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1.
学校中儿童的日益多样化,使得教师教育必须帮助新教师理解如何与各种文化背景的学生打交道。教师不能想当然地假设每一个孩子都有相似的经历和体验,而要对学生的差异性保持清醒的意识和文化的敏感。多元文化教育更大的使命,是要确保教育实践的公平性,履行教育助推社会公正的使命。因此,为社会公正培养"文化敏感型教师",成为多元文化教育的核心议题。文化敏感型教师尽最大努力确保所有学生学业成功,帮助学生发展批判和质疑精神,培养学生改变社会的意识和能力。文化敏感型教师的概念使我们超越了对多元文化教师教育的肤浅定义,将多元文化教师教育指向这样的方向:教育是具有政治意义的活动,是每一个孩子都应该获得的权利。多元文化教师教育并非是让学生了解某个或某些少数民族那么简单,而是要培养师范生对个体差异性进行持续探究的能力。 相似文献
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Policymakers’ demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this challenge, this article examines the experiences of one pre-kindergarten teacher who participated in a professional development course that asked her and her colleagues to implement culturally relevant lessons with their students in their high-stakes urban teaching context. She took up this challenge by examining the issue of parental incarceration with her culturally and linguistically talented students. Analyzing her and her students’ experiences in this investigation provides insight into how early educators can begin to address their students’ sociocultural worlds through culturally relevant pedagogical practices within their standardized teaching contexts. 相似文献
3.
Conra D. Gist 《The Urban Review》2018,50(2):197-217
This article examines Black educators’ experiences in Grow Your Own programs along a teacher development continuum at the intersection of social and human development constructs and frameworks, such as double binds and Phenomenological Variant Ecological Systems Theory (PVEST). More robust and nuanced interpretations of how Black educators grow and sustain their presence in the field of education are explored utilizing these analytical tools to determine how Black educators make their way along the teacher development continuum. Findings related to Black educators’ development as they transition as students to teachers, using double bind constructs at each stage of PVEST, are described, and research and praxis questions are extended for implications. 相似文献
4.
Fabienne Doucet 《理论付诸实践》2017,56(3):195-204
A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators. 相似文献
5.
In this article we employ Sizers’ (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. Our data include online reflections and discussions among 33 students enrolled in a teacher education program at a large, public university. Our findings show that participants engaged in a complex series of framing(s) and reframing(s) to make sense of their experience. Further, we show how computer-mediated communication tools can promote framing and reflection among preservice teachers and enhance the face-to-face instruction university teacher educators provide. 相似文献
6.
Eric Rui Yuan 《Teaching in Higher Education》2017,22(3):259-273
This study explores two higher education-based language teacher educators’ teaching beliefs and how they implemented their beliefs in classroom practice. Drawing on data from in-depth interviews and classroom observation, the findings revealed the teacher educators’ multiple and complex beliefs, which were derived from their past experiences and continued to be shaped and transformed through their professional work. The study also shows that while the participants tried to act in accordance with their beliefs in their teaching of teachers, they encountered some contextual obstacles (e.g. the ‘publish-or-perish’ system) which resulted in the gap between their beliefs and practice. Through their continuous reflections and agentive work, the teacher educators tried to close the gap and facilitate their students’ learning to teach. This study concludes with some implications for current teacher education and higher education on how to promote language teacher educators’ cognitive learning and continuous development. 相似文献
7.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
8.
With classrooms becoming increasingly diverse due to children’s various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in relating to all children and families. Infusing components of diversity into all courses and field experiences and engaging in community–university partnerships, as well as unifying early childhood education (ECE) and early childhood special education (ECSE) program components, are promising practices for the field. An examination and evaluation of these initiatives are discussed in this article, as well as future directions for research and practice. 相似文献
9.
Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
10.
Abstract This theoretical paper characterizes and explores emergent‐oriented curriculum practice through the experiences of an early childhood education (ECE) prospective teacher, in the context of the U.S., as she co‐constructs the meaning of emergent‐oriented curriculum with culturally diverse pre‐K (4–5‐year‐old) children during her field experience. The paper examines how the prospective teacher understood emergent learning, how she and the children created and shaped their curriculum, and what critical aspects pertain to emergent‐oriented curriculum work from the perspective of developmentally meaningful and culturally responsive practice. 相似文献
11.
Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children’s lives. We illustrate how teachers fell along a continuum regarding their desire and success in pushing beyond their comfort zones to create spaces in which they learned from, and built on, students’ immigration experiences. We argue for teacher education that prepares educators to become border crossers who engage with aspects of difference, such as immigration status, that are rarely discussed in schools. 相似文献
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13.
Leah Shagrir 《Compare》2015,45(2):206-225
The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators. 相似文献
14.
Since Schön’s influential work on reflective practice, reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers’ reflective processes in their first school placement. Twenty-five students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection. 相似文献
15.
This article is an analysis of collaboration in a community center’s summer literacy tutoring program for 6–8 year old children, the majority of whom were Puerto Rican, Spanish–English bilinguals. The goal of the program was to increase the children’s motivation to read through engaging literacy activities with high quality, culturally relevant children’s literature. Reflecting a sociocultural perspective, the activities built on the children’s experiences at home with literacy as a collaborative practice. The program as a whole provided for multiple levels of collaboration among the participating adults and between the children and tutors, university students in a teacher preparation program. The focus of the article is on the ways the tutors collaborated and the benefits and challenges of that process. Implications for teacher education are shared, emphasizing the need for explicitly including collaboration as one important element of a literacy pedagogy for teachers of linguistically and culturally diverse children. 相似文献
16.
Frieda Parker Tonya Gau Bartell Jodie D. Novak 《Journal of Mathematics Teacher Education》2017,20(4):385-407
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the importance of culture in mathematics education. To contribute to what is known about supporting secondary mathematics teachers in developing a culturally responsive teaching practice, we studied the impacts of a graduate course called Culture in the Mathematics Classroom on 13 teachers enrolled in the course. The course was designed to guide secondary mathematics teachers in understanding and growing their capacity to enact culturally responsive teaching in their classrooms. The purpose of our research was to explore how teachers’ perceptions changed as a result of their engagement in the class with respect to understanding the role of culture in knowing and being responsive to their students. Specifically, we examined how each of the four course projects seemed to individually and collectively influence teachers’ thinking. Overall, teachers appeared to expand their cultural awareness and dispositions for cultural responsiveness that would support them in knowing and supporting their students in the manner of a culturally responsive teacher. Teachers did not, however, develop some more “advanced” understandings related to power and privilege in society. This study provides researchers and mathematics teacher educators with a potential analytic framework for understanding teacher change with respect to culturally responsive teaching. 相似文献
17.
Simone DeVore Robin Fox Lucy Heimer Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling. 相似文献
18.
Irma J. Van Scoy 《Journal of Early Childhood Teacher Education》2013,34(1):43-53
Preservice teachers benefit from opportunities to intentionally and systematically evaluate their practice. Teachers Observational Tools (TOTs) described in this article are useful instruments that effectively guide teaching interns’ and their coaching teachers’ observations. They give education students opportunities to draw conclusions and evaluate their own work rather then relying on coaching teachers’ opinions. These tools are appealing to constructivist teacher educators. These observational techniques have been used effectively by students preparing to teach young children, but could be used effectively by those working with students of all ages. They are popular with preservice teachers and their supervisors and have, additionally, made an important contribution to our University's professional development school partnerships. 相似文献
19.
Margaret Perkins 《欧洲师范教育杂志》2013,36(3):293-306
This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education. 相似文献
20.
‘Partnership between parents and teachers’ is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership. 相似文献