01-01

    In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which…

  3. Situating Preparedness Education within Public Pedagogy

    ERIC Educational Resources Information Center

    Kitagawa, Kaori

    2017-01-01

    Both "disaster preparedness" and "public pedagogy" have been broadly defined and diversely utilised. Preparedness has been dealt with in disciplines such as civil engineering, the sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness have…

  4. Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity

    ERIC Educational Resources Information Center

    Settlage, John; Gort, Mileidis; Ceglie, Robert J.

    2014-01-01

    Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict…

  5. Signature Pedagogies for Educators Using Films: An Example from Singapore

    ERIC Educational Resources Information Center

    Tan, Charlene; Koh, Kim

    2018-01-01

    This article discusses the application of Shulman's "signature pedagogies" through the utilization of films for preservice teachers and school leaders in Singapore. Using the films "Dead Poets Society" and "Ahead of the Class," this article explains how these films facilitated the participants' engagement with the…

  6. Impact of constructivist pedagogy on science education

    NASA Astrophysics Data System (ADS)

    Chrishon-Ford, Grace E.

    This study focused on how constructivist pedagogy impacts science achievement of the fourth grade students in an elementary Department of Defense School. Constructivism is a learning or meaning-making theory that offers an explanation of the nature of knowledge and how human beings learn. The population of this study was two fourth grade classes in an elementary Department of Defense District School. Data collection was accomplished in four ways: (1) focus group interviews of students, (2) individual interviews of students selected from the focus groups, (3) interviews of teachers, and (4) unobtrusive observations of science instruction. A six-step process was followed to gain entry for this study. The steps were my university dissertation committee, Department of Defense Education Activity Research Study Request, Endorsement and Agreement form to the Headquarters Office, school superintendent, school principal, teacher participants, and the final step was to seek parental approval of the fourth graders involved in the study. The findings from this study were an increase of 47% test scores; 57% revealed experiments/projects and 64% working on the computers in groups were the fun things; 100% student interaction; 100% student attentativeness; and 70% using other resources. Implications have demonstrated that the traditional classroom can be converted if the teachers and administrators would buy into the approach that this project demonstrated. As an advocate of the constructivist model the case study demonstrated students do indeed respond to the constructivist theory. If approached in a positive manner, it could be done in any kind of school setting.

  7. Case Studies of Teachers' Understandings of the Pedagogy of Classroom Talk: Some Critical Moments Explored

    ERIC Educational Resources Information Center

    Coultas, Valerie

    2016-01-01

    This case study research is informed by Vygotsky's view that talk is essential to organise our thoughts and extend our thinking and that, as Barnes suggested, the teacher needs to use the social situation effectively in the classroom to promote talk for learning. This article focuses on pedagogy and teachers' understandings of how talk works in…

  8. What Impact Does Teaching Music Informally in the Classroom Have on Teachers, and Their Pedagogy?

    ERIC Educational Resources Information Center

    Hallam, Susan; Creech, Andrea; McQueen, Hilary

    2017-01-01

    The aim of this research was to explore the impact of the adoption of the Musical Futures (MF) approach on secondary school music teachers working in MF Champion schools. The research took place over 3 years in 3 phases with 28 teachers completing questionnaires exploring the impact on their confidence, skills and pedagogy and 30 being interviewed…

  9. Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

    ERIC Educational Resources Information Center

    Dreon, Oliver; McDonald, Scott

    2012-01-01

    This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…

  10. Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson.

    ERIC Educational Resources Information Center

    Zuckerman, June Trop

    The purpose of this paper is to inform novice science teachers and science teacher educators of the pedagogy that science teacher supervisors value. As expert practitioners, supervisors have a perspective quite different from that of both novice teachers and teacher educators. Nine inservice science teacher supervisors assessed a novice teacher's…

  11. Feminist music therapy pedagogy: a survey of music therapy educators.

    PubMed

    Hahna, Nicole D; Schwantes, Melody

    2011-01-01

    This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between the use of feminist pedagogy and academic rank of the participants. Seventy-two participants responded to this study, with 69 participants included for data analysis. Stake and Hoffman's (2000) feminist pedagogy survey was adapted for this study, examining four subscales of feminist pedagogy: (a) participatory learning, (b) validation of personal experience/development of confidence, (c) political/ social activism, and (d) critical thinking/open-mindedness. The results revealed that 46% (n=32) of participants identified as feminist music therapists and 67% (n=46) of participants identified as using feminist pedagogy. Results of a mixed analysis of variance revealed a statistically significant difference within the four survey subscales (p<.0001), no significant difference (p=.32) for academic rank, and no significant interaction (p=.08) of academic rank and the four survey subscales. Tukey's post hoc analysis of the data indicated that the survey subscale measuring political activism (p<.0001) was significantly lower than the other three survey subscales. In addition, a qualitative analysis on open-ended responses is also included. Discussion of the results, limitations, and areas for future research are addressed.

  12. Rethinking knowledge and pedagogy in dental education.

    PubMed

    Whipp, J L; Ferguson, D J; Wells, L M; Iacopino, A M

    2000-12-01

    Dentistry as a profession has often been considered both art and science. Traditional dental education has attempted to address both; however, in many places only the science of dentistry is emphasized. The move toward competency-based curricula in dental education requires an expansion of what constitutes meaningful knowledge in the curriculum and what pedagogies best support that curriculum. The scientific and technical knowledge considered foundational to clinical practice is not sufficient to teach competencies associated with the art of dentistry. Habermas, a social scientist, offers a way of looking beyond technical knowledge to consider two other forms of knowledge: practical and emancipatory. Pedagogy that supports development of practical and emancipatory knowledge includes problem-based learning and case methods, heuristics, reflective practica, journals, storytelling, and performance-based assessment methods. These important teaching strategies are being integrated into various dental curricula including a new competency-based dental curriculum at Marquette University's School of Dentistry. It will be critical for dental educators to continue developing these methods to provide efficient and effective education for future practitioners in both the art and science of dentistry.

  13. Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

    ERIC Educational Resources Information Center

    Lee, Min-Hsien; Tsai, Chin-Chung

    2010-01-01

    Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

  14. Critical Pedagogy in the Community Music Education Programmes of Brazil

    ERIC Educational Resources Information Center

    Abrahams, Frank

    2007-01-01

    Paulo Freire (1970) developed critical pedagogy to teach oppressed Brazilian adults to read. Freire documented his ideas in a landmark publication entitled Pedagogy of the Oppressed. This article discusses and reports my findings on Freirean methods evident in music education programmes in Rio de Janeiro, Alvorada, Recife and Sao Caetano.

  15. Towards a Pedagogy of Hip Hop in Urban Teacher Education

    ERIC Educational Resources Information Center

    Bridges, Thurman

    2011-01-01

    This article draws from a qualitative study often Black male K-12 teachers from the Hip Hop Generation who are closely connected to Hip Hop culture and have been effective in addressing the academic and social needs of Black boys. Through an analysis of their social, educational and cultural experiences, this article highlights three organizing…

  16. Steps toward Gaining Knowledge of World Music Pedagogy

    ERIC Educational Resources Information Center

    Carlisle, Katie

    2013-01-01

    This article presents steps toward gaining knowledge of world music pedagogy for K-12 general music educators. The majority of the article details steps that invite engagement within everyday contexts with accessible resources within local and online communities. The steps demonstrate ways general music teachers can diversify and self-direct their…

  17. Social Education within the Tradition of Russian Pedagogy

    ERIC Educational Resources Information Center

    Romm, T. A.

    2015-01-01

    The article presents the cultural foundations informing the pedagogical theorization of social education in Russian pedagogy. It demonstrates the trends within the theory of social education while taking into account changes in sociocultural conditions in the XX century. [This article was translated by Kenneth Cargill.

  18. Exploring the role of curriculum materials to support teachers in science education reform

    NASA Astrophysics Data System (ADS)

    Schneider, Rebecca M.

    2001-07-01

    For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

  19. Toward a Signature Pedagogy in Educational Leadership Preparation and Program Assessment

    ERIC Educational Resources Information Center

    Black, William R.; Murtadha, Khaula

    2007-01-01

    In this article, we work towards developing a signature pedagogy for educational leadership preparation programs. A signature pedagogy that engenders theory-building processes and leadership practices includes complex case studies, inquiry-centered internships, collaborative and interdisciplinary leadership institutes, and continuous assessments…

  20. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

    NASA Astrophysics Data System (ADS)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-02-01

    Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

  1. Generative Text Sets: Tools for Negotiating Critically Inclusive Early Childhood Teacher Education Pedagogical Practices

    ERIC Educational Resources Information Center

    Souto-Manning, Mariana

    2017-01-01

    Through a case study, this article sheds light onto generative text sets as tools for developing and enacting critically inclusive early childhood teacher education pedagogies. In doing so, it positions teaching and learning processes as sociocultural, historical, and political acts as it inquires into the use of generative text sets in one early…

  2. Taking Culturally Relevant Teaching to the Big House: Implications for Early Childhood Teacher Educators

    ERIC Educational Resources Information Center

    Boutte, Gloria S.

    2018-01-01

    This article discusses the conceptualization of a foundational course on culturally relevant pedagogy for early childhood education majors at a predominantly white university in the U.S. Southeast. The course has been taught for 7 years to approximately 1,000 preservice teachers. A discussion of the complexities involved in teaching equity-focused…

  3. Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

    ERIC Educational Resources Information Center

    Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

    2017-01-01

    This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

  4. Generating Reflection and Improving Teacher Pedagogy through the Use of Cognitive Coaching in a Mentor/Beginning Teacher Relationship

    ERIC Educational Resources Information Center

    Loeschen, Susan

    2012-01-01

    The purpose of this phenomenological study was to determine if training mentors in the use of the Cognitive Coaching process could effectively facilitate their own critical self-reflection and improve their pedagogy. This study consisted of a criterion-based sample of four teachers in a metropolitan Chicago school district and followed the…

  5. Ireland's Multicultural Classrooms and Initial Teacher Education: The Convergence of Culture and Pedagogy

    ERIC Educational Resources Information Center

    Campbell, Maria

    2009-01-01

    In the context of Ireland's changing demographics, this paper explores the importance of pedagogic research in informing both philosophies and pedagogical practices in Initial Teacher Education (ITE) which endeavours to facilitate student teachers' engagement with the teaching and learning process in Ireland's multicultural classrooms. By…

  6. A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

    NASA Astrophysics Data System (ADS)

    Redman, Elizabeth Horst

    This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

  7. Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms

    ERIC Educational Resources Information Center

    Samuels, Amy J.

    2018-01-01

    This article examines perspectives of in-service teachers related to culturally responsive pedagogy and possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering equitable and inclusive…

  8. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    NASA Astrophysics Data System (ADS)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

  9. Pedagogy and Academic Success in Prelicensure Nursing Education.

    PubMed

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. Exploring the Potential and Complexity of a Critical Pedagogy of Place in Urban Science Education

    ERIC Educational Resources Information Center

    Schindel Dimick, Alexandra

    2016-01-01

    What does it mean to engage in critical pedagogy of place in formal science education? Although Gruenewald's (2003a) theoretical construct of a critical pedagogy of place has been heavily cited, there is nonetheless a lack of empirical research on critical pedagogy of place, particularly within formal science education. This paper provides a case…

  11. Experiencing the "Wild Woods": The Impact of Pedagogy on Children's Experience of a Natural Environment

    ERIC Educational Resources Information Center

    Mawson, William Brent

    2014-01-01

    Outdoor play environments offer a wide range of potential affordances to both teachers and children. Teachers' pedagogy is a strong determining factor in children's ability to utilise the affordances of a particular environment. This article describes the way in which a group of teachers and children in a New Zealand education and care centre…

  12. Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

    ERIC Educational Resources Information Center

    Anderson, Terry; Dron, Jon

    2012-01-01

    This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)

  13. Signature Pedagogy in California State University Educational Doctorates

    ERIC Educational Resources Information Center

    Slater, Charles; Brown-Welty, Sharon; Cohn, Kathleen; Rodriguez, Jesus

    2009-01-01

    The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

  14. Student Perspectives on Transfer and Articulation: Implications for Teacher Education Pedagogy and Practice

    ERIC Educational Resources Information Center

    Kates, Laura R.

    2010-01-01

    This study introduces students' perspectives into the knowledge base on community college teacher education and transfer to the four-year college. There is currently widespread agreement that community colleges are an essential resource for diversifying the teaching force and improving teacher retention. While data on enrollment, alignment, and…

  15. Off the Wall: A Case Study of Changing Teacher Perceptions of Arts-Integrated Pedagogy and Student Population

    ERIC Educational Resources Information Center

    Windsor-Liscombe, Suzanne Gloria

    2016-01-01

    This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the…

  16. Pedagogy, Empowerment and Discipline: Comparative Perspectives of Novice Teachers in England and Turkey Reflecting on "the Other"

    ERIC Educational Resources Information Center

    Busher, Hugh; Lawson, Tony; Wilkins, Chris; Acun, Ismail

    2011-01-01

    This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the "Other" in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish…

  17. Pre-Service Physical Education Teachers' Beliefs about Competition in Physical Education

    ERIC Educational Resources Information Center

    Harvey, Stephen; O'Donovan, Toni M.

    2013-01-01

    The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by…

  18. Teacher Preparation: Not an Either-Or

    ERIC Educational Resources Information Center

    Shuls, James V.; Ritter, Gary W.

    2013-01-01

    In the teacher education debate, one camp argues for more traditional, college of education training, contending that teachers need to understand child psychology, pedagogy and practice before being left alone with students. The other side argues for bringing in people who have deeper content knowledge and less experience. Perhaps these opposing…

  19. Scaling Critical Pedagogy in Higher Education

    ERIC Educational Resources Information Center

    Martin, Gregory

    2017-01-01

    Across the globe, neoliberal reforms have produced effects in the higher education sector that are multiple, convergent and embodied or performed. In this context, a growing number of activist-scholars, from a range of disciplines, have explored the role of critical pedagogy within the space of the classroom. Yet, persistent critiques and…

  20. Physical Education Pedagogy Faculty Perceptions of Journal Quality

    ERIC Educational Resources Information Center

    Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

    2013-01-01

    This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

  1. First-Year Practicum Experiences for Preservice Early Childhood Education Teachers Working with Birth-to-3-Year-Olds: An Australasian Experience

    ERIC Educational Resources Information Center

    White, E. Jayne; Peter, Mira; Sims, Margaret; Rockel, Jean; Kumeroa, Maureen

    2016-01-01

    This article reports on a project, "Collaboration of Universities Pedagogies of Infants' and Toddlers' Development-'down under' (CUPID)," in which the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand (NZ) engaging in early childhood education (ECE)…

  2. A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects

    ERIC Educational Resources Information Center

    Jasman, Anne M.

    2010-01-01

    Continuing learning is central to the professions of teaching and teacher education. Research that explores the nature of professional learning and the conditions that promote it is limited. In this paper I examine my own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of our…

  3. The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

    NASA Astrophysics Data System (ADS)

    Bonner, Portia Selene

    2001-07-01

    themes and sub-themes that attempts to explain how teachers begin with an intended curriculum but digress to the actual curriculum. The results of this study were consistent with previous research on teachers' beliefs and pedagogy but also revealed a new model to explain the interaction of the three constructs. Each instructor held individual beliefs about science, science teaching and pedagogy. However, there was some commonality with teachers' beliefs, pedagogy and perceptions that impacted the implementation of the curriculum. It is the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of the curriculum that determines what is taught and instructional strategies used to teach a concept.

  4. The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness

    ERIC Educational Resources Information Center

    Khodabakhshzadeh, Hossein; Arabi, Mahdi; Samadi, Farideh

    2018-01-01

    The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran.…

  5. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda, Ed.; Bransford, John, Ed.

    2005-01-01

    Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing…

  6. Decentering resources: a phenomenological study of interpretive pedagogies in patient education.

    PubMed

    Scheckel, Martha; Hedrick-Erickson, Jennifer

    2009-01-01

    The purpose of this interpretive phenomenological study was to document an innovative approach to teaching patient education where RN-Bachelor of Science in Nursing students, through an online course, learned and applied the interpretive pedagogies in patient education. The online course was the educational intervention which laid the groundwork of the study. Data were then collected from 9 of 18 students who took the course and agreed to participate. Interviews were audiotaped face to face or by telephone and transcribed and interpreted for meanings. Two themes that emerged for teaching patient education included "Decentering Resources: Listening Through Questioning" and "Decentering Resources: Empowering Through Questioning." This study revealed that, as students learned the interpretive pedagogies, resources (brochures, handouts, videos, etc.) took on less importance in their patient education practice. They recognized how resources frequently impeded patient-nurse interactions in teaching and learning encounters. Once students understood that they were perhaps depending too much on resources, they began engaging in questioning practices where significant meanings of listening and empowering in patient education unfolded. This study encourages nurse educators to teach students interpretive pedagogies in patient education to promote pedagogical literacy, which preserves the time-honored tradition of working together with patients during teaching and learning encounters.

  7. Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale.

    PubMed

    Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet

    2018-04-01

    There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Purposes, pedagogies and practices in lifewide adult education in New Zealand: A preview

    NASA Astrophysics Data System (ADS)

    Zepke, Nick

    2015-02-01

    This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies, trends and discourses. Second, it discusses current purposes, pedagogies and practices in lifewide adult education. The official purposes are seen as adult education contributing to New Zealand's success in a global marketplace. While lifewide adult education provides spaces to achieve such official purposes, it also creates spaces of neutrality and opposition. In the third section, the paper uses causal layered analysis (CLA) to project the likely future of lifewide adult education. The paper concludes that that while neoliberal purposes, pedagogies and practices will remain dominant, what will be flourishing in diverse spaces is counter-learning.

  9. Sport Education: A Panacea for Hegemonic Masculinity in Physical Education or More of the Same?

    ERIC Educational Resources Information Center

    Parker, Mitchum B.; Curtner-Smith, Mathew D.

    2012-01-01

    Sport education has received considerable support from teachers, teacher educators and the sport pedagogy literature as a cure for much that ails physical education. The purpose of the study described in this paper was to determine the extent to which teachers employing the sport education model rejected and combatted or supported and reinforced…

  10. Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto Elementary School

    ERIC Educational Resources Information Center

    Giampapa, Frances

    2010-01-01

    In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada-wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade-4 teacher, developed a multiliteracies pedagogy, drawing on her own and her students' identities and linguistic and cultural…

  11. Positioning Pedagogy--A Matter of Children's Rights

    ERIC Educational Resources Information Center

    Devine, Dympna; McGillicuddy, Deirdre

    2016-01-01

    This paper foregrounds pedagogy in the realisation of children's rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they "think", "do" and "talk"…

  12. Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education

    ERIC Educational Resources Information Center

    Bullock, Shawn Michael

    2014-01-01

    The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a…

  13. Does Teaching-Experience Matters? A Study on Female Teachers Involved in Engineering-Education through ODL Mode

    ERIC Educational Resources Information Center

    Roy, Rajarshi; Paira, Anjana

    2013-01-01

    Irrespective of discipline and trade-boundaries, pedagogy of Engineering-Education demands specialty in most of the cases. Teachers' style of assisting in the process of students' learning accords influence of sequel of factors and variables some of which may be clubbed under "psychopedagogical attributes". Among the many other factors,…

  14. Design Refinement Tools for a Teacher Education Curriculum: The Example of a Service Learning Course

    ERIC Educational Resources Information Center

    Petersen, Nadine; Henning, Elizabeth

    2010-01-01

    This article addresses the issue of the theory-practice divide in pre-service teacher education from the viewpoint of design-based research (DBR). Using the example of a course in service learning (SL), the authors discuss their reflection on a curriculum that failed to help the students convert declarative knowledge to procedures of pedagogy, or…

  15. Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

    ERIC Educational Resources Information Center

    Walshaw, Margaret

    2013-01-01

    Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as…

  16. Critical Hip Hop Pedagogy as a Form of Liberatory Praxis

    ERIC Educational Resources Information Center

    Akom, A. A.

    2009-01-01

    This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for…

  17. Exploring Signature Pedagogies in Undergraduate Leadership Education

    ERIC Educational Resources Information Center

    Jenkins, Daniel M.

    2012-01-01

    This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion--whether in the form of…

  18. Reflecting on the Moral Bases of Critical Pedagogy in PETE: Toward a Foucaultian Perspective on Ethics and the Care of the Self

    ERIC Educational Resources Information Center

    Sicilia-Camacho, Alvaro; Fernandez-Balboa, Juan Miguel

    2009-01-01

    In teacher education and in physical education teacher education (PETE), the possibilities and pitfalls of critical pedagogy (CP) for transforming society have been frequently debated. From these debates, it has become quite clear that the lines separating "technocrats" from "radicals" are so strongly drawn that limit the advance of PETE. In the…

  19. The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

    NASA Astrophysics Data System (ADS)

    Bondima, Michelle Harris

    This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

  20. Education for Peace and a Pedagogy of Hope

    ERIC Educational Resources Information Center

    Carl, A. E.

    2011-01-01

    There are many approaches and arguments on how hope could be given to children in a society characterised by violence and conflict, hope that may contribute towards optimising their potential. This article focuses on the notion and meaning of Peace Education, what the possible link between Peace Education and a Pedagogy of Hope might be and…

  1. Facing Global Sustainability Issues: Teachers' Experiences of Their Own Practices in Environmental and Sustainability Education

    ERIC Educational Resources Information Center

    Sund, Louise

    2016-01-01

    Over the last 20 years, international organisations and national governments have stressed the need for education policies to be (re)oriented towards social change, sustainability and preparing students for life in a global society. This area of pedagogy is not problem free. When policy is turned into practice teachers need to take a number of…

  2. Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    ERIC Educational Resources Information Center

    Weiland, Sunny Minelli

    2012-01-01

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level…

  3. Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

    ERIC Educational Resources Information Center

    Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

    2013-01-01

    Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

  4. Cultivating a "Jian Zi": Exploring an Art Teacher's Responsive Pedagogy for the Development of Art Talent in Taiwan

    ERIC Educational Resources Information Center

    Chen, Wei-Ren

    2017-01-01

    This qualitative case study explored the operational curricula of an art teacher's responsive pedagogy that focused on the differentiation aspects for artistically talented students in an elementary school in Taiwan. Findings indicate that cultivating a "Jian Zi" is the heart of the value system embedded in the art teacher's responsive…

  5. A Manifesto for Critical Narrative Research and Pedagogy for/with Young Children: Teacher and Child as Critical Annalist

    ERIC Educational Resources Information Center

    O'Loughlin, Michael

    2016-01-01

    In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire's "teachers-as-students and…

  6. Responding to "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability". A Harvard Educational Review Forum

    ERIC Educational Resources Information Center

    Alim, H. Samy; Baglieri, Susan; Ladson-Billings, Gloria; Paris, Django; Rose, David H.; Valente, Joseph Michael

    2017-01-01

    In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University…

  7. Utilizing Educational Theoretical Models to Support Effective Physical Education Pedagogy

    ERIC Educational Resources Information Center

    Usher, Wayne; Edwards, Allan; de Meyrick, Bianca

    2015-01-01

    Physical education (PE) pedagogy has traditionally been viewed as drillstyle teaching. Whilst this traditional pedagogical approach provides exposure to various skills, used within a school-based PE and sporting context, it does not demonstrate a student's competence associated with their ability to apply these skills in complex game situations.…

  8. Culture, Pedagogy and Equity in a Meritocratic Education System: Teachers' Work and the Politics of Culture in Singapore

    ERIC Educational Resources Information Center

    Lim, Leonel; Tan, Michael

    2018-01-01

    Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks.…

  9. Re/imagining Higher Education Pedagogies: Gender, Emotion and Difference

    ERIC Educational Resources Information Center

    Burke, Penny Jane

    2015-01-01

    This article explores work published in "Teaching in Higher Education" that critically engages complex questions of difference and emotion in higher education pedagogies. It considers the ways that difference is connected to gender and misrecognition, and is experienced at the level of emotion, often through symbolic forms of violence…

  10. Teacher Characteristics for Culturally Responsive Pedagogy

    ERIC Educational Resources Information Center

    Rychly, Laura; Graves, Emily

    2012-01-01

    Culturally responsive pedagogy, as defined by one of the most prominent authors in the field, Geneva Gay (2002), is "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively". Culturally responsive pedagogy can be thought of, then, as teaching practices that…

  11. Elementary Teachers' Perceptions of and Experiences with Culturally Responsive Pedagogy and Diverse Students' Achievement

    ERIC Educational Resources Information Center

    Martisko, Leah Marie

    2012-01-01

    The purpose of this heuristic case study was to develop a thick, rich description of the culturally responsive pedagogical practices of teachers and to describe what instruction looks like when students are engaged in learning that addresses their unique cultural needs. For the purposes of this study, culturally responsive pedagogy was defined as…

  12. ""I Wonder How This Little Seed Can Have so Much Potential"": Critical Exploration Supports Preservice Teachers' Development as Science Researchers and Teachers

    ERIC Educational Resources Information Center

    Hughes-McDonnell, Fiona

    2009-01-01

    A teacher educator and student of Duckworth's critical exploration approach to teaching shares three episodes taken from science methods courses she teaches for preservice teachers in graduate and undergraduate programs in elementary education. The episodes reveal the pedagogy of critical exploration to be particularly well suited to the…

  13. Case-based pedagogy as a context for collaborative inquiry in the Philippines

    NASA Astrophysics Data System (ADS)

    Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon; Tippins, Deborah J.

    2001-05-01

    The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.

  14. A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

    NASA Astrophysics Data System (ADS)

    Borges, Sheila Ivelisse

    Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

  15. Constructing Voices through Lived-Experiences: A Phenomenological Study of Novice Reading--Teachers' Personal Understanding of Pedagogical Ownership and Professional Identity

    ERIC Educational Resources Information Center

    Durham, Patricia Marie Gonzales

    2012-01-01

    It is in the best interest of the American educational system that novice reading teachers be provided with the opportunity for ownership of their pedagogy and be enabled to forge an identity that legitimatize them as an integral part of the educational arena. Nurturing a teacher's critical self and critical pedagogy will address the needs of the…

  16. The Pedagogy of Primary Music Teaching: Talking about Not Talking

    ERIC Educational Resources Information Center

    Atkinson, Ruth

    2018-01-01

    In English primary schools, provision of musical music lessons is often lacking. This paper focuses on whether a lack of clarity around primary music pedagogy might be a contributing factor. Some comparisons are drawn with the realm of second-language teaching. A small qualitative study is reported in which three teacher-educators with…

  17. Impact of CALL In-House Professional Development Training on Teachers' Pedagogy: An Evaluative Study

    ERIC Educational Resources Information Center

    Sulaimani, Amjjad Osama; Sarhandi, Pir Suhail Ahmed; Buledi, Majid Hussain

    2017-01-01

    This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action) model on female teachers' pedagogy at a Saudi Arabian university. Data were collected using survey questionnaires to gather participants'…

  18. Pedagogy, Education and Praxis: Understanding New Forms of Intersubjectivity through Action Research and Practice Theory

    ERIC Educational Resources Information Center

    Edwards-Groves, Christine; Kemmis, Stephen

    2016-01-01

    The Pedagogy, Education and Praxis (PEP) network is a cross-institutional, collaborative research programme which brings together researchers from Australia, Columbia, Finland, Norway, Sweden, the Caribbean, the Netherlands and the United Kingdom. These researchers are investigating the nature, traditions and conditions of pedagogy, education and…

  19. Vertical Integration: Teachers' Knowledge and Teachers' Voice.

    ERIC Educational Resources Information Center

    Corrie, L.

    1995-01-01

    Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

  20. Swinging between Infatuation and Disillusionment: Learning about Teaching Teachers through Self-Study

    ERIC Educational Resources Information Center

    North, Chris

    2017-01-01

    Background: School teachers who become teacher educators (TEs) are rarely prepared for the different pedagogies that teacher education requires. One pedagogical difference is the need for TEs to make their thinking and decisions explicit to pre-service teachers (PSTs) so PSTs can see teaching as an adaptive process rather than a set of routines to…

  1. Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints.

    ERIC Educational Resources Information Center

    Sweet, Stephen

    1998-01-01

    Describes radical pedagogy and observes that an overview of "Teaching Sociology" suggests that few teachers fully practice it. Argues that while professors are free to teach radical theory, radical pedagogy is hindered by institutional constraints. Concludes that radical teachers may benefit from remaining more within the confines imposed by their…

  2. Queering Straight Teachers: Discourse and Identity in Education. Complicated Conversation: A Book Series of Curriculum Studies. Volume 22

    ERIC Educational Resources Information Center

    Rodriguez, Nelson M., Ed.; Pinar, William F., Ed.

    2007-01-01

    Much of the focus of anti-homophobic/anti-heterosexist educational theory, curriculum, and pedagogy has examined the impact of homophobia and heterosexism on gay, lesbian, bisexual, and transgender (GLBT) students and teachers. Such a focus has provided numerous theoretical and pedagogical insights, and has informed important changes in…

  3. Teacher Education and Critical Inquiry: The Use of Activity Theory in Exploring Alternative Understandings of Language and Literature

    ERIC Educational Resources Information Center

    Doecke, Brenton; Kostogriz, Alex

    2005-01-01

    This article explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. Current discourses of professionalism are incommensurate with an understanding of the way that literacy practices are grounded in the social worlds in which both school and university students operate. Such…

  4. Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

    ERIC Educational Resources Information Center

    French, Debbie Ann

    2016-01-01

    In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)--pedagogy closely modeling the…

  5. A Review of Research on Teacher Efficacy Beliefs in the Learner-Centred Pedagogy Context: Themes, Trends and Issues

    ERIC Educational Resources Information Center

    Lee, Wei Ching; Chen, Victor Der-Thanq; Wang, Li-Yi

    2017-01-01

    Accompanying the trend of schools moving from teacher-centred to learner-centred pedagogy (LCP) practices, researchers have argued that teachers switching from the one to the other may as a result make changes in their personal judgement of their own teaching competency. This review aims to provide a comprehensive overview of recent studies of…

  6. The Responsive Reading Teacher

    ERIC Educational Resources Information Center

    Latham, Gloria

    2013-01-01

    This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers' mindsets towards the needs of 21st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers' skills in…

  7. Blending In: Reconciling Feminist Pedagogy and Distance Education across Cultures

    ERIC Educational Resources Information Center

    Aneja, Anu

    2017-01-01

    Distance education's mandate to expand outreach to those with limited access to higher education makes it a particularly welcome mode for non-traditional women learners. Feminist pedagogy, which has tended to privilege the classroom space in the learning experience, has stopped short of a wholehearted acceptance of distance education which relies…

  8. A Critical Urban Environmental Pedagogy: Relevant Urban Environmental Education for and by Youth

    ERIC Educational Resources Information Center

    Bellino, Marissa E.; Adams, Jennifer D.

    2017-01-01

    This article reimagines environmental education (EE), moving away from traditional models of EE rooted in nature studies and pro-environmental behaviors. Using the pedagogical praxis and intent of critical pedagogy and participatory methodologies, this critical urban environmental pedagogy (CUEP) investigates relevant socioenvironmental issues…

  9. Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy

    ERIC Educational Resources Information Center

    An, Song A.; Zhang, Meilan; Tillman, Daniel A.; Lesser, Lawrence M.; Siemssen, Annette; Tinajero, Josefina V.

    2016-01-01

    The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as…

  10. Beyond the Garden of Eden: Deep Teacher Professional Development

    ERIC Educational Resources Information Center

    Samuel, M.

    2009-01-01

    Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice of…

  11. Introducing Future Teachers to Science beyond the Classroom

    ERIC Educational Resources Information Center

    Kisiel, James

    2013-01-01

    Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations--they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum…

  12. Trusting Kids and Their Voices: A Humanities Teacher in the Midst of Change. Studies on Teacher Change.

    ERIC Educational Resources Information Center

    Wasley, Patricia A.

    This case study documents the pedagogical changes an inner city, secondary school humanities teacher made as she attempted to improve the quality of her students' educational experience. Data were gathered in the 1989-90 school year. The teacher had explored what had happened to her as a good conventional teacher, to her pedagogy, her curriculum,…

  13. Creolizing the White Spaces of Teacher Education: Possibilities and Tensions of a Pedagogy of Mestizaje in the Crossroads

    ERIC Educational Resources Information Center

    Sosa-Provencio, Mia Angélica

    2018-01-01

    Mia Angélica Sosa-Provencio is assistant professor of Secondary Education in the Department of Teacher Education, Educational Leadership, and Policy at the University of New Mexico. Her research focuses on framing education as a means for social justice with particular focus on teacher education that engages youth in their multiple identities and…

  14. Critical Pedagogy and Democratic Education: Possibilities for Cross-Pollination

    ERIC Educational Resources Information Center

    Edwards, D. Brent, Jr.

    2010-01-01

    Reviewing the literature on critical pedagogy (CP) and democratic education (DE) reveals that very little has been written comparing the two (Knight and Pearl in Urban Rev 32(2):197-226, 2000). After reading the Urban Review article by Knight and Pearl (2000)--the only publication explicitly comparing the two approaches to education--I was…

  15. The Relationship of IT Professionals and Facilitators Joining Together to Emphasize Pedagogy with Technology

    ERIC Educational Resources Information Center

    Peterson, Debra

    2011-01-01

    This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with technology. Teachers are finding themselves lacking the skills necessary to keep up with their tech savvy students, therefore the electronic rift is growing bigger. Educators must be able to master software that allows them to become more…

  16. Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers

    ERIC Educational Resources Information Center

    Egne, Robsan M.

    2017-01-01

    This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…

  17. Teaching against the Grain: Texts for a Pedagogy of Possibility. Critical Studies in Education and Culture Series.

    ERIC Educational Resources Information Center

    Simon, Roger I.

    An attempt is made to wrestle with the question of critical pedagogy, trying to refine and make more explicit the author's political vision; the idea of pedagogy as a form of cultural politics; and teachers as cultural workers. Eight essays are divided into two sections. The four essays of Part 1 try to draw together a statement about efforts to…

  18. Narrative pedagogy and simulation: future directions for nursing education.

    PubMed

    Walsh, Mike

    2011-05-01

    Narrative pedagogy has been developed over the last decade in nursing as a means of complementing a conventional content and competency driven pedagogy. It focuses attention on the human experience of health care by deriving shared meanings from interpretation of stories. This allows students to explore the different perspectives of those involved. The emotional experiences of participants can be understood, conventional wisdom challenged and new knowledge emerge as students work together to construct their learning. Individual stories are embedded within the narrative and teachers have successfully used literature and film as narratives to help them explore the meaning of health care with students. Modern technology has opened up a new range of electronic narratives such as virtual simulation. These are considered and rejected as devices for a health care narrative due to their dehumanized and unrealistic nature. However it is argued that a multimedia online simulation of a typical neighbourhood can achieve the goal of providing a suitable narrative. Human actors replace avatars and real world settings replace gaming environments as the stories of people in this community are related and used to support narrative pedagogy. An example of such a narrative developed jointly in the UK and Canada is discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

  19. Shaping instructional communication competence of preservice teachers

    NASA Astrophysics Data System (ADS)

    Tandyonomanu, D.; Mutiah; Setianingrum, V. M.

    2018-01-01

    This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

  20. From "Postwar Pedagogy" to "Post-Cold War Pedagogy": An Overview of the History of Educational Theory in Japan 1945-2007

    ERIC Educational Resources Information Center

    Imai, Yasuo

    2007-01-01

    This paper examines the development of educational theory in Japan from 1945 to the present in five time divisions: (1) postwar "new education" and its critics (1945-52); (2) revisionist educational policy versus the people's education movement (1952-61); (3) the formation of "postwar pedagogy" as a self-reflection of the…

  1. Signature Pedagogies and Legal Education in Universities: Epistemological and Pedagogical Concerns with Langdellian Case Method

    ERIC Educational Resources Information Center

    Hyland, Aine; Kilcommins, Shane

    2009-01-01

    This paper offers an analysis of Lee S. Shulman's concept of "signature pedagogies" as it relates to legal education. In law, the signature pedagogy identified by Shulman is the Langdellian case method. Though the concept of signature pedagogies provides an excellent infrastructure for the exchange of teaching ideas, Shulman has a tendency to…

  2. A Brechtian Theatre Pedagogy for Intercultural Education Research

    ERIC Educational Resources Information Center

    Frimberger, Katja

    2016-01-01

    The following article explores the potential of Bertolt Brecht's theatre pedagogy for intercultural education research. It is argued that Brecht's pedagogical views on theatre connect to those interculturalists who prioritise the embodied dimensions of intercultural encounters over a competence-driven orientation. Both share a love for aesthetic…

  3. Gifted-Child Pedagogy: Meaningful Chimera?

    ERIC Educational Resources Information Center

    Coleman, Laurence J.

    2003-01-01

    This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

  4. Exploring outcomes and evaluation in narrative pedagogy: An integrative review.

    PubMed

    Brady, Destiny R; Asselin, Marilyn E

    2016-10-01

    To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research. An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005). A computer-assisted search of the literature from 1995 to 2015 was performed using the search terms narrative pedagogy and nursing. Databases included the Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Educational Resources Information Center, Educational Research Complete, Medline, PsychArticles, PsychINFO, and the Teacher Reference Center. Ancestry searches led to the inclusion of additional articles. Twenty-six texts met the criteria for full review and were evaluated for methodological rigor and relevance to the review aims. Nine articles achieved an acceptable quality score and were used for thematic analysis. Learning outcomes associated with narrative pedagogy were grouped into five themes: thinking, empowerment, interconnectedness, learning as a process of making meaning, and ethical/moral judgment. Multiple methods of evaluation are necessary to evaluate these learning outcomes. Narrative pedagogy may be a beneficial philosophical approach to teaching. However, at this time, there is insufficient evidence to recommend its universal adoption. It is too broad in its approach to reliably measure its effectiveness. Future research should examine the effectiveness of specific teaching strategies to promote desired learning outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Using Multimedia Cases to Explore Pre-Service Teachers' Understanding of Community Building and Teaching for Equity and Inclusion

    ERIC Educational Resources Information Center

    Patel, Neelam

    2013-01-01

    The field of teacher education has long sought to examine the impact of coursework on teacher practice and student learning. Despite the promise of many forms of educational pedagogy and curricula utilized in teacher education programs, many novice teachers continue to feel unprepared and insecure about their teaching. Pre-service teacher…

  6. Teaching thoughtful practice: narrative pedagogy in addictions education.

    PubMed

    Vandermause, Roxanne K; Townsend, Ryan P

    2010-07-01

    Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care. Copyright 2009 Elsevier Ltd. All rights reserved.

  7. Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua

    ERIC Educational Resources Information Center

    Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah

    2016-01-01

    This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious…

  8. Becoming urban science teachers by transforming middle-school classrooms: A study of the Urban Science Education Fellows Program

    NASA Astrophysics Data System (ADS)

    Furman, Melina Gabriela

    The current scenario in American education shows a large achievement and opportunity gap in science between urban children in poverty and more privileged youth. Research has shown that one essential factor that accounts for this gap is the shortage of qualified science teachers in urban schools. Teaching science in a high poverty school presents unique challenges to beginner teachers. Limited resources and support and a significant cultural divide with their students are some of the common problems that cause many novice teachers to quit their jobs or to start enacting what has been described as "the pedagogy of poverty." In this study I looked at the case of the Urban Science Education Fellows Program. This program aimed to prepare preservice teachers (i.e. "fellows") to enact socially just science pedagogies in urban classrooms. I conducted qualitative case studies of three fellows. Fellows worked over one year with science teachers in middle-school classrooms in order to develop transformative action research studies. My analysis focused on how fellows coauthored hybrid spaces within these studies that challenged the typical ways science was taught and learned in their classrooms towards a vision of socially just teaching. By coauthoring these hybrid spaces, fellows developed grounded generativity, i.e. a capacity to create new teaching scenarios rooted in the pragmatic realities of an authentic classroom setting. Grounded generativity included building upon their pedagogical beliefs in order to improvise pedagogies with others, repositioning themselves and their students differently in the classroom and constructing symbols of possibility to guide their practice. I proposed authentic play as the mechanism that enabled fellows to coauthor hybrid spaces. Authentic play involved contexts of moderate risk and of distributed expertise and required fellows to be positioned at the intersection of the margins and the center of the classroom community of practice. In

  9. The Pedagogy of Argumentation in Science Education: Science Teachers' Instructional Practices

    ERIC Educational Resources Information Center

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-01-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation.…

  10. Programa de fortalecimiento de capacidades: reflections on a case study of community-based teacher education set in rural northern Peru

    NASA Astrophysics Data System (ADS)

    Alsop, Steve; Ames, Patricia; Arroyo, Graciela Cordero; Dippo, Don

    2010-12-01

    This article explores distinctive features of a 5-year international education development project set in rural northern Peru (PROMEB, the Proyecto de Mejoramiento de la Educación Básica). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students and their communities, we offer reflections on a teacher education initiative which sought to support action-orientated inquiries as a mechanism for school/community development. Set against a background of poverty, hunger, isolation and an "educational crisis", we outline our pedagogy and describe two projects. We then reflect on the influences of our engagements and on associated tensions and ambiguities in our methods. We hope that such discussions might offer insights for others involved in international school/community development projects of this type.

  11. Teachers' perspectives on the challenges of teaching physical education in urban schools: the student emotional filter.

    PubMed

    McCaughtry, Nate; Barnard, Sara; Martin, Jeffrey; Shen, Bo; Kulinna, Pamela Hodges

    2006-12-01

    The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.

  12. Forum: Communication Activism Pedagogy. Turning Communication Activism Pedagogy Teaching into Communication Activism Pedagogy Research

    ERIC Educational Resources Information Center

    Frey, Lawrence R.; Palmer, David L.

    2017-01-01

    In this rejoinder to this forum's respondents to the stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," Lawrence Frey and David Palmer state that the forum editors asked them and the invited respondents to focus on communication activism pedagogy (CAP) research…

  13. Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

    ERIC Educational Resources Information Center

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

    2014-01-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

  14. The Role of Emotionality in Teacher Change: The Case of Chinese Language Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Loh, Elizabeth K. Y.; Tam, Loretta C. W.

    2017-01-01

    Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready…

  15. Teacher Educator Identity Development of the Nontraditional Teacher Educator

    ERIC Educational Resources Information Center

    Newberry, Melissa

    2014-01-01

    The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…

  16. An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark

    ERIC Educational Resources Information Center

    Turgut, Yildiz

    2017-01-01

    Technology has always been a part of teaching process and being able to teach with technology requires an understanding of how technology, pedagogy, and content interact to support student learning. Recently, studies on developing TPACK skills of teachers have been emerged; however, studies on TPACK in pre-service education on a specific domain,…

  17. Public Pedagogy and Social Justice in Arts Education

    ERIC Educational Resources Information Center

    Hochtritt, Lisa; Ahlschwede, Willa; Halsey-Dutton, Bonnie; Fiesel, Laura Mychal; Chevalier, Liz; Miller, Taylor; Farrar, Chelsea

    2018-01-01

    In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of…

  18. Contemplative Pedagogy: A Quiet Revolution in Higher Education

    ERIC Educational Resources Information Center

    Zajonc, Arthur

    2013-01-01

    During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of…

  19. Changing Views of Teachers and Teaching in Vietnam

    ERIC Educational Resources Information Center

    Nguyen, Huong Thi Mai; Hall, Christine

    2017-01-01

    In order for Vietnam to seek better international integration into an increasingly globalised world, the Vietnamese Government has launched educational reforms requiring teachers to adopt "Western" constructivist pedagogies. This paper reports on an action research study in a Vietnamese teacher training institution which found that…

  20. Feminist Pedagogy Revisited

    ERIC Educational Resources Information Center

    Welch, Penny

    2007-01-01

    This article (re)introduces readers to some of the extensive literature written in English on the theory and practice of feminist pedagogy in higher education. Whether feminist pedagogy is conceived of as a strand of critical pedagogy, a particular variant of student-centred teaching, or a vital dimension of the Women's Studies project, its impact…

  1. In Search of Inclusive Non-Dualistic Pedagogies through Collaborative and Affective Learning Events

    ERIC Educational Resources Information Center

    Done, E.; Murphy, M.; Irving, M.

    2013-01-01

    Despite growing consensus that dualistic thinking and hierarchically organised binary categorisations must be challenged if inclusion is to be achieved, advice on the design and implementation of non-dualistic pedagogies is less readily available. The role of teacher educators should therefore include: the modelling of possible actions that…

  2. Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

    ERIC Educational Resources Information Center

    Vitale, John L.

    2015-01-01

    This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

  3. Signature Pedagogy/Powerful Pedagogy: The Oxford Tutorial System in the Humanities

    ERIC Educational Resources Information Center

    Horn, Julia

    2013-01-01

    Lee Shulman's concept of signature pedagogies in the professions has captured the imagination of many researchers and educators. In higher education, the concept has been extended to teaching in particular disciplines, and it is here argued that the concept of signature pedagogy can be usefully extended to an influential teaching system in the…

  4. Analysis of Engineering Content within Technology Education Programs

    ERIC Educational Resources Information Center

    Fantz, Todd D.; Katsioloudis, Petros J.

    2011-01-01

    In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

  5. Imploding the Boundaries of Transformative/Critical Pedagogy and Research in Physical Education and Sport Pedagogy: Looking Inward for (Self-)Consciousness/Knowledge and Transformation

    ERIC Educational Resources Information Center

    Fernández-Balboa, Juan-Miguel

    2017-01-01

    The purpose of this paper is to analyze the concept of "transformative pedagogy" (TP) in physical education and sport pedagogy (PESP) and research in order to provide an alternative perspective on freedom, justice and the limits of transformation. Although some of the limits of TP have already been pointed out in the literature, such…

  6. Empowerment through Pedagogy: Positioning Service-Learning as an Early Childhood Pedagogy for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Winterbottom, Christian; Mazzocco, Philip J.

    2015-01-01

    Over the past decade early childhood education (ECE) teachers have faced increasing pressures to implement standardised tests in order to secure external validation and funding. In response, many teacher education programmes now focus heavily on positivistic training approaches, as opposed to more developmentally appropriate pedagogies…

  7. Critical Pedagogy, Democracy, and Capitalism: Education without Enemies or Borders

    ERIC Educational Resources Information Center

    Stevenson, Nick

    2010-01-01

    Any critical theory of education, which critical pedagogy claims to be, is intimately caught up in questions of value, critique, and the possibility of constructing more engaged and democratic forms of learning. The struggle for a democratic education is, however, more than the expression of antagonism but is also deeply concerned with human…

  8. White Teachers/White Schools: Oral Histories from the Struggle against Apartheid.

    ERIC Educational Resources Information Center

    Wieder, Alan

    2003-01-01

    Presents the oral histories of two white teachers who taught in white South African schools during apartheid. Both combined pedagogy and politics in their lives as teachers and joined other teachers in the struggle against apartheid. Describes the oral history project, apartheid and education, and oral history methodology. Both teachers spent…

  9. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Roehrig, Gillian H.

    2009-01-01

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

  10. Potential of Field Education as Signature Pedagogy: The Field Director Role

    ERIC Educational Resources Information Center

    Lyter, Sharon C.

    2012-01-01

    In light of the assertion that field education is the signature pedagogy of social work education, this Internet-based study explores field director demographics and questions the fulfillment of this potential, examining BSW and MSW field education through the lens of the field director position. Field directors (159) and deans/directors (150)…

  11. An Exploration of Differences in Cultural Values in Teacher Education Pedagogy: Chinese English Language Teacher Trainees' Perceptions of Effective Teaching Practice Review

    ERIC Educational Resources Information Center

    Skinner, Barbara; Abbott, Lesley

    2013-01-01

    This study reports the impact of different cultural values on the teacher education of Chinese teacher trainees. By examining their perceptions of the effectiveness of teaching practice feedback, the study uses Hofstede's dimension of "individualism" (IDV) to explore the "culture bumps" which may occur between teacher educators…

  12. Making Art Pedagogy in the System of Education in the Republic of Kazakhstan

    ERIC Educational Resources Information Center

    Almukhambetov, Berikzhan A.; Nebessayeva, Zhanar O.; Smanova, Akmaral S.; Kakimova, Laura S.; Musakulov, Kusan T.; Sydykova, Roza S.

    2016-01-01

    The article reveals the importance of art pedagogy, art pedagogy through understanding the history of Kazakh art. The paper provides definitions of potential art of Kazakhstan and its role in the educational system of the university. It describes the main purpose of art teaching through the formation of ethnic and cultural identity of the student…

  13. Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge between Knowing and Doing

    ERIC Educational Resources Information Center

    Danielson, Katie A.

    2016-01-01

    Mary Kennedy (1999) introduced the problem of enactment to describe how novice teachers often struggle to put what they have learned in coursework into practice in the field. One approach to this problem is to put practice at the center of teacher education by specifying core practices of teaching around which to structure novices' learning…

  14. Systematic Alignment of Dual Teacher Preparation

    ERIC Educational Resources Information Center

    Anderson, Kelly; Smith, JaneDiane; Olsen, Jacob; Algozzine, Bob

    2015-01-01

    Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline…

  15. Does Social Work Have a Signature Pedagogy?

    ERIC Educational Resources Information Center

    Earls Larrison, Tara; Korr, Wynne S.

    2013-01-01

    This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…

  16. Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

    ERIC Educational Resources Information Center

    Ohito, Esther O.

    2016-01-01

    The failures of university-based teacher education programs in the United States with regard to the preparation of White preservice teachers for engagement with students who embody marginalized racial identities in public schools are well documented. One such shortcoming is the inadequate attention paid to the unholy trinity of race, racism, and…

  17. Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    NASA Astrophysics Data System (ADS)

    Weiland, Sunny Minelli

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme

  18. Using Queer Knowledges To Build Inclusionary Pedagogy in Adult Education.

    ERIC Educational Resources Information Center

    Grace, Andre P.; Hill, Robert J.

    Adult educators can use historical, cultural, and theoretical queer knowledges to build an alternative pedagogy focused on three themes. The first is engaging queer history and queer studies to transgress adult educational space. They can be used to construct and affirm a transgressive notion of queer as normal that counters a historical notion of…

  19. Patterns and Pedagogy: Exploring Student Blog Use in Higher Education

    ERIC Educational Resources Information Center

    Pursel, Barton K.; Xie, Hui

    2014-01-01

    As social and collaborative technologies emerge, educators and scholars continue to explore and experiment with how these tools might impact pedagogy. For over a decade, educators experimented with the use of blogs in academic settings, a tool that allows for students and instructors to enter into a rich dialogue. With most technology tools, users…

  20. Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

    2014-09-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

  1. Is gerontology ready for anti-racist pedagogy? A survey of educators' practices and perspectives.

    PubMed

    Karasik, Rona J; Kishimoto, Kyoko

    2018-01-01

    The older population in the United States is becoming more diverse, bringing increasing attention to the ways in which diversity and multiculturalism are addressed in gerontological education. Although diversity and multiculturalism have long been recognized as important components of the aging experience, our approach to understanding their significance and impact continues to grow and change. Anti-racist pedagogy represents one catalyst to stimulate such change. To evaluate the potential for anti-racist pedagogy in gerontology, this study explored gerontological educators' (N = 121) current practices and perspectives regarding the inclusion of diversity content in their courses, as well as the extent to which they are familiar with and/or use anti-racist pedagogy in their classes. The findings suggest that greater attention to issues of race, ethnicity, and multicultural diversity throughout the gerontological curriculum is needed and wanted. Although respondents were generally unfamiliar with the name anti-racist pedagogy, many indicated that their current teaching practices employed select components of it. Overall, the findings point toward the need for continued exploration of how anti-racist pedagogy may be brought into the gerontological classroom, as well as its implications for future research, policy, and practice.

  2. Students' Reflective Essays as Insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum

    ERIC Educational Resources Information Center

    Hosein, Anesa; Rao, Namrata

    2017-01-01

    In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To…

  3. Picturing Kids and "Kids" as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners

    ERIC Educational Resources Information Center

    Zenkov, Kristien; Pellegrino, Anthony; Sell, Corey; Ewaida, Marriam; Bell, Athene; Fell, Megan; Biernesser, Sam; McCamis, Megan

    2014-01-01

    In this article, the authors--a team of veteran and preservice teacher educators and teachers--describe the results of a photovoice, Youth Participatory Action Research (YPAR) study that positioned diverse adolescents as researchers to explore these youths', teachers', and teacher educators' perspectives on school and literacy pedagogies. We have…

  4. Principles under Pressure: Student Teachers' Perspectives on Final Teaching Practice in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Rose, Janet; Rogers, Sue

    2012-01-01

    Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant "academic shovedown" and…

  5. Con-/Divergences between Postcolonial and Critical Peace Education: Towards Pedagogies of Decolonization in Peace Education

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2018-01-01

    This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these…

  6. Pre-Service Bilingual Teachers and Their Invisible Scars: Implications for Preparation Programs

    ERIC Educational Resources Information Center

    Sarmiento-Arribalzaga, Matilde A.; Murillo, Luz A.

    2010-01-01

    In this paper, we describe how language "autobiographies" are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience…

  7. Student Teacher Beliefs on Grammar Instruction

    ERIC Educational Resources Information Center

    Graus, Johan; Coppen, Peter-Arno

    2016-01-01

    The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a…

  8. Investigating Students' Negotiation of Religious Faiths in ELT Contexts: A Critical Spiritual Pedagogy Perspective

    ERIC Educational Resources Information Center

    Mambu, Joseph Ernest

    2016-01-01

    Based on a larger case study project at an English language teacher education program in Indonesia, this article demonstrates how Christian and non-Christian students negotiate their religious faiths in English-language-teaching (ELT) settings. In view of the critical spiritual pedagogy perspective, the current study defies dichotomizing religious…

  9. A Convergence of Three: The Reflexive Capacity of Art Practice, Curriculum Design, and Pedagogy

    ERIC Educational Resources Information Center

    Baxter, Kristin

    2014-01-01

    What is the relationship between student teachers' studio art practice and pedagogy during the student teaching experience? What are the benefits of reflecting on connections between art teaching and artmaking after the student teaching experience? In developing one's art practice, art educators build conceptual frameworks for curriculum with…

  10. Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

    ERIC Educational Resources Information Center

    Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

    2016-01-01

    The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

  11. Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study

    ERIC Educational Resources Information Center

    Burri, Michael

    2015-01-01

    In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution.…

  12. Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

    ERIC Educational Resources Information Center

    Phillips, Donna Kalmbach; Larson, Mindy Legard

    2009-01-01

    This study examines the emerging teacher literacy identities of Ian and AJ, two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses' discourse of…

  13. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    NASA Astrophysics Data System (ADS)

    Cole, T.; Teed, R.; Slattery, W.

    2006-12-01

    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  14. Team Teaching: Across the Disciplines, across the Academy. New Pedagogies and Practices for Teaching in Higher Education

    ERIC Educational Resources Information Center

    Plank, Kathryn M., Ed.

    2011-01-01

    For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an over-view of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches. The interaction of two teachers--both the intellectual interaction involved in the design…

  15. Language as a Field of Energy: A Critical Question for Language Pedagogy

    ERIC Educational Resources Information Center

    Soter, Anna O.; Connors, Sean P.

    2017-01-01

    This essay offers a reorientation of our views on the interrelationships of language and thought as a field of constantly reprogrammable energy, and provides an argument as to why we believe this new metaphor (i.e., language as a field of energy) matters in language pedagogy, in classrooms at all levels, as well as within teacher education and…

  16. TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

    NASA Astrophysics Data System (ADS)

    Sloan, H.; Drantch, K.; Steenhuis, J.

    2006-12-01

    We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

  17. Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

    ERIC Educational Resources Information Center

    Chandler, Jennifer D.; Teckchandani, Atul

    2015-01-01

    This article outlines how decision sciences instructors, by pairing Liberal Learning (LL) philosophy with Social Constructivist Pedagogy (SCP), can lead the way in transforming business education. It outlines how these educators can cultivate more critical thinking and creativity in their classrooms in order to prepare students for the "real…

  18. Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice

    ERIC Educational Resources Information Center

    Iared, Valéria Ghisloti; Di Tullio, Ariane; Payne, Phillip G.; Torres de Oliveira, Haydée

    2015-01-01

    The contributions and challenges of Gadamer's philosophical hermeneutics and Freire's critical pedagogy to research and practice in environmental education are considered. We present the authors' main concepts and relate them to the principles of critical environmental education that have guided our work in Brazil. Although a raft of current…

  19. Feminist teacher research and students' visions of science: Listening as research and pedagogy

    NASA Astrophysics Data System (ADS)

    Howes, Elaine Virginia

    In this dissertation, I bring together methodologies deriving from teacher research and feminist research to study students' visions of the content and processes of science. Through listening intently to students' talk and studying their writing, I address the following questions: (1) What can intensive listening to students tell us about students' thinking and beliefs concerning their images of science as a social enterprise? (2) What kinds of classroom situations encourage and support students' expressions of their lives and beliefs in connection to science? (3) How can feminist theories of education and critiques of science inform our efforts for "science for all"? This study is organized by focusing on the connection between national standards for science education and feminist theories of pedagogy and feminist critiques of science. From this starting point, students' ideas are presented and interpreted thematically. The resonances and dissonances between students' ideas, standards' goals, and feminist theory are explicated. Current best practice in science education demands that science teachers attend to what their students are thinking. For this dissertation, I have taken a perspective that is slightly askew from that of listening to students in order to support or challenge their thinking about natural phenomena. During my teaching, I set up situations in which students could speak about their images of science; these situations are integral to this study. My research goal was to listen in order to learn what students were thinking and believing--but not necessarily in order to change that thinking or those beliefs. My work is meant to cultivate common ground between feminist scholarship and science education, while deepening our understanding of students' thinking about the activities and knowledge of science. I hope that this dissertation will open up conversations between science educators and their students around issues concerning students

  20. What Is Diversity Pedagogy?

    ERIC Educational Resources Information Center

    Sheets, Rosa Hernandez

    2009-01-01

    Diversity Pedagogy Theory (DPT) is a set of principles that point out the natural and inseparable connection between culture and cognition. In other words, to be effective as a teacher, he/she must understand and acknowledge the critical role culture plays in the teaching-learning process. DPT maintains that culturally inclusive teachers (a)…