Teaching In Teacher Education Programs Research Articles

From Theory to Practice: Dos of Culturally Responsive Teaching in Teacher Education Programs

The problem the study addresses is how teacher candidates acquire knowledge, skills, and techniques regarding cultural competence over time. We conducted interviews with three teachers, three teacher educators, and six university professors in Florida over a 12-month period. After coding the data, we generated 26 categories. Data indicate that teacher candidates increase their understanding of CRE when they are explicitly taught about the cultural contexts of society. The findings suggest that conducting assignments on diverse school cultures can enhance teacher candidates’ cultural responsiveness. Our study contributes to the literature by providing concrete examples of what CRE looks like in practice.

Pre-service English Teachers’ Reflections on Culturally Responsive Teaching in Teacher Education

As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students’ racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers’ racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.

Revisioning Philosophy of Education Instruction in Competency-Based B. Ed. Programs

This article concerns the relationship between classroom assessments that are aligned with “competencies-based” teaching in Teacher Education programs on the one hand, and on the other hand, the challenge of offering authentic “philosophy of education,” “education theory,” or “education foundations” courses for student–teachers who are enrolled in a professional degree and on the way towards certification. Briefly, administrative and accreditation concerns with developing and demonstrating core “competencies” when teaching is considered strictly as a “profession” do not align with more ancient understandings of teaching as a “way of life”—especially when that life is led in some relation to philosophy, or “the pursuit of wisdom.” This article examines the disjunction between these two conceptualizations of teaching; it encourages readers to think about how this disjunction problematizes their pedagogy as “philosophers of education.”

Supporting new science teachers in pursuing socially just science education

This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

An Analysis of the Expected Content Knowledge for Teaching in Teacher Education Programs and Teacher Employment Tests for Secondary Mathematics

An Analysis of the Expected Content Knowledge for Teaching in Teacher Education Programs and Teacher Employment Tests for Secondary Mathematics

Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators

This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provided.

Professional Dialogue, Reflective Practice and Teacher Research: Engaging Early Childhood Pre-Service Teachers in Collegial Dialogue about Curriculum Innovation

While embedded in teacher professional standards and assumed aspects of teacher professionalism, willingness and ability to engage in professional dialogue about practice and curriculum initiatives are rarely examined or explicitly taught in teacher education programs. With this in mind, the authors designed an assessment task for pre-service teachers that required them to interview their supervising teachers about the implementation of sustainability as cross-curriculum priority in the Australian national curriculum, and to write a reflective account of the process. Forty-seven early childhood pre-service teachers and their supervising teachers consented to the interview transcripts and reflective accounts being used as research data. Analysis of the reflective accounts highlights what enabled and constrained the dialogue across professional experience settings and the benefits of having pre-service teachers engage in such an assessment task. The authors discuss implications for pre-service teacher education and on-going teacher professional learning.

The (non)making/becoming of inquiry practicing science teachers

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

Direct Informed Assessment: Frequency of Use in Preservice Teacher Education Programs within a Five-State Region

During the last decade, reading education research indicates a paradigm shift toward informal measures of teaching/assessment. In this article the authors explore the types of assessments and instructional strategies being taught in teacher education programs within a five state area. A survey was conducted to identify which strategies are currently being taught in undergraduate and graduate teacher education programs. Data from the survey are discussed and displayed.

Can Cultural Awareness Be Taught in Teacher Education Programs?

(1991). Can Cultural Awareness Be Taught in Teacher Education Programs? Teaching Education: Vol. 4, No. 1, pp. 25-32.

New Potentials for Teacher Education: Teaching and Learning as Inquiry

Wholistic perspectives on language and learning pervade current educational research and theory. Although these theories have affected what is taught in teacher education programs, they are only beginning to influence how that content is taught and learned. Until teacher educators explore more fully how to live their own models, they will have a limited effect on changing the current course of teacher education or of education in elementary and secondary schools. This article first describes the current scene in teacher education by discussing beliefs about learning that build from recent understandings about language, and constraints on change that exist within college settings. The second half of the article presents a variety of changes that teacher educators have been exploring in their classrooms and programs. These changes are based on insights from current theories of learning and language. They reflect the attempts of teacher educators to create learning environments that support all learners as i...

Are Methods of Enhancing Creativity Being Taught in Teacher Education Programs as Perceived by Teacher Educators and Student Teachers?

The Journal of Creative BehaviorVolume 21, Issue 1 p. 22-33 Are Methods of Enhancing Creativity Being Taught in Teacher Education Programs as Perceived by Teacher Educators and Student Teachers? RICHARD WAYNE MACK, Corresponding Author RICHARD WAYNE MACK DirectorAckerman Laboratory School, Eastern Oregon State College, La Grande, Oregon 97850.Search for more papers by this author RICHARD WAYNE MACK, Corresponding Author RICHARD WAYNE MACK DirectorAckerman Laboratory School, Eastern Oregon State College, La Grande, Oregon 97850.Search for more papers by this author First published: March 1987 https://doi.org/10.1002/j.2162-6057.1987.tb00450.xCitations: 15AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume21, Issue1March 1987Pages 22-33 RelatedInformation