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1.
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves.  相似文献   

2.
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.  相似文献   

3.
This article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.  相似文献   

4.
This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood pre‐service teacher education programs at a large metropolitan Australian university were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi‐structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful.  相似文献   

5.
There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.  相似文献   

6.
Research undertaken by educational researchers based in universities has not had the desired impact on the practices of classroom science teachers. Yet Goodlad (1990) has argued that if teaching is to be recognised as a profession there is a great need for the marrying of the knowledge of the practitioner with that of the researcher. Student teachers might learn to respect the potential for such a union by undertaking minor classroom research projects during their teacher preparation programs. This paper discusses the role of research projects in pre-service teacher preparation with reference to an inquiry conducted with teacher education students. Specializations: science education, teacher learning and preparation, teaching thinking.  相似文献   

7.
This article describes the application of technology in Reggio Emilia inspired early childhood and teacher education programs at the University of Michigan-Dearborn. We have found that technology used in a Reggio inspired program can be a valuable tool for the representation and organization of ideas, collaboration among a specific learning community, visualization and reflection on thinking, and communication of learning to the broader community. Our experiences and reflections suggest that the integration of technology in a Reggio inspired curriculum supports knowledge construction of both children and student teachers.  相似文献   

8.
The current global focus on expanding access to early childhood education (ECE) is accompanied by calls to professionalize the ECE teaching force. In Tanzania, efforts to improve the quality of teaching and learning at the pre-primary level led to the development of a new pre-primary diploma training program. In this article, I examine this effort from the perspective of 12 prospective teachers. By tracing their narratives of becoming a pre-primary teacher, I demonstrate how diploma students navigated competing discourses and incorporated institutional discourses into their own narratives as a way of exercising agency in a context of constrained opportunity.  相似文献   

9.
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10.
University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not only be exemplary teachers, but skilled mentors as well. This article explores the tensions between the theoretical and practical work of teaching within mentoring relationships, specifically in spaces where teacher agency is limited by political, social, and cultural factors. The sociocultural, language approaches in many teacher education programs are seen as idealistic when pushed up against skills-based language approaches, advocated in classrooms. Using qualitative methods, this project follows three mentor/mentee pairs as they negotiate their relationships in an urban area in the Southwest United States. While all three pre-service teachers strongly believed that learning was a social practice, constructed through child inquiry and play, they struggled to maintain their ideologies and beliefs during their field experience. Pre-service teachers held firmly to their beliefs about teaching and learning, but holding onto these beliefs were wrought with personal and philosophical tensions. Pre-service teachers found limited agency in their practice and little support in implementing their own practices. Most importantly, unequal power dynamics and communication issues were obstacles towards mutually beneficial mentorship. Thus, preservice programs must address the importance of developing and cultivating the mentor/mentee relationship—a relationship that is pivotal in the construction of preservice teachers’ identities and practices.  相似文献   

11.
Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献   

12.
This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings. Analyses of our graduates’ first-year interviews revealed participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Findings support the importance of engaging in differentiated instruction, reflective practice, and collaboration through a variety of experiences in the field, and illuminate everyday practices that bring richness to teaching and learning in early childhood education. Emergent questions about the best ways to provide quality early childhood teacher preparation are discussed in relation to the dilemmas early childhood teachers face in the current educational landscape.  相似文献   

13.
Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.  相似文献   

14.
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning.  相似文献   

15.
Abstract

Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators.  相似文献   

16.
ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献   

17.
探讨并分析了教师绩效结构的五个维度,即师德、学科素养、课堂教学、学生学习和班主任工作。提出教师绩效评价必然将教师的专业发展与学生的全面发展相联系;必须基于教育教学改善、专业思考和协商参与,增进教师对教育教学的理解并改善实践;必须促使教师从个体竞争走向团体竞争。  相似文献   

18.
This article reports a multiple-case study project into early childhood teachers’ thinking and reflection on their teaching interactions with children in three New Zealand early childhood education centres. Using stimulated-recall interviews, teaching teams viewed video-recorded episodes of their teaching and discussed their thinking and reflections, during and after the episodes. Key findings included teachers’ emphasis in their thinking and reflection on children in comparison to their teaching intentions, beliefs and practices. The article concludes by presenting a model for understanding New Zealand early childhood teachers’ thinking and reflections on teaching and learning and the implications for practice emerging from this research.  相似文献   

19.
In this study I have investigated how alternative ways of teaching mathematics influence and affect Early Childhood Education (ECE) students’ attitudes towards maths and how they understand their own subjectivities as more or less mathematical during a 10‐week alternative maths course. The investigated course adopts a feminist post‐structural approach based on critical pedagogy and deconstructive theory and includes an interdisciplinary approach to investigative mathematics. The data used include the memory/narrative writings and process‐writings of 75 female teacher‐education students, collected from three different cohorts, in which the students describe their learning processes throughout the maths course. The study shows that, in the main, the students became much more positively inclined to the subject of mathematics after the maths course and agreed that this course had changed their understanding of their own mathematical subjectivity, albeit in different and varying ways.  相似文献   

20.
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper.  相似文献   

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