Preservice Teacher Education

Abstract

Learning to read is one of the most important skills to acquire, and elementary schools all place a high value on learning to read. In Christian elementary schools, reading at a high level is very important because it not only sets up a child for success academically and in life, but it also teaches a child to read the Bible for themselves. Since reading is highly valued in Christian elementary schools, the best approach used in a curriculum ought to be chosen. There are primarily three different approaches used to instruct a child to read, namely, balanced literacy instruction, whole language, and systematic phonics. Each of these methods have varying levels of success in teaching a child to read. The purpose of the capstone project was to produce a relevant handbook where the current research of “reading science,” translated into practical terms, would be put into a form that Christian Elementary Administrators can use more directly. The handbook offered a briefing on reading science and sound research on selecting the most effective initial reading instruction curriculum so that children in a Christian elementary school could learn to read at a high level.

The impact of emotions on the construction of language teachers 'professional identity is a recent focus of research. Indeed, teachers' emotions have long been seen as an obstacle and are not sufficiently considered in professional training which mainly concentrates on linguistic and didactic proficiency. However, pre-service teachers emphasize the emotional aspects of their work without really being heard by the educational authorities (Lemarchand-Chauvin & Tardieu, 2018). This article reports research conducted with novice (pre and Year 1 in-service) EFL teachers. 160 answered a questionnaire on their emotions at work and 12 of them volunteered to keep a logbook, and to be filmed in class. Self-confrontation interviews (Clot, 2008) were conducted to have them talk about their emotions on the videos. The results show how reflectivity (Schön, 1983) made them change the valence (negative to positive and respectively) of their initial emotions at least once during the interviews. This led them to conclude that negative emotions can have a positive outcome and that in some cases, positive emotions can turn into negative ones.

Pennington, C. G., McEntryre, K., Ivy, V., & Brock, J. (2020, February). Physical Education Preservice Teachers’ Perspective on Teaching Health-Related Fitness. The Southwest Educational Research Association Conference, Arlington, TX. DOI: 10.13140/RG.2.2.18263.62882

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers ...

The terms “teacher professionalism” and “professional dispositions” are often used when assessing preservice and practicing teachers.  But what is “teacher professionalism”?  What dispositions are the “correct” ones for teachers?  And who gets to decide these things?  This chapter excerpt explains why the Danielson Framework for Teaching is still being used.

Current preservice teachers have been educated solely in the era of NCLB, amidst high-stakes testing and accountability mandates. What happens when they move from tested students to testing teachers, and what does this mean for teacher preparation?

Drawing from autoethnography, the authors examine a Muslim teacher’s experiences as she encounters several closed doors in her journey to become an educator. They reflect on building “visible” critical literacies and social justice curricula that center the cultural identities and experiences of teachers as well as students.

Information and communication technology (ICT) is a strong force for economic, social, political, and educational reforms happening throughout the world including in developing countries. In this qualitative inquiry, we aimed at elaborating factors affecting ICT integration during teaching practices in pre-service teacher training programs (PTTPs) of three Indonesian universities from the perspectives of fifty-five pre-service teachers. The thematic analysis of this study revealed two major themes, barriers and enablers, which affected the integration of ICT during teaching practices. Based on the themes, this study led to the development of a conceptual model of factors affecting the ICT integration. Recommendations are made for the betterment of Indonesian PTTPs and related stakeholders.

Teacher training programs require observation of actual school environment by student teachers before they actually
start teaching under the supervision of an experienced teacher. Student teachers observe host teachers and students;
they gain insights into classroom management and become acquainted with school organization and administration.
This study is conducted with 25 student teachers in English Language Teaching department at a large state university
in Turkey. Student teachers have corresponded with their instructor for 12 weeks after each school observation. This
paper will consider the contents of the dialogue journals via the e-mail between the teacher trainees and their trainer
during their School Experience with particular emphasis on insights into their observations and the feasibility of the
process. By way of summary, this paper will also highlight the strengths and weaknesses of the process and suggest
ways of incorporating the dialogue journal in language teacher education.

This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Strauss and Corbin's (1998a) substantive grounded theory and Patton's (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings. Abstrak Artikel ini mengkaji pengalaman pelatihan calon guru di enam konteks internasional: Cina, Fiji, Kiribati, Meksiko, Samoa...

This study offers a synthesis of critical elements of Bem´s self-perception theory in an educational context. Ultimately people understand their beliefs, attitudes and perceptions by understanding their own behaviour and the circumstances behind it. Thus, Bem's theory is integral in gaining a better understanding of pre-service teachers' perceptions regarding their TPACK (Technology, Pedagogy and Content Knowledge) dispositions and capabilities. This study explores various experiments. It highlights applications of the theory to the field of education and field experience. It provides a comparative analysis of cognitive dissonance theory and self-perception theory, as both are valuable frameworks for education. Results yielded from this study could potentially impact the way in which ministries, institutions and schools develop educational policies and manage educational programs.

La relación teoría-práctica es uno de los temas más relevantes y recurrentes en el campo de la didáctica porque es tan amplio, complejo y difuso que es imposible darle una respuesta definitiva. En este artículo se examinan las posibilidades y límites del mismo en el nuevo marco definido por el Espacio Europeo de Educación Superior que ha provocado cambios significativos en aspectos relevantes de la formación inicial del profesorado. De éstos,  los más destacados son  el aumento del tiempo de prácticas en centros escolares y la formación por competencias. Se concluye que este proceso de reforma debe ir acompañado de procesos de cambio en las aulas universitarias y su profesorado, y se ofrecen posibles líneas de trabajo para facilitar este cambio.

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning namely, Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology developed by Schmidt et al (2009) was used to measure pre-service teachers’ perceptions of knowledge. A paired t-test revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course - effect sizes were large (between .69 and 1.10). Further, significant gains were also found in the area of Pedagogical Content Knowledge (PCK) but with moderate effect size.

Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves. Therefore, teacher educators must apprentice pre-service teachers in developing their KOL and demonstrate how to use that linguistic knowledge to inform their pedagogy. The theory of Systemic functional linguistics (SFL) has been introduced into some teacher preparation programs across the English-speaking world to enhance new teachers' KOL. This study examines the pedagogy used to introduce SFL theory to future teachers and highlights some of the challenges pre-service teachers experience as they explore SFL theory. Findings suggest that the incorporation of SFL theory within the course deepened pre-service teachers' KOL and confidence in using that knowledge to design effective instruction for linguistically diverse students, but that difficulties remained in transferring that linguistic knowledge to robust language focused instructional practice. Implications for teacher education and suggestions for successfully introducing the theory are discussed. Teacher education program standards such as the Interstate New Teachers Assessment and Support Consortium (INTASC) require new teachers to develop content knowledge of their subject matter which includes understanding how academic language works in the disciplines they teach. In spite of this demand for teachers to have a deep knowledge of academic language, teacher preparation programs in the US have not typically integrated linguistic theory within their courses in ways that adequately support the new teachers' KOL (Brisk, Homza & Smith, 2014; Gebhard, Chen, Graham, & Gunawan, 2013). To address the gap in pre-service teachers' (KOL), some teacher educators have begun to integrate SFL into their teacher preparation course sequences for pre-service teachers (Gebhard & Willett, 2015; Schulze, 2015). How to integrate SFL theory effectively into teacher preparation programs so that new educators develop a linguistic awareness and use that KOL to develop robust language-focused pedagogy is an area that needs further exploration. The purpose of this article is to illuminate the effective pedagogical practices used to increase pre-service teachers KOL and shed light on the challenges and benefits of integrating SFL into teacher education programs. Namely, it addresses the following question: How does integrating SFL into a literacy methods class for pre-service teachers enhance their knowledge of language? 1. Systemic Functional Linguistics The functional perspective of language introduced during the course was derived from Halliday's theory of systemic functional linguistics (SFL) (Halliday & Matthiessen, 2014). SFL is a sociocultural-based view of language that contends that language users construct meaning by making linguistic choices and employ language to accomplish tasks in particular contexts (Halliday & Hasan, 1989).

This paper reports on the findings of a qualitative study conducted to explore the effects of reflective journal keeping by 30 female pre-service teachers studying at a university in the United Arab Emirates. At the onset of the study, the participants were trained on the principles of reflective journal writing and were asked to write in their journals during and after the completion of their weekly field experience over a period of ten weeks. Through content analysis, the qualitative data collected were analysed and four salient themes emerged from the data, i.e., "teaching using technology", "constructive learning", "experiential learning and play", and "class management". The data indicate that the teacher-trainees benefited greatly from writing reflectively as an important exercise that can help them develop professionally and ethically in their careers and aid their students to develop a good understanding of the subject(s) taught. The researchers believe reflective journal writing provides both the pre-service and in-service teachers with unique opportunities to examine and improve their teaching and their students' learning experiences. The researchers likewise believe in order to achieve optimal professional and practical results, teachers should be effectively trained by experienced and skilled educators on to how to write in their journals.

The development of critical cultural competency is commonly regarded as an essential capability in graduates of teacher education programs, and indeed for all university graduates as they commence their professional lives.  This critical cultural competency is important not only for future teachers’ capacity to work internationally, but also to enable teachers to engage the increasing cultural and linguistic diversity of the learners in their classrooms.  Moreover, the ability to teach critically will play a role in the development of their students’ awareness of social justice and global citizenship. The definition of Critical Teaching is contested, and has included the ability to interpret, analyse and evaluate ideas and arguments (Fisher, 2011), or more comprehensively, to develop probing dispositions, cognitive and meta-cognitive skills and certain habits of mind (Costa & Kallick, 2009). In the context of this study, the notion of teaching critically will principally emerge from the reflective examination of cultural assumptions, values and practice, and the recognition of perspective.

Teachers are one of the key factors in students' learning; they shape the future of their students. TPACK is a framework designed by Mishra and Koehler (2006) to evaluate teachers' knowledge. Learning mathematics is an essential competency for students for their future lives. There are also many variables that influence the teaching of this discipline, such as human factors, social factors, and educational/ instructional factors.

THE CALL TO CURATE Although the word "curate" might evoke images of a museum's quest to preserve a distant past, today's content-saturated information landscape empowers teachers and students to become critical curators of their own curriculum. With an internet connection and a well-stocked library, teachers can transform their dusty literature anthology or required book list into a critically curated invitation to text-inspired conversations that explore multiple perspectives, challenge dominant ideologies, and include marginalized voices within and beyond the literary canon. To meet this challenge, educators need to examine the elements that contribute to robust, layered curation. In a young adult literature course, I teach pre-service teachers how to analyze, select, connect, and share resources that invite readers to read with and against canonical texts (Borsheim-Black, Macaluso, & Petrone, 2014). Four aspects of rich curation have emerged from this shared inquiry: developing thick conceptual frameworks, including counterstories and subjecting them to critical questioning, making multifaceted connections between texts, and taking an exploratory stance toward those texts. Teaching curation prepares pre-service teachers to read against the canon and own their own critical, inquiry-focused curriculum. COLLABORATIVE CURATION FOR CRITICAL LITERACY I frame this chapter around the concepts of curation, critical literacy, and conceptual learning. Together these frames facilitate the critical literacy necessary for teaching and learning in today's content-rich, participatory culture. These theoretical frames spring from both theory and from my experience as a secondary English language arts teacher and school librarian. I remember countless evenings spent lost on the internet as an early career ELA teacher, hunting for the perfect news article, poem, or short story for the next day's lesson. Later, my degree in library science and experience as a school librarian helped me hone my search skills, discover new resources, and conceptualize literacy and text selection as an interdisciplinary act of collaborative curation between teachers and students, both within individual disciplines like ELA and across disciplinary lines. Together, these For use by the Author only | © 2019 Koninklijke Brill NV

The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

This is an Accepted Manuscript of an article published by Taylor & Francis in COGENT EDUCATION on 24 June 2016, available online: http://dx.doi.org/10.1080/2331186X.2016.1199125

This article aims to illuminate the structure of initial language teacher education in 25 European countries and to identify similarities and differences between different countries on issues concerning the content and structure of teacher training programmes in order for somebody to be qualified to work as a French language teacher in secondary education. The article provides a comparative analysis of academic curricula for the initial training of teachers of French in countries members of the European Centre for Modern Languages. The document of the European Commission European Profile for Language Teacher Education—a Frame of Reference (2004), which identifies 40 items as important items in foreign language teacher education, is a point of reference for conducting the survey. The primary aim of the survey is the formulation of conclusions for the academic curricula addressed to student teachers of French language, with respect to the structure, knowledge, strategies and values that the European academic curricula for initial language teacher education give emphasis on. It identifies best practices and recommends ways of improving the existing academic curricula for enhancing cooperation of all those involved in language teacher education policy.

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature.

Transeducar propone un sistema de valores en el que sea posible lograr amplias cotas de libertades individuales y colectivas, entendiendo la diversidad sexual como un componente básico en la formación de la ciudadanía. Su autor elabora un planteamiento motivador que tiene como puntos fundamentales de apoyo el arte y la educación. Trazamos un itinerario basado en la defensa de los derechos humanos, ampliando las posibilidades de una sociedad que avanza hacia mayores exigencias en lo referido a dinámicas sociales, políticas y tecnológicas. El término transeducar, neologismo que da nombre al volumen, se enmarca en este propósito de adecuación hacia zonas porosas, entornos de generosidad que nos permitan encuentros y efervescencias, traspasando fronteras, transformando los condicionantes, transgrediendo los prejuicios y atendiendo a los espacios fronterizos, todo ello transitando por territorios poco explorados hasta ahora. El riquísimo panorama trans está revolucionando y poniendo en duda muchos de los escenarios de intransigencia en que nos habíamos movido anteriormente. Las imágenes forman parte de una nueva explosión icónica que rompe moldes y marcos de género. Por ello resulta necesario tratar sobre diversidad sexual desde la educación y las artes. Incluir estas cuestiones en nuestros programas curriculares nos permitirá hablar y discutir abiertamente sobre temas que hasta hace bien poco resultaban prácticamente tabús. Establecer un criterio de inclusión en cuanto a disidencia sexual supone motivar al alumnado, impulsar actitudes respetuosas y potenciar valores. Queremos despojar nuestras aulas de miedos y ocultaciones, apostando por una educación artística como motor de cambio social, ya que las geografías del arte permiten reflexionar, y deben actuar sobre la realidad en la que vivimos.

Research on the importance of social justice for teacher candidates suggests that there is a high need for teacher candidates to develop personal and professional competencies regarding racial, cultural, and ethnic diversity. Using culturally sustaining pedagogy as a conceptual framework, this article presents findings from a qualitative inquiry into the ways that three teacher candidates developed and sustained their growing understandings of social justice and culturally relevant pedagogy. Data were collected through group interviews, researcher memos, and field notes. Findings show that teacher candidates developed critical lenses for reflection and analysis through their participation in a year-long inquiry group. Further, a critical incident is explored to evaluate the complexities of developing work on culturally relevant pedagogy with teacher candidates. This article concludes with recommendations for further inquiry, and will be of interest to researchers and teacher educators alike.

ABSTRACT In the past decade, researchers have argued for translanguaging as an instructional approach that radically re-conceptualizes educators’ views on multilingualism as an asset. Teacher education programs play a pivotal role in preparing teachers who enact this vision. Research on teachers’ receptivity to translanguaging’s epistemological (re)orientation towards mainstreaming multilingualism, however, remains scarce. To redress this gap, this study investigated mainstream preservice teachers’ uptake of translanguaging theories while taking an online ESOL methods course required for TESOL certification. Through the analysis of interview data and participants’ written reflections and coursework, we explored preservice teachers’ beliefs and the evolution of their views on language learning, language, linguistic diversity, and translanguaging over the course of one semester. Findings highlight the challenges and potential benefits of including translanguaging theories in mainstream and TESOL teacher preparation programs’ curricula.

Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance  assessments,  we  find  that  Black  and  Latino  candidates  report  greater  multicultural  awareness,  while  Asian  Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.

Pre-service teacher education is experiencing a shift towards the new paradigm. It is emphasising on globalisation, localisation and individualisation, contextualised multiple intelligence and life-long professional learning in the process of teacher development. This has made the role of teacher more complex. Teacher are required to own new responsibilities like contribution in school management, development of curriculum, mentoring the novice teachers, professional development, action research along with teaching. Thus the teachers should be prepared accordingly so that they can take up these additional responsibilities. Therefore reforms in teacher education are crucial. There is need to adopt innovative strategies in teacher education. Teacher education in Asia- Pacific region has witnessed three paradigm shifts in the past three decades. Each paradigm shift has had a distinct concept of teaching- learning and moved towards improvement of teacher education. The emerging paradigms are globalisation and localisation which provide multiple source of learning through self-learning programme, web-based learning, outside experts and community experiential programs inside and outside their institutions, locally and globally.

Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teaching and learning mathematics and their own abilities as doers of mathematics. Using a repeated measures design, I examined changes in PSTs’ beliefs about mathematics teaching and learning at three separate time points-at the beginning of the first semester of a growth mindset-oriented mathematics methods course, midway through the treatment at the end of the first semester, and at the conclusion of the treatment at the end of the second semester of mathematics methods that was forced to pivot to online learning due to the COVID-19 pandemic. Results showed that explicit teaching of growth mindset principles coupled with participation in growth mindset-oriented mathematics methods courses yielded statistically significant improvement for PSTs’ beliefs about Rules and Procedures, Process of Inquiry, Active Learning, and Fixed Ability as measured by the TEDS-M instrument and did not appear to be impacted by the pivot to remote learning. Comparison of a pre-pandemic cohort with the pandemic-disrupted cohort showed no statistically significant difference in Fixed Ability. These findings suggest that resilience, one of the hallmarks of the growth mindset, may serve as a protective asset during periods of profound stress.