Teachers’ Translingual Composing: How Preservice Teachers Responded to Invitations to Write Using Multiple Languages

An analysis of recent science education research on student conceptions of natural phenomena, on science teaching and on science teacher planning carries implications for science teacher education. This suggests that the development of appropriate conceptions of teaching should be an important goal of science teacher education. Drawing the analogy between conceptions of natural phenomena and conceptions of teaching suggests guidelines for designing instruction in science teacher education courses. The importance of these guidelines is enhanced because teachers are likely to hold conceptions of teaching which are in conflict with those considered appropriate. Activities in science teacher education which have attempted to identify and influence conceptions of science teaching are described and analysed. While these activities must be regarded as preliminary, they point to a powerful approach to thinking about the education of science teachers.

Despite the increased acknowledgment of multilingualism in the United States, Teaching English to Speakers of Other Languages (TESOL) teacher education courses remain non-inclusive of many languages spoken by multilingual learners (MLs). Instead, they focus mainly on the study of the English language system. Neglecting to support MLs’ heritage languages (HLs) inadvertently reinforces prevalent monolingual ideologies and marginalizes MLs in classrooms (Barros et al., Journal of Language, Identity & Education 20:239–254, 2020; Flores, N., & Aneja, G. (2017). “Why needs hiding?” Translingual (re)orientations in TESOL teacher education. Research in the Teaching of English, 51(4), 441–463. https://www.jstor.org/stable/44821275 ; Tian, Z. (2020). Faculty first: Promoting translanguaging in TESOL teacher education. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 215–236). Springer. https://doi.org/10.1007/978-3-030-36983-5_10). Translanguaging pedagogy with its heteroglossic approach creates a language ecology in which all students enrich teaching and learning experiences with more democratic approaches (Deroo and Ponzio, Bilingual Research Journal 42:214–231, 2019; Khote and Tian, Translation and Translanguaging in Multilingual Contexts 5:5–28, 2019); however, both teachers and teacher educators know little about how to integrate translanguaging pedagogy into their coursework. In this case study, drawing upon (Bakhtin, M. (1981). Dialogic imagination: Four essays. University of Texas Press.) heteroglossia, we explore how pre-service teachers (PSTs) responded to translanguaging pedagogy in a TESOL education course. Data were collected through course assignments and interviews with 11 PSTs. Findings showed that PSTs embraced translanguaging in multiple ways that reflected heteroglossic perspectives in education. First, PSTs operationalized translanguaging as translations used to teach language and content lessons. Second, they took an active role in preparing lessons. Third, they understood translanguaging as a classroom ecology. While PSTs recognized the benefits of translanguaging for MLs, they also struggled with the translanguaging pedagogy because they could not imagine the full potential of translanguaging for themselves and their students. This study has implications for teacher educators, curriculum developers, and language teachers who grapple with bringing multilingualism to the center of TESOL that has traditionally privileged English-only.

As classrooms in the United States become increasingly linguistically diverse, teachers need to be prepared to provide equitable literacy instruction to multilingual learners (MLs). This paper explores the experiences of pre-service teachers (PSTs) in one elementary education course focused on literacy instruction for MLs, specifically asking: What questions do PSTs ask about literacy instruction for MLs? PSTs posed questions multiple times a week as part of their reading responses and post-class exit tickets, resulting in 1,375 questions for analysis. Open and pattern coding found that PSTs’ questions focused on: 1) students, 2) environment, 3) teaching practice, 4) self, and 5) language. Findings describe these categories as well as sub-categories for each type of question, using representative examples. We argue that these questions provide insight into the content knowledge, ideologies, and pedagogical practices of early-stage teachers preparing to work with MLs. Implications for teacher education are discussed.

ABSTRACTThis qualitative case study examined two pre-service teachers’ learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the pre-service teachers’ learning experiences that occurred in relation to this observation, as well as the possible transformation they went through. The study revealed that the critical, justice-oriented teacher education course that implemented modelling CRT activities and behavior seemed to help pre-service teachers to transform and extend their conceptual knowledge of CRT, critically reflect and reconstruct prior knowledge, and connect these experiences to future teaching practice. Based on the data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed.

Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.

ABSTRACTThere are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice teachers are largely left unexamined. This study took place within an urban Professional Development School and used critical discourse analysis to examine the “language-in-use” between one inservice teacher and one preservice teacher as they engaged in the planning of a literacy lesson. The authors identified the figured worlds of teacher, literacy teaching and learning, and mentoring, as interpreted from this discourse event. Findings include figured worlds of (1) teacher as the giver and withholder of knowledge; (2) literacy teaching and learning that appears inauthentic, contrived, and teacher centered; and (3) an understanding of mentoring as inservice teacher as giver of knowledge and preservice teacher as receiver. Implications for teacher education and teacher educators are discussed.

This chapter examines teacher learning in the workplace within the context of pre-service teacher education in Portugal under the new legal framework resulting from the implementation of the Bologna process. Drawing upon a broader piece of research, it focuses on pre-service teachers’ perspectives on their learning and sense of preparedness to enter the teaching profession. Data was collected through questionnaires and written narratives. Findings suggest the importance of practicum as a key component of the curriculum of pre-service teacher education for developing professional knowledge and competencies. However, some critical issues emerged, such as the length of practicum, the quality of supervision, the support received and the lack of articulation amongst the different components of the curriculum. The chapter concludes with implications for teacher education and teacher educators in order to overcome the limitations of the model and enhance its potential.

This is the second of two papers reporting a large scale investigation of the beliefs students, parents, and instructional staff hold about desirable 1st level schooling and teaching in Brazil. The unique perspectives of each of the three groups are presented along with selected differences and similarities and their implications for Brazilian teacher education. The analyses and interpretations explore the meanings underlying some of the more disparate patterns of belief. The contributions that knowledge of the school‐related world can make to programs for the preservice and inservice education of teachers are stressed.

In recent years Portugal has experienced a severe financial and economic crisis, with implications for all sectors of society, particularly education. Salary cuts, high rates of unemployment, high taxation and worsening career progression are just some ways in which the teaching profession has been affected. Recent policy changes have also impacted on initial teacher education. This paper gives a brief characterisation of the emerging picture within the context of crisis, drawing on data from continuing research on the effects of poverty on teaching and teacher education. It looks at student teachers’ experiences during practicum in regard to issues of poverty at school, as well as the ways in which poverty is framed and discussed during their initial teacher preparation. Key findings point to student teachers’ perceptions about poverty and its impact on children’s well-being and equal opportunities; the strategies they employ to deal with poverty at school; and the complex role of the teacher in promoting equity and social justice through facilitating access to powerful knowledge for all children. Implications for teacher education are discussed, particularly the need to foster social and cultural dimensions of teacher education.

This Chapter draws on the research evidence from cross-case and cross-culture analyses of the EQUALPRIME project to identify implications for science classroom practice. While there appears to be a general global consensus in the research community regarding the goals of science teaching and the competencies students should acquire in primary school, the evidence of this project points to key dimensions across which science provision in primary schools varies. The Chapter addresses the questions: What are the commonalities and the differences in emphasis in framing these teachers’ practice in the three countries? Can the strategies-in-common identified across cultures that support reasoning be drawn upon to frame approaches to classroom practice that in some respects transcend local culture and context? Does the cultural framing of teaching and learning in schools inevitably impede any attempt to productively transfer what we have learnt from one cultural setting to another? This research has implications for teacher education at both the in-service and pre-service teaching levels. This Chapter will also explore the following themes: the different perspectives from which primary science teaching can be explored; the use of video case studies in teacher education resources; video ethnography as a reflective tool for teacher learning; and, teacher knowledge and professional learning.

This paper highlights issues identified in a study that explored the perceptions of secondary pre-service teachers, from Key Learning Areas (KLAs) that are traditionally and non-traditionally linked to environmental education. Perceptions shared by these pre-service teachers illustrated that they held views about the nature and scope of environmental education that could limit their practice as potential environmental educators. They also shared perceptions about constraints to the implementation of environmental education policy into practice. Implications for pre-service teacher education are discussed in light of these findings.

본 연구는 역량기반 교사교육의 성공적인 사례를 보여주고 있는 싱가포르의 교사 연수 사례를 분석하고 이를 바탕으로 역량기반 교사교육으로 나아가기 위한시사점을 논의하였다. 싱가포르는 2009년 TE21(A Teacher Education Model for the 21st Century)을 발표하여 핵심역량에 근거한 교사양성 및 육성을 시도하고 있다. 이는 교사양성 뿐만 아니라 교사 연수에 영향을 미치는 것으로 교사교육 전반에 걸쳐 역량중심 개혁이 진행되고 있다. 본 연구에서는 싱가포르 사례를 분석하기 위해서 문헌연구와 심층면담을 병행하였고 한국 영어교사교육에 대한 시사점을 다음과 같이 도출하였다. 첫째, 교사 역량을 강화하기 위 해서는 지식, 기술뿐만 아니라 가치 영역에서의 강조가 필요하다는 점이다. 둘째, 교사의 역량을 함양하기 위한 연수의 현장 적합성을 높이기 위해서 영어과 수석 교사제가 체계화될 필요가 있다는 점이다. 셋째, 연수의 연속성을 위해서 독립적인 영어과 교사 연수센터의 도입이 필요하다는 점이다. 넷째, 영어교사 핵심역량 개발을 위한 연수 프로그램 개발이 필요하다는 점이다. 현장의 요구와 밀접한 연관성을 강조하는 싱가포르의 교사연수 사례는 최근 핵심역량을 함양하고자 하는 교사교육에 시사하는 바가 크다.This study aims to draw implications for competence-based teacher education in Korea based on the analysis of Singaporean case of in-service teacher education. For a detailed analysis of the process in which competence-based teacher education has been implemented in Singapore, interviews were conducted with six participants - three NIE faculty members, a principle master teacher and two master teachers working at ELIS(English Language Institute of Singapore). Implications for teacher education in Korea are as follows: 1) In addition to knowledge and skills, values need to be emphasized in teacher’s core competency. 2) The role of master teachers in mentoring and educating their colleagues needs to be strengthened within a well-established teacher professional development system. 3) Subject-specific in-service training centers are required, in which teacher trainers can continuously work for the professional development of teachers in need of growing pedagogical knowledge in their subject fields.

Understandings of reading and writing in digital environments have been referred to as new literacies. Digital technologies, as they pertain to writing, do not just support writing, but change what we write, the ways we write, and who we are writing to. These changes, and what they mean for effective P-12 teaching and learning, have important implications for literacy teacher educators and teacher education programs. With these issues in mind, we embarked on a collaborative self-study focused on examining what we were doing about technology in our K-8 writing methods courses. We were curious about how this had changed over the last 9 years. Findings from this inquiry revealed that some changes evolved over time, while others blossomed quickly. Changes clustered around two categories – written products and writing processes--and how these affected our knowledge and teaching practices. Additionally, our vulnerabilities as writing teacher educators in the face of rapidly changing technology came through in this inquiry. Implications for teacher educators are discussed.

Teacher Education and the Scholarship of Teaching continue to be challenged and reshaped by multiple forces. Teaching, as used in pedagogical discourse, has been contested as not precise enough for everyone to agree on their application (Smith, 1987, p.14). Traditional teacher education programs that premised on philosophy, psychology and sociology have been questioned. The first direct challenge surfaced when OECD (2002, p.9) advanced “the theory of learning is pre-scientific – in the sense it lacks as yet either predictive or explanatory power.KeywordsTeacher EducationPedagogical Content KnowledgeTeacher Education ProgramPedagogical DiscoursePedagogical PreparationThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education