Search results

1 – 10 of over 2000
Book part
Publication date: 15 November 2017

Dianne Chambers

Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address…

Abstract

Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address the needs of all students in the classroom, including students with disabilities, teacher-training programs must utilise effective pedagogy. Service-learning has been shown to be an effective pedagogy to employ to address the knowledge/learning needs of pre-service teachers. This chapter will build upon the use of service-learning to increase knowledge and will discuss the importance and practice of also developing positive attitudes towards students with disabilities. The Theory of Planned Behaviour (Azjen, 2002) is utilised as a basis for developing the service-learning program, and exemplifies three main elements as being necessary to bring about behavioural change: behavioural beliefs, normative beliefs and control beliefs. The pre-service teachers described in this chapter are completing a special education specialisation at a tertiary institution, and are required to complete a service-learning unit as a component of the specialisation. Reflection, an important requirement for service-learning programs, allows the researcher to determine if the goals of the program have been met, and how these outcomes relate to the Theory of Planned Behaviour and the potential they may have to bring about behavioural change for the pre-service teachers. Six main themes were identified in the pre-service teacher reflections. These themes were further divided into two main categories: affective (empathy, personal growth, confidence); and cognitive (knowledge, skill development, enhanced professional practice). Links between the pre-service teacher reflections and the Theory of Planned Behaviour suggest that the service-learning experience is beneficial for developing pre-service teachers who are more inclined to address the needs of students with disabilities.

Details

Service-Learning
Type: Book
ISBN: 978-1-78714-185-8

Keywords

Book part
Publication date: 27 May 2017

David C. Young and Andrew Foran

Teaching professional literacy is a difficult endeavor, yet it is extremely important that educators are equipped with the required knowledge, skills, and attributes…

Abstract

Teaching professional literacy is a difficult endeavor, yet it is extremely important that educators are equipped with the required knowledge, skills, and attributes necessary to be engaged and responsible members of the profession. This chapter addresses the combined efforts of a university faculty of education working in concert with a provincial teacher union and school boards to assist pre-service teacher candidates in developing their own sense of professional identity. It will be demonstrated that this partnership assisted students in conceptualizing a professional identity by solidifying their understanding of ethical, legal, and organizational issues commonly associated with the teaching profession.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

Book part
Publication date: 15 November 2017

Shane Lavery, Anne Coffey and Sandro Sandri

This chapter explores the value of a service-learning unit within a pre-service secondary teaching course. It does so through the perceptions of pre-service teachers. The…

Abstract

This chapter explores the value of a service-learning unit within a pre-service secondary teaching course. It does so through the perceptions of pre-service teachers. The purpose was to determine the potential of a service-learning program to prepare pre-service secondary teachers for the classroom, both personally and professionally. The context for the research is a social justice service-learning unit offered to pre-service secondary teachers undertaking a Bachelor of Education, Master of Teaching or Graduate Diploma of Education. There were 105 participants in the study. Data collection entailed a 25- to 30-minute survey, which participants completed at the conclusion of the unit. The survey contained qualitative and quantitative questions. Data were analysed through content analysis in the case of the open-ended questions while percentages and frequency column graphs were used for the multiple response questions. The results revealed that the personal and professional development of pre-service secondary teachers had been impacted significantly as a result of engagement in service-learning activities. Additionally, participants listed a range of ‘memorable’ experiences, highlighted various challenges associated with service-learning, indicated ways service-learning prepared them for their teaching practicum, and noted the importance of including service-learning as part of a teaching degree. An over-arching theme that emerged repeatedly in the comments of the pre-service teachers was the need to adopt an inclusive attitude in their teaching practice. The chapter concludes with the authors offering recommendations that focus on further research into the viability of service-learning programs in pre-service teaching courses.

Book part
Publication date: 1 January 2012

Julie White

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this…

Abstract

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.

Details

Hard Labour? Academic Work and the Changing Landscape of Higher Education
Type: Book
ISBN: 978-1-78052-501-3

Book part
Publication date: 27 May 2017

Joyce R. Bojko-Jeewek

This chapter presents a university’s School of Education partnership with three local elementary schools to provide learning and professional development opportunities for…

Abstract

This chapter presents a university’s School of Education partnership with three local elementary schools to provide learning and professional development opportunities for all stakeholders. Impacting student learning is the main goal of these collaborative endeavors, regardless of age. University pre-service educators perform a variety of activities with elementary students to extend hands-on learning experience beyond their coursework. Experiences focus on mutually beneficial activities for both parties which fulfills each one’s mission and vision for impacting student learning on both the elementary level and the teacher preparation program. Professional development includes activities that involve teacher-to-teacher initiatives that may be designed for teachers by teachers to share teaching strategies; research, both qualitative and quantitative, involving practitioners in the field using student-centered and innovative new instructional ideas in the classroom developing toolkits of best practices. Qualitative approaches are taken through interviews and teacher perceptions through the process and product of each professional development activity.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

Book part
Publication date: 2 September 2015

Gail Chittleborough, John Cripps Clark and Paul Chandler

The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the pre-service teachers during tutorials.

Abstract

Purpose

The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the pre-service teachers during tutorials.

Methodology/approach

The research is situated in a school-based teaching programme in which pairs of pre-service teachers taught small groups of primary aged children over a period of seven weeks. Volunteer pre-service teachers videotaped their lessons and selected video excerpts to share with their peers in the tutorial. The educator guided the pre-service teachers’ reflection using the video. A case study drawing on interviews with pre-service teachers and audio recordings of tutorials, charted the development of pedagogical decisions made by the educators to promote reflection.

Findings

The pre-service teachers had difficulties undertaking deep reflection of their own and peers’ teaching practice. The response by educators was to promote collaboration among pre-service teachers by discussing specific aspects of the teaching in small groups and to use a jigsaw approach. This enabled a deeper analysis of particular elements of the lesson that were then integrated to produce a more holistic understanding of the teaching. The video data are most suitable for reflection and provide valuable evidence for pre-service teachers to develop their practice.

Practical implications

For pre-service teachers to develop effective skills to analyse their own practice they need to experience teaching in a safe but challenging environment, over a sustained period; have opportunities to develop a shared understanding of what constitutes quality teaching; have opportunities to critically analyse their teaching in discussion with peers and educators and be able to be guided by a framework of reflective strategies.

Details

Video Research in Disciplinary Literacies
Type: Book
ISBN: 978-1-78441-678-2

Keywords

Book part
Publication date: 6 May 2015

Cheryl Rosaen

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of…

Abstract

Purpose

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

Methodology/approach

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Findings

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Practical implications

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Book part
Publication date: 17 September 2018

Chrystine Mitchell and Jennifer Dandridge Turner

Purpose – To offer teacher educators a multi-modal approach to include teaching digital literacy practices to pre-service teachers in order to meet the diverse needs of…

Abstract

Purpose – To offer teacher educators a multi-modal approach to include teaching digital literacy practices to pre-service teachers in order to meet the diverse needs of elementary students.

Approach – The chapter is organized by: a) describing inequities and challenges in teacher education regarding teaching digital literacies; b) presenting concrete practices that help foster digital literacy practices in class classrooms; and c) providing resources and reflective opportunities that support pre-service teachers in critically assessing technology’s affordances and constraints for literacy learning.

Findings – Evidence-based multimodal practices and artifacts used in teacher education classrooms are provided to illustrate how they can foster meaningful experiences with all students across all settings. Similarly, educational scholars in the field of incorporating digital literacies are identified.

Practical Implications – This chapter describes practical examples from the everyday literacies of pre-service teachers and elementary students, including apps, websites, tools, and approaches, that foster meaningful experiences with digital literacies. In addition, practical discussions identify strategies that pre-service teachers can use when their internship experience conflicts with methods course content.

Research limitations/implications – The strategies presented in this chapter are based on research and practice, but they focus on elementary pre-service teachers; however, secondary pre-service teacher educators could make adaptations for their learners.

Originality/value of paper – This chapter provides relevant evidence-based information about preparing pre-service teachers to enact digital literacy practices that help K-12 students to think critically, analyze content, and participate fully in 21st century digital cultures.

Details

Best Practices in Teaching Digital Literacies
Type: Book
ISBN: 978-1-78754-434-5

Keywords

Abstract

Purpose

The aim of this chapter is to critically analyse multiple stakeholders’ self-perceptions of the value, nature, success and impact of core Aboriginal Studies subjects in primary teacher education university courses.

Methodology

Participants were drawn from two universities in New South Wales which taught a core Aboriginal Studies subject as part of their primary teacher education degree. The methodology was informed by Yin’s (2003) multiple-case study replication design. This replication presents a picture of the perceptions and events which have impacted on the participants in the study.

Findings

The findings have important implications for theory, research and practice. The results of this study demonstrate that core Aboriginal Studies subjects in primary teacher education courses can make a positive difference in changing the perceptions of many pre-service teachers about Aboriginal people.

Research implications

The purpose of this study was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation and creating a more socially just Australian society.

Implications

Undertaking professional training through a core Aboriginal Studies subject builds pre-service teachers’ self-concepts, attitudes, commitment, knowledge and skills, and ability and understandings to teach Aboriginal Studies, incorporate Aboriginal perspectives and to be committed to effectively teaching Aboriginal students.

Social implications

The study supports the need for the inclusion of core Aboriginal Studies subjects in all universities with teacher education courses.

Originality/value of the paper

Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning.

Details

Seeding Success in Indigenous Australian Higher Education
Type: Book
ISBN: 978-1-78190-686-6

Keywords

Book part
Publication date: 15 November 2017

Glenda Cain

Many opportunities for a service-learning experience are available to education pre-service teachers at the University of Notre Dame Australia, and the Whale of a Tale

Abstract

Many opportunities for a service-learning experience are available to education pre-service teachers at the University of Notre Dame Australia, and the Whale of a Tale Reader Mentor Program is one of these. The Whale of a Tale developed as a service-learning experience as a result of a partnership between the University of Notre Dame Australia School of Education (UNDA) and the Western Australian Department for Child Protection and Family Support (DCPFS). The programme aimed to address some of the needs of children in out-of-home care (referred to as ‘children in care’) who have experienced trauma. This chapter initially describes how the Whale of a Tale Reader Mentor Program came into being. This description is followed by the rationale for basing the structure of the reading programme on a service-learning pedagogy. The results of a subsequent research study that evaluated the reading programme are then presented. Finally, the chapter discusses the concept of inclusion and how the Whale of a Tale Reader Mentor Program has facilitated a designated outreach approach to children on the margins. In particular, the programme focused on how these children could engage with reading stories that would hopefully inspire a lifelong love of reading and learning.

1 – 10 of over 2000