Pedagogy Of Teacher Education Research Articles

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.

The place of multicultural education in legal acts concerning teacher education in Norway

ABSTRACT This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applied during the analytical process, in order to reveal patterns related to culture, diversity, inclusion, multicultural education and multicultural competence. Furthermore, the findings have been placed in the Norwegian context, in order to shed light on the circumstances surrounding the documents. The main findings indicate that multicultural education is assigned a limited space and, according to the legal acts, should be included as a module integrated with the subject of pedagogy and pupil-related skills in teacher education.

Optimized LSTM Networks with Improved PSO for the Teaching Quality Evaluation Model of Physical Education

Effective teaching behavior in physical education has an important impact on the quality of classroom teaching. To overcome the shortcomings in the existing university teaching quality assessment procedure, this paper designs an evaluation model for physical education departments based on long short-term memory networks (LSTM) with the improved particle swarm optimization (PSO). The model is constructed by analyzing the connotation and index system of teacher education teaching quality and constructing a fan-leaf structure model of teacher education teaching quality. Then, an improved PSO-LSTM model is proposed to train the teaching samples. The evaluation model applies the improved LSTM model and optimizes the network structure by dynamically adjusting the learning rate. The model is then optimized for the number of neurons and iterations of the network using the improved PSO. The results of the experiment indicate that the proposed model is effective in evaluating the quality of physical education. Moreover, the model analysis’ accuracy has greatly improved. This helps teachers have a comprehensive understanding of classroom dynamics and improve their professional competence and classroom teaching quality.

Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy

Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrative on their pedagogical intervention. The present paper analyses six cases developed by student teachers during their internship to examine the dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya et al. (2017) that they developed during case construction. These dimensions include 1) developing a critical view of (language) education, 2) centring teaching on learning, 3) managing local constraints to open up spaces for manoeuvre, and 4) interacting with others in the professional community.

The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education

The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive statistics, multiple linear regression analysis, and content analysis were used to analyze the data. The students pointed out that, on average, teachers have mastered the pedagogy of remote teaching well, although older teachers had more challenges than younger teachers. The quality of teaching was reported as being high. Teachers’ pedagogical knowledge was the strongest predictor of successful remote teaching. In terms of assessment, teachers mostly used essays and other written assignments to assess students’ achievement. According to most students, the assessment practices were implemented successfully. The results provide insights for developing remote teaching in teacher education.

Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century

Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century

Effects of dialogic education on sensemaking: Changes in teachers' narrative structure

The research on teachers' professional development in dialogic education focuses primarily on instructional changes. This study explores the effects learning about dialogue has on teachers' sensemaking. An analytic framework for the analysis of dialogic traces in small stories has been developed and implemented on small stories that were produced naturally in a two-year teachers' professional development (TPD) dialogic education program. The corpus (n = 57) was composed by teachers participating in the TPD program. It was analyzed to identify temporal changes in their narrative structure and evaluative devices and, consequently, changes in teachers' professional vision and perception resulting from dialogic education. The results indicate structural and evaluative changes in the teachers' stories overtime. Findings also reveal growth over time in the quantity of dialogic small stories, especially in themes related to teachers' roles and perceptions of teachers’ learning. Implications for teacher education and dialogic pedagogy are discussed.

A Study on the Development and Educational Effects of Responsive Teaching Teacher Education Program for Science Teachers

목적 본 연구에서는 과학 교사의 반응적 교수법에 대한 교수 역량을 향상시키기 위해 반응적 교수법 교사 교육 프로그램을 개발하고, 이를 과학 교사들에게 적용하면서 반응적 교수 유형의 변화를 통해 프로그램의 교육적 효과를 분석하였다. 방법 이를 위하여 충청북도 소재 교육대학원 수업에 참여하는 현직 과학 교사 14명을 대상으로 3주에 걸쳐 프로그램을 운영하였다. 프로그램에 참여하는 과학 교사들을 대상으로 토론 전사 자료, 프로그램 진행 과정의 관찰 내용, 과학 교사들이 제출한 개별 과제와 조별 과제를 3명의 과학교육전문가가 분석하였다. 결과 반응적 교수법 교사 교육 프로그램을 사례 분석([C] 단계), 심층 토론([I] 단계), 실천 및 적용([Pr] 단계)의 3단계로 구성하였다. 반응적 교수 유형의 변화로 프로그램 효과를 분석한 결과, 14명의 교사 중 9명에서 긍정적 변화가 있었으며, [C]-[I] 단계에서보다 [I]-[Pr] 단계에서 반응적 교수 유형 변화가 많이 나타났다. 이는 실천 기반 교사 교육이 교사들의 반응적 교수 역량을 신장하는데 유용하다는 것을 의미한다. 반응적 교수 유형에 변화를 보이지 않은 교사는 교사 요인, 학생 요인, 환경 요인이 장애 요인이 됨을 확인하였다. 결론 반응적 교수법 교사 교육 프로그램은 진정한 의미의 학생 중심 수업을 실천하고자 하는 교사의 역량을 신장하는데 유용하다. 반응적 교수법 교사 교육 프로그램을 통해 더 많은 교사들을 촉진자 유형으로 변화시킬 수 있도록 교사 교육 프로그램의 지속적인 보완이 필요하다.

Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

Background: Teacher education programs (TEPs) have a mandate to prepare teachers qualified to educate culturally and linguistically diverse student populations. In addition, the demographic imperative compels TEPs to recruit preservice teachers from underrepresented communities; yet, just as youth of color are marginalized in schools, so too are teacher candidates of color (TCCs) marginalized in TEPs. Just as conventional TEP curriculums fail to decenter dominant social groups, so too do many teacher educators fail to enact asset-based pedagogy. A teacher quality gap and culturally rooted disenfranchisement persist. Purpose: I examine how TCCs are prepared to teach critically in demographically pluralistic schools and how one teacher educator of color attempts to close the teacher quality gap with a diverse preservice teacher cohort through the application of culturally relevant pedagogy (CRP). Although asset pedagogies are widely accepted as best practice in P–12 classrooms, there exists a dearth of research on their impact on postsecondary spaces. Moreover, multicultural education scholarship focused on the experiences of TCCs is limited. Research Design: Drawing from a larger critical ethnographic study of two diversity courses in an urban TEP, this article explicates one teacher educator’s application of CRP. I utilize the core tenets of CRP—academic achievement, cultural competence, and sociopolitical consciousness—to bridge the gap between theory and practice through illustrations of intentional critical pedagogy. Data were analyzed from field notes, interviews of students and faculty, course assignments, readings, syllabi, evaluations, and other relevant artifacts. Results: Findings indicate that modeling CRP is paramount to developing culturally relevant pedagogues and that making known the interdependence of CRP’s three fundamental pillars is central to transformative learning experiences for preservice teachers. Although challenging, CRP at the postsecondary level is an achievable endeavor that requires increased faculty innovation, reflexivity, and humility. Conclusion: The project offers practical applications of CRP that are adaptable to most teacher preparation courses. Recommendations include a call for more studies that examine the use of asset-based pedagogies in higher education, especially in TEPs.

Digital Pedagogy in Teacher Education: A Need of the Hour

Digital Pedagogy in Teacher Education: A Need of the Hour

Decoding the Disciplines as a Pedagogy of Teacher Education

This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.

Sustainable digital pedagogy in language teacher education: Perception of teachers in Ekiti state government colleges

This study investigated the perception of English language teachers concerning digital pedagogy in teaching oral English in Ekiti state government Colleges. The underpinning objective encompasses a survey of teachers’ perception concerning digital instructional style. This study is descriptive research of the survey type. The population of the study consisted of 78 English language teachers in Ekiti state Government Colleges. Using multistage sampling procedure, four government colleges were randomly selected comprising forty English language teachers from the four Ekiti state government colleges. Questionnaires were administered on the sample of the study. Descriptive statistics was used in analysing data. The findings of this study revealed that 65% of the teachers could distinguish between digital and conventional pedagogy while 65% experienced no significant challenges with digital pedagogy during oral English lessons. Furthermore, majority of the English language teachers admitted that students feel bored when taught oral English with charts. These findings explicate the need to sustain digital pedagogy for teaching oral English. It was recommended that English language teachers should be retrained and trained in digital skills for teaching oral English in government colleges in Ekiti state.

Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education

ABSTRACT Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of ‘safety’ in schools altogether, searched for ways to cultivate ‘safe-er’ classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke’s Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.

Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

AbstractThis classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children’s drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children’s ‘emergent disciplinary drawing’ in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that ‘emergent disciplinary drawing’ is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.

Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education

Global disruptions in higher education provide further impetus to recent calls for fundamental changes in initial teacher education (ITE) curricula and pedagogies. This video-based Interactional Ethnography of on-campus co-teaching practices aims to surface the ‘invisible flows’ of co-teaching as social interaction. The micro-etnhographic discourse analysis of four interaction units across a 2-hour teaching session and a video stimulated recall interview revealed that the co-teachers used intertextual references to signal shared understandings while engaging their ITE students in preparation for a Capstone assessment. Drawing on Goffman's (1959) seminal work in dramaturgical sociology, the joint close micro-analyses of classroom talk, actions, disciplinary expertise and professional histories made transparent how, as a team, the co-teachers relied on their bond of reciprocal dependence and familiarity to gain intersubjectivity. When a disruption arose, they synergistically demonstrated the defensive attributes and practices of a dramaturgical team constitutive of circumspection, discipline, and loyalty as they (re) formulated their planned lesson and co-operatively maintained their common learning goals. This process enabled them to demonstrate a different type of co-teaching pedagogical practice, which we propose as synergistic co-teaching . • Adopts Interactional Ethnography to study co-teaching in Initial Teacher Education • Revisits Goffman's (1959) dramaturgical sociology, teamwork and intersubjectivity • Proposes ‘synergistic co-teaching' as an extension of existing types of co-teaching • Reflects on the affordances of video analysis in studying teaching-learning in-situ

The Role Of Debates And Awareness CampsIn Teacher Education Pedagogy Helps Teachers The Better Communicators IN Teaching Learning Process-

India after independence made innumerable efforts in all the parameters that helped to grow as one nation. The one such parameter was the concept of Equality-this is mentioned in the constitution too. Invested in primary, secondary, and Higher Education. India has diversity in caste, religion, gender, locations language socioeconomic status, creed, etc. Like western countries it also believed in education as an agent in achieving Equality; Diversity and Inclusivity, subsequently it appointed education commissions to achieve such goals. University Education Commission said each person should have the educational opportunity of the kind and to the extent that is suited to his capacity and interest and which represents his fair share of the total educational resources” All the commissions recommended for achieving equality, diversity, and inclusivity. Equality in sports, opportunity, Education, women, etc is possible through a Diversified curriculum, pedagogy, and evaluation techniques. the present topic “ The Role of Debates and Awareness camps to study Equality, Diversity, and Inclusivity –In Teacher Education Pedagogy, curriculum and Evaluation ‘’ is a novel one. It is a theoretical paper –the information is gathered through secondary sources.

Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback

The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities ( n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.

Preservice Physical Education Teacher’s Development of Adaptive Competence

Purpose: This study had two purposes. One purpose was to explore preservice physical education teachers’ development of adaptive competence in six core practices during planning and teaching in physical education. The second purpose was to understand how rehearsals and repeated teaching as two pedagogies of practice-based teacher education were perceived by preservice teachers in their development of adaptive competence. Methods: This was a mixed-methods study using descriptive analysis to analyze data collected from lesson plans and a collective case study to analyze semistructured interviews. Findings: Preservice teachers made the most adaptations in the core practices of coordinating and adjusting instruction, establishing rules and routines, and providing precise instruction. Rehearsals and repeated teaching were perceived as effective strategies to facilitate the development of adaptive competence in teaching. Conclusions: Findings are discussed in terms of three contemporary teacher education conceptualizations: (a) adaptive competence, (b) core practices in physical education, and (c) practice-based teacher education pedagogies.

A COVID-19 Re-envisioned Teaching Practicum Curriculum

The changes taking place in the schooling landscape because of the coronavirus are real and meaningful and have implications for the training of preservice teachers, especially the teaching practicum component of their initial teacher education programs. The havoc caused by COVID-19 forced many faculties of education into a state of ‘panic-gogy’ to ensure that student teachers could complete their teaching practicums. In this paper we argue that consideration should be given to core teaching practices and practice-based teacher education pedagogies (i.e., representations and approximations) that can be used in alternative “placement contexts” that will supplement and harness the authenticity of school-based experiences. We provide two conceptual tools, collaboratively developed by teaching practicum educators and mentor teachers, that can be used as heuristic by other university-school partnerships when considering teaching practicum redesign efforts.

Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education

AbstractWhat does it mean to queer the L2 classroom and why does it matter? Building on inclusive pedagogical approaches, this paper considers what queering looks like/sounds like/feels like in the context of two case study classrooms where language teachers learned about Teaching Proficiency Through Reading and Storytelling (TPRS) methods in a novice Mandarin language context. Data include recorded videos and transcriptions, focus groups, fieldnotes, and survey responses. We analyze practice from these two workshops for the ways gender and sexuality were addressed in the teacher education classroom. Through queer analysis, we discovered that the most fully embodied student engagement was related to disruptions in what might be expected in both form and content. As TPRS teacher educators widened critical agendas beyond queer characters in classroom stories, they included nonnormative L2 approaches that were humorous, surprising, and inclusive of translanguaging as well as pop up connections to languages and cultures in change. This study suggests that L2 teacher education from a queer perspective offers teachers and learners opportunities to deconstruct and question what is conceived to be normal and instead imagine languages and pedagogies for what is possible, equitable, and inclusive.