Pedagogy Of Teacher Education Research Articles

Research on the Optimal Path of Practice Teaching in Teacher Education

The teacher education major is a highly practical major, and practical teaching is an important curriculum area of the teacher education major, which plays an important role in improving the professional practical ability of students. At present, although many universities pay more and more attention to practical teaching, there are still certain problems in the process of ideological understanding and actual implementation. To optimize practical teaching, it is necessary to recognize the factors that affect practical teaching and the role of each factor in talent training, and put forward optimization paths and measures based on the establishment of collaborative cooperation mechanism, construction of teaching staff, and formulation of practice manuals.

Teaching Practice Patterns in ECE Teacher Program in Distance Education in Indonesia

This purpose paper describes a pattern of micro teaching in teacher education through online learning programme using the moodle application. This article was the result of a study with qualitative paradigm. Research method with survey and data collecting using structured interviews and questionnaires. The research subjects were students who took online tutorial in Strengthening Teaching Courses (STC) in The Early Childhood Teacher Education in Universitas Terbuka (UT), Indonesia in 2018. The finding of the research are online micro teaching patterns in the Online STC that have similarities with face-to-face tutorials. Teaching practices should be a cycle: planning, implementation, evaluation and reflection on their own teaching practices. In addition, to evaluate themselves, students can also be evaluated by the others students and peers by online. In online tutorial, the pattern of micro teaching developed is simpler to understand by students independently and can be an alternative practice teaching course in online teacher education program

A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module

ABSTRACT Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE) programmes. Purpose: The purpose of this study was to develop an understanding of how a collaborative approach to teaching pre-service teachers MBP can support coherence in PETE modules. The study was guided by the question: How do teacher educators teaching in one PETE module negotiate their experience of teaching about teaching as they implement MBP? Method: This collaborative self-study of teacher education practices was conducted in a Norwegian PETE department and involved five teacher educators. The particular setting for the study was one module (what might be described elsewhere as a course or unit of study) that Lasse, Berit, Anders, and Mats were to teach to first year pre-service teachers in one PETE programme (13 females and 37 males). In addition to teaching the module, the four teacher educators acted as critical friends to one another, while Tim (who was based in Canada) offered a second layer of critical friendship to group members both individually and collectively. Data generation included two primary sources: audio records of our meetings in different configurations (21 meetings and approximately 35 hours audio) and our reflective diaries (total of 10 entries and 20 pages). Data analysis involved a five-step dialogic process of ‘thinking with' Loughran’s (2006. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge) concept of developing a pedagogy of teacher education (Jackson, A. Y., and L. A. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge). Results: This study provides insights into the affordances of taking a collaborative approach to teaching about teaching MBP and how such a collaborative approach facilitated implementation individually and collectively. Furthermore, the study highlights the ways the several collaborative processes and structures produced the development of a shared language and vision for teaching about teaching MBP. This shared vision led to coherence in how we talked and taught about MBP with each other and with pre-service teachers. These visions helped make our individual and collective practices and their articulation coherent to ourselves and to one another, and also to the pre-service teachers whom we taught. Conclusion: Our understanding is that the development of coherent PETE programmes and the modules within those programmes requires at least: (i) a professional group of teacher educators who are willing to share their understanding, challenges, and uncertainties with one another and with pre-service teachers, (ii) an inquiry-oriented stance towards researching group and departmental beliefs and practices, and (iii) a desire to better understand and share the development of new understandings with colleagues at departmental, national, and/or international levels.

Critical SFL praxis in teacher education: insights from Australian SFL scholars

To acknowledge the lasting and increasing influence of Halliday’s theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against minoritization of multilingual youth in schools and communities. Profiling the socio-historical background of SFL-based pedagogy in teacher education in Australia, the authors of this article conducted interviews with four SFL scholars and teacher educators from Australia who were greatly influenced by Michael Halliday and his theory of social semiotics. After a brief definition of CSFLP, we present the findings of our qualitative analysis of the interview with the four Australian SFL scholars. These findings illustrate the historical tensions, challenges, and opportunities in enacting CSFLP and point toward key affordances of the theory for teachers and teacher education.

Multimodal pedagogy in TESOL teacher education: Students’ perspectives

Despite the increasing incorporation of multimodal practices into ESL/EFL classes, research on multimodal pedagogy in TESOL teacher education is still in its infancy. Empirical evidence also shows that ESL/EFL teachers lack skills to design and deliver multimodal practices. To bridge the research gap and innovate the TESOL curriculum, the author in this study implemented multimodal projects in two online graduate courses, and examined the students’ (pre-/in-service teachers’) perceptions on integration of multimodal projects. The analyses of semi-structured interviews and written narratives, supplemented with the multimodal products, revealed that the multimodal practices facilitated the students’ learning of content knowledge and their professional development. The perceived benefits included engaging and motivating content learning, retaining and deepening knowledge, fostering mutual learning in online community, enhancing digital learning, and fostering motivation to implement multimodal pedagogy. The students also conveyed challenges in topic selection, technology use, and time control, and provided suggestions on peer interaction, technology training, and task management. This study has significant implications for research and pedagogy in TESOL teacher education.

Toward an inclination to advocate: a discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education

An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework designed to promote linguistically responsive pedagogy. This study investigates teacher candidates’ orientations to advocacy by examining asynchronous online discussions to understand how candidates’ personal stances were interactionally constructed. Analysis drew upon critical discursive psychology for its focus on talk/writing as action-oriented and for its emphasis on the ways that constructs traditionally interpreted as cognitive, such as one’s personal beliefs or stance, are made accessible through examining language-in-interaction. Findings demonstrate how candidates oriented to advocacy work as both programmatic and political, while employing specific discursive and conversational features to construct their personal stance within each pattern. This study advances understanding of teacher candidates’ ‘inclination to advocate’ as an essential orientation of linguistically responsive pedagogy and has implications for the planning and design of online language teacher education coursework.

Learning to teach without school-based experience: conundrums and possibilities in a South African context

ABSTRACT Covid-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously maintaining the academic integrity of their modules. Schools too were closed, creating the possible scenario that new teachers might graduate with little or no practical exposure to the classroom. A previously unheard-of question emerged, namely whether a period of immersion in schools was a non-negotiable in learning to be a teacher. Put otherwise - would it be possible to prepare good teachers while schools were closed for large parts of the year? The article outlines some debates relating to teacher education that emerged in South Africa during this time, linking these to the concepts of situational learning, relational learning and pedagogical reasoning. Questions are then posed as to the potential longer-term implications of this period for teacher education pedagogy in South Africa.

Critical Race Theory: Disruption in Teacher Education Pedagogy

Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.

Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education

Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context - both local and global - in which student-teachers and their future pupils are situated.
 Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996) . For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE.

Learning Cycles: Enriching Ways of Knowing Place

AbstractWe share a story about a katitjin bidi, a learning journey in a bioregion with a multimillennial Aboriginal history. As part of this katitjin bidi, three environmental educators implemented a place-based pedagogy called ‘becoming family with place’, while a fourth participated in the preplanning and final reflective stages. Our story includes cycles of ways of knowing, resulting in an enriched practice of being-with our place. Our story is underpinned by Aboriginal epistemologies to reimagine regenerative futures linked with those of ‘the long now’ — the past, present and future here now. Ours is a particular story that lives in a particular southwest place. There are layers of meanings that live right across the landscapes in the southwest of Australia — and many of them are hiding in full view. You might like to try this pedagogy in school learning, teacher education, and community education contexts.

“Am I doing it wrong?” critically examining mediation in lesson rehearsal

Drawing upon activity theory, specifically the rules for participation and the division of labor, we make a case for opening up the pedagogies of rehearsal to a broader range of collaborative interactions. By identifying a lack of theoretical clarity in the existing literature on rehearsal and providing an example of a more collective and multivoiced approach, we aim to advance theoretical considerations guiding practice-based pedagogies of teacher education.

Formação de professores e cultura digital na Educação Física: reflexões a partir do livro Being self-study researchers in a digital world: future oriented research and pedagogy in teacher education

Ao apresentar o livro “Being self-study researchers in a digital world: future oriented research and pedagogy in teacher education”, esta resenha reflete sobre as contribuições da obra para os estudos que articulam a Formação de Professores em Educação Física com a mídia e a tecnologia. A obra trás relatos e reflexões importantes sobre o conceito de autoestudo e suas relações com a formação de professores em Educação Física relacionada com a mídia e tecnologia no Brasil, e pouco exploradas pelo campo acadêmico nacional, o que oferece outras perspectivas de estudos para práticas de formação de professores a partir da emergência das tecnologias no ambiente de ensino-aprendizagem.

“The creative aspect woke me up”: Awakening to Multimodal Essay Composition as a Fugitive Literacy Practice

This article details a self-study dissecting an interracial group of students’ theories of Blackness in a postsecondary classroom. I begin by conceptualizing fugitive literacy practices as tools with which to awaken and animate education as the practice of liberation from whiteness and anti-Blackness. I then approach multimodal essay composition as one such practice and illuminate its application in a classroom. I show how this practice affirmed students as empowered producers of knowledge. I contend that pedagogues must pivot away from the disruption of whiteness and anti-Blackness as a defined target, and turn toward the destruction of both as a desirable goal. I conclude by considering further inquiries that this provocation invites vis-à-vis curriculum and pedagogy in English teacher education.

A poststructural analysis of study abroad as teacher preparation pedagogy: Thinking through theory for generative practice

ABSTRACT Scholarship in teacher education reflects study abroad as established pedagogy and part of ‘best practices’ in preparing K-12 teachers for diverse classrooms. Three discourses dominate the literature to affirm the positive role of study abroad: (a) changing White preservice teachers’ perceptions of self and others; (b) increasing their multicultural knowledge and global-mindedness; and, (c) developing competencies for culturally responsive classroom practice. In drawing from several scholars, this article uses poststructural analysis to trouble the above discourses that articulate study abroad within normalizing conceptions of self and other, universal worldview of multicultural knowledge and global-mindedness, and fixed conceptualization of culturally responsive teaching, so that new ways of thinking about disciplinary knowledge and pedagogical practice emerge. This article recommends teacher education pedagogies include critical frames of analyses when interpreting study abroad experiences for thinking through theory for generative practice and reclaiming epistemic reflexivity in how we do research.

The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers’

ABSTRACT Although teacher professional identity has been much discussed and reported in teacher education and language education, little empirical evidence addresses how language teachers construct their professional identities as legitimate English practitioners as they have witnessed and encountered the increasingly important role of English as a global lingua franca. To fill this void, this article reports on a narrative case study that investigates how Chinese language teachers construct and negotiate their professional identities as legitimate English practitioners. Drawing on identity theory, the article showcases how a group of Chinese English teachers challenged the ideology of native-speakerism as they were routinely engaged in the construction of what it means to become legitimate English teachers. The implication of this study calls for the inclusion of Global Englishes and critical language pedagogy in language teacher education.

Praxis pedagogy in teacher education

This paper presents and analyses a pedagogical model which focuses on ‘praxis’. Portfolio dialogue, case writing and signature pedagogy mapping are all identified as central to this model. These pedagogical practices intend to create a possibility of orientation rather than a lineal hierarchy of outcomes for pre-service teachers. Part of this paper reports on data received from final year preservice teachers regarding their portfolio discussions and considers the presence and the contributions of the signature pedagogies. New knowledge concerning planning of practice through visual modes may assist staff and students via critical, dialogical and a praxis views within teacher education.

Toward a critical race pedagogy of physical education

ABSTRACTBackground: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators.Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE).Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context; (b) the value of Black self-reliance; (c) and the value of the Black body as its foundations.Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to meet the needs racially minoritized communities globally.

Didaktik som lärarutbildningens innehåll och form. Motstånd, utmaningar och möjligheter

The aim of this article is to, through a pedagogical-philosophical argument, illustrate how didactical perspectives can contribute to a more nuanced understanding of the transformative content and pedagogy of teacher education. We begin by discussing the pedagogical challenges both teacher-educators and teacher-students face within teacher education, namely the existential trial of shifting from a pupil perspective to a teacher perspective. By addressing rather than ignoring these challenges, we attempt to show that there is an inherent and potential pedagogy of teacher education. By problematizing the relationship between pedagogy and didactics we illustrate how didactics risk being viewed instrumentally if severed from their pedagogical roots. We then introduce didactical perspectives, rooted in a German speaking tradition and argue that these can be seen as not only appropriate as content for teacher education, but also as a pedagogical point of departure for teacher educators. Finally, we suggest that a university pedagogy with a didactical orientation can attend to the existential transformation from a student to a teacher and give the becoming teachers both relevant knowledge and language for their future practice.

LA PEDAGOGÍA DE CASOS EN LA FORMACIÓN INICIAL DEL PROFESORADO DE LENGUAS EXTRANJERAS: UN ESTUDIO EXPLORATORIO

Discourses advocating autonomy pervade current language research and policies but teaching practices are often alien to these. This mismatch is reinforced when teacher education represents a disempowering space where student teachers are expected to assimilate and apply academic knowledge, rather than inquire into and explore their own practices. In this paper I analyse the uses of case pedagogy in teacher education for autonomy and argue that case pedagogy can fulfil this purpose. If teacher education is to promote educational change towards autonomy, it needs to focus on the professional experience of teachers and involve them directly in the reconstruction of educational knowledge and practice. As teachers analyse and develop inquiry-oriented teaching cases focused on pedagogy for autonomy, they have the opportunity to enhance their own autonomy by developing a critical view of education, facing constraints and opening up spaces for manoeuvre.

From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education

•Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy.