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1 – 10 of 82Siyuan Lyu, Shijing Niu, Jing Yuan and Zehui Zhan
Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional…
Abstract
Purpose
Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital.
Design/methodology/approach
Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice.
Findings
The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth.
Originality/value
This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.
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Curriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims…
Abstract
Purpose
Curriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims to explore preservice teachers’ views on multicultural science resources and make a case for the representation of the changing demographics of the American classroom in online resource development.
Design/methodology/approach
Using a qualitative interpretive approach, this study explored the perceptions of preservice teachers on their access to and use of online science resources through the conceptual lens of the pedagogical design capacity framework (Brown, 2009) and the first two principles of critical and cultural approaches to ambitious science teaching (C2AST) (Thompson et al., 2021).
Findings
Participants in this study have not accessed culturally relevant online science resources. They adapt the resources to meet the demographic needs of their class.
Practical implications
This study aims to support the need for content creators of online educational repositories to develop multicultural science resources.
Originality/value
This work not only gives a background to why preservice early childhood science teachers could not access multicultural online resources, but it also makes a case for integrating skills needed for teachers to create culturally relevant resources into teacher training programs.
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With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically…
Abstract
With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically Black Colleges and Universities (HBCUs) has never been greater. The role of Black women in higher education is indispensable as a means of addressing the social injustices faced by students of color with disabilities, diverse communities, families, and historically underserved groups by training Black educators. In this chapter, the author introduces her authentic self and academic journey as foundational to the proposed ideas expressed. The roles of novice special education faculty are discussed, including the challenges these emerging professionals face in obtaining tenure, promotion, and grant procurement. This is followed by suggestions for how to respond to the microaggressions (e.g., classism and colorism) encountered by both Black and White peers. Based on that groundwork, a series of best practices are proposed for creating safe spaces, nurturing and mentoring our future special education teachers. The chapter ends with a reinforcing and supporting summary of lessons learned to promote persistence and retention among Black special education teacher education faculty.
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Henriikka Vartiainen, Teemu Valtonen, Juho Kahila and Matti Tedre
In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the…
Abstract
Purpose
In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.
Design/methodology/approach
This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.
Findings
The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.
Originality/value
This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.
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Johan Erlank Warnick, Jace Pillay and Lucia Munongi
The risk factors related to the mental health issues of adolescents diagnosed with mild to moderate intellectual difficulties (MMID) are not consistently recognised in South…
Abstract
Purpose
The risk factors related to the mental health issues of adolescents diagnosed with mild to moderate intellectual difficulties (MMID) are not consistently recognised in South Africa. This paper aims to address the scarcity of literature by examining the risk factors linked to the mental health issues of adolescents with MMID.
Design/methodology/approach
Four hundred and fourteen participants were sampled from adolescent learners attending three special educational needs schools in Gauteng, South Africa. The selected sample included 275 male and 139 female participants with a median age of 16.5 years. The three schools represented Grade 8 with 177 learners and Grade 9 with 237 learners. Data were collected through a biographical questionnaire and an Adverse Child Experiences Questionnaire. A quantitative approach was used to identify the risk factors impacting the mental health of adolescents with MMID. The findings were used to propose intervention programmes for the support of adolescents diagnosed with MMID.
Findings
The findings suggest that risk factors for mental health difficulties issues among adolescents with MMID include family dysfunction, along with experiences of physical, sexual and verbal abuse as well as emotional and physical neglect. The recommendations stemming from the findings advocate empowering teachers, parents and caregivers to provide support for the mental health of learners with MMID.
Originality/value
The study makes a valuable contribution to reducing the existing gap in the literature regarding risk factors impacting the mental health of adolescents with MMID in South Africa. The study served as a platform for adolescents diagnosed with MMID to articulate their challenges. This cohort is occasionally marginalised and this research acts as an active contribution to research that focuses on their experiences. Their insights are crucial for enhancing intervention programmes and promoting their overall well-being.
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Robert P. Robinson and Stephanie Patrice Jones
The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education…
Abstract
Purpose
The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers.
Design/methodology/approach
Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum.
Findings
The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers.
Originality/value
The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.
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This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of…
Abstract
Purpose
This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education.
Design/methodology/approach
AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI.
Findings
Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development.
Originality/value
Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.
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Halil Ibrahim Cinarbas and Aysegul Daloglu
This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual…
Abstract
Purpose
This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.
Design/methodology/approach
This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.
Findings
The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.
Originality/value
This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.
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Noam Lapidot-Lefler and Roni Israeli
Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote…
Abstract
Purpose
Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships.
Design/methodology/approach
Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis.
Findings
The students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL.
Research limitations/implications
By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being.
Originality/value
The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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