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Article
Publication date: 8 August 2016

Jiyoon Yoon, Kyoung Jin Kim and Leisa A. Martin

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and…

Abstract

Purpose

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

Design/methodology/approach

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

Findings

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Originality/value

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

Article
Publication date: 7 March 2019

Velma Johnson, Jan Carpenter, Centae Richards and Kathleen Brennan Vincent

The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher…

Abstract

Purpose

The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP).

Design/methodology/approach

Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers.

Findings

Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks.

Research limitations/implications

The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model.

Practical implications

A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change.

Originality/value

Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 November 2010

Robert W. Maloy and Irene LaRoche

Using student-centered teaching methods presents a great challenge to many new middle and high school history teachers. Having experienced mostly teacher-centered instructional…

Abstract

Using student-centered teaching methods presents a great challenge to many new middle and high school history teachers. Having experienced mostly teacher-centered instructional approaches (such as lectures and teacher-led discussions) in secondary school and college classes, they begin student teaching with few models for how to teach using less traditional forms of instruction. This paper discusses “Ideas, Issues, and Insights,” a strategy for prospective history teachers, as they explore the use of student-centered teaching methods with middle and high school students. It analyzes written reflection papers where history teacher candidates identify their ideas for three student-centered instructional methods — small group work, primary source analysis, and historical role-plays and simulations — as well as issues that arise when these student-centered methods are implemented in the classroom. As history teacher candidates respond to their ideas and issues, they generate insights about how they can best use student-centered teaching methods in their future classrooms. The first-person perspectives of history teacher candidates are highlighted to show how college students in one university-based teacher preparation program think about their student teaching experiences and their choice of instructional methods to use with students.

Details

Social Studies Research and Practice, vol. 5 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 10 July 2007

Pauline Leonard

The purpose of this paper is to provide a framework for conceptualizing three dispositional‐related stages that educators may experience in their professional careers and address…

1931

Abstract

Purpose

The purpose of this paper is to provide a framework for conceptualizing three dispositional‐related stages that educators may experience in their professional careers and address the implications of these stages for integrating moral literacy perspectives into initial and advanced teacher and leader certification programs.

Design/methodology/approach

The dispositional conceptual framework is presented and discussed from the author's viewpoint. The contention is that there is at least some general consistency that teacher and leader program candidates, at various stages of their professional careers, may experience and reflect in the attitudes – a component of dispositions – that they bring to the university classroom learning environment.

Findings

Observations and insights about the consistency of dispositions within each of three program candidate groups are discussed. The dispositions emerged as: attitude formation; attitude adjustment; and attitude alignment. Within the context of course development and through that process of course delivery, the author describes how an understanding of candidates' attitudinal stages informed decisions about course content and instructional strategies to facilitate an ethos of values inquiry and reflection.

Originality/value

The framework may be useful to professors of education interested in integrating values inquiry and moral agency into their teaching.

Details

Journal of Educational Administration, vol. 45 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 March 2015

Jeremy Hilburn, Xue Lan Rong, Hillary Parkhouse and Alison Turner

We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies…

Abstract

We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive versus subtractive models as a theoretical framework. Although teachers’ professional backgrounds and school contexts were connected to teaching inclusively, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage cultures and languages), and their opinions on the effective implementation of school policies concerning immigrant students’ learning were significant contributors to teaching inclusiveness.

Article
Publication date: 4 December 2017

Betina Hsieh

The purpose of this paper is to relay and discuss the experiences of a teacher educator teaching critical literacy to preservice teacher candidates immediately following the US…

Abstract

Purpose

The purpose of this paper is to relay and discuss the experiences of a teacher educator teaching critical literacy to preservice teacher candidates immediately following the US presidential election in 2016. In a time of increasing polarization in the USA, teachers and teacher educators have unique opportunities to create honest spaces for dialogue, but developing classrooms that can serve as these spaces is not an easy task.

Design/methodology/approach

This paper is a self-study practitioner narrative of a teacher educator teaching a secondary literacy course.

Findings

The paper discusses the importance of addressing critical literacy in the context of particular historical moments and as more sustained, engaged work that makes room for minority voices that may not be heard across particular settings. The findings prompt teachers and teacher educators to consider whose voices are present, absent and valued during difficult conversations.

Originality/value

Making room for uncomfortable dialogues in preservice teacher education classrooms can transform the ways in which teacher candidates (and their future students) engage with written and non-traditional texts in the world around them. Promoting spaces for critical, authentic and honest dialogue requires teacher educators to model the willingness to move beyond their own comfort zones and interrogate their own deeply help beliefs. This paper is evidence of engaged self-reflection, a necessary part of transformative practice related to critical literacy.

Details

English Teaching: Practice & Critique, vol. 16 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 20 November 2017

Thomas Lucey, Mary Frances Agnello and James Duke Laney

The purpose of this paper is to describe a method for preparing teacher candidates to educate for civic engagement through a philosophy of critical compassion.

Abstract

Purpose

The purpose of this paper is to describe a method for preparing teacher candidates to educate for civic engagement through a philosophy of critical compassion.

Design/methodology/approach

It begins with an examination of citizenship’s contextual relevancy and the importance of developing citizens who possess the adaptability to practice compassion in a variety of contexts. It provides a series of example art-based discussion activities founded on the principles of introspection and community. Such activities offer potential to foster a compassionate sense of personal self-worth with candidates through a sense of inner care.

Findings

Candidates develop a sense of self-appreciation sourced independently from patterns of social controls and promoting an empathy toward other people that they, in turn, can develop in their students.

Originality/value

These processes offer potential to empower candidates to view citizenship as a process of social engagement that respects the equitable contribution of all participants.

Details

Social Studies Research and Practice, vol. 12 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 12 June 2017

Elaine Correa and Colleen Wilkinson

Even as sites for higher education work to transform curricula and strive for greater diversity among students and faculties, little is done to create safe, inviting environments…

Abstract

Purpose

Even as sites for higher education work to transform curricula and strive for greater diversity among students and faculties, little is done to create safe, inviting environments for people to openly discuss the contradictions and challenges in teaching about differences. The authors' purpose is to examine multiple and intersecting systems of power and privilege that deny marginalized voices a forum to challenge conventional hegemonic discourses of differences and stereotypical representations within learning. The recognition of contradictory subjective locations occupied by all the participants in the classroom, including the teacher, is accounted for in critical feminist pedagogies that challenge who speaks, who listens and why. As such, bridging the gaps, cracks, holes or crevices from which commonalities and differences emerge is part of the process required in understanding the differences.

Design/methodology/approach

This paper provides suggestions for college faculty who want to critically challenge their students to explore their beliefs about persons deemed “different” in society, and examine the nature of stereotypical perceptions embedded in the representations of the “other”.

Findings

The authors maintain that faculty must provide opportunities for discussion while creating a safe environment free of judgment during this time of exploration and discovery for all participants.

Originality/value

Multiple strategies for exposing college students/teacher candidates to differing views on cultural perceptions and misconceptions are provided. The authors challenge college faculty to not only expose students to an array of views but also encourage students to voice their own views by interrogating the inherent systemic power of inequity in society.

Details

Journal for Multicultural Education, vol. 11 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 12 October 2022

Sydney Richardson and Jacqueline Roebuck Sakho

The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is…

Abstract

Purpose

The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools.

Design/methodology/approach

The research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester.

Findings

Research showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging.

Originality/value

To the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 8 July 2021

Grace Inae Blum, Keith Reyes and Eric Hougan

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large…

Abstract

Purpose

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

Design/methodology/approach

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

Findings

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

Originality/value

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Details

Journal for Multicultural Education, vol. 15 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

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