Teacher Education

Poetic Consciousness in Pedagogy: An Inquiry of Contemplation and Conversation

by Sean Wiebe

Co-authored with Indrani Margolin

In this paper we consider the kinds of pedagogical engagements a poetic consciousness might invoke.  When we... more In this paper we consider the kinds of pedagogical engagements a poetic consciousness might invoke.  When we reflect on what it might mean to be poetically conscious in moments of teaching, learning, and connecting, what emerges is the possibility of integrating the classroom experience with the everyday of life; such poetically conscious teaching would make connections to the larger web of a person’s experience in the world.  To inquire into this possibility, we share our contemplations on our scholarly and personal experiences with poetry, presenting it here as a dis(e)ruptive text in order to invite aesthetic modes of being within the interplay of language and self.  Our conversations have evolved over 3 years and have created this in-between space of active disclosure, where, we argue, poetry has offered dis(e)ruptions that celebrate the variations we inhabit in our bodies, personalities, and creative works.

Keywords:  Poetic consciousness, pedagogy, contemplation, conversation, dis(e)ruptive text

"Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles"

by Benji Chang

Chang, B., & Lee, J. H. (2012). “Community-Based?” Asian American Youth, Parents and Community in the Shifting Chinatowns of New York and Los Angeles. Asian American Pacific Islander Nexus Journal, 10(2) 99-117.

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown... more This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public
schools, as observed by two classroom educators, one based in
each city.

The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement.

Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how
students, families, teachers, school staff and administrators, and
community organizers can collaborate to actualize a more transformative public education experience.

Kılınç, A., Watt, H.M.G., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-pacific journal of teacher education.

by Ahmet Kilinc

Why choose to become a teacher in Turkey? We examined motivations and perceptions among preservice teachers (N=1577)... more Why choose to become a teacher in Turkey? We examined motivations and perceptions among preservice teachers (N=1577) encompassing early childhood, primary and secondary. The Factors Influencing Teaching Choice (FIT-Choice) instrument was translated into Turkish and its construct validity and reliability assessed. Altruistic “social utility values” were the most influential, followed by the desire for a secure job. Intrinsic value and perceived teaching abilities came next, contrasting with higher ratings in Western studies, alongside prior positive teaching and learning experiences. Family flexibility, job transferability and social influences were moderate, and the negative “fallback career” motivation lowest, although not far below the scale midpoint. Science-related teacher candidates scored higher on fallback career, had chosen a teaching career the most recently, and were lower on almost all other teaching motivations, demonstrating a less positive motivational profile. Findings are interpreted in light of the economic development and role of the teaching profession in Turkey. Less adaptive motivations belonging to preservice teachers in scientific fields highlight potential risks and recruitment strategies to optimise teacher quality in those priority fields which further research could fruitfully examine.

Towards a Mobile Learning Curriculum

by Jacqueline Batchelor

Botha, A., Batchelor, J., Traxler, J., De Waard, I., & Herselman, M. E. (2012). Towards a Mobile Learning Curriculum. Paper presented at the IST-Africa 2012, Dar es Salaam, Tanzania.

The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community... more The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educational community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is presented as a modular solution for adaption to accommodate differing contexts.

A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course

by Ben Macloughlin

This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative... more This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative and summative assessment methods in Photography. It identifies the differences between the use of sketchbooks, PowerPoint and blogs to track learner progress and for receiving feedback. The research takes into account the views of the learners and their tutors and offers an insight into teaching and learning styles. The aim of the paper is to discover which assessment method best suits Photography and can possibly raise the standards of teaching and learning in the UK.

The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers

by Alexander Cuenca

Action in Teacher Education 34(2), 172-190. Co-authored with Todd Dinkelman, Brandon Butler, Charles Elfer, Jason Ritter, Dave Powell, and Todd Hawley

Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to... more Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to develop emergent scholarship and practice in teacher education. Six former students in the seminar, all now assistant professors, joined Dinkelman in an open-ended, far-ranging, month-long conversation captured in a threaded, online discussion forum. The study unfolded as a collaborative self-study that made use of this forum and subsequent analyses to address two central research questions: (1) What influence might our seminar have had on your development as an emerging scholar? and (2) What influence might our seminar have had on your development as a teacher educator? In this article, we reflect on how participation in the seminar shaped the emergence of new scholars and teacher educators, as doctoral students and also as new faculty members. Findings suggested the seminar facilitated emergent scholarship by helping participants map the terrain of teacher education research, prompting actual research, and blurring the knower and known in studying teacher education. The seminar also helped develop emergent teacher educators practice through helping participants learn a language for teacher education, develop a sense of program, value collaboration, and define purpose and care for the practice of teacher education. The concluding discussion emphasizes the need for additional inquiry into the ways early-career teacher educators develop commitments to teacher education research and practice.

Steen, J.T. (2012). Encountering compassion in substance abuse studies: Views from a doctoral student. Journal of Social Work Practice in the Addictions, 12(2).

by Jeff T. Steen

The Value of a Nugget

by Kirk Plangger

Co-authored with Nick Facey and Michael Parent

University professors face many demands but are primarily responsible for student learning in their classes. This... more University professors face many demands but are primarily responsible for student learning in their classes. This paper proposes and discusses a novel teaching tool, Nugget Notes, which assists instructors in checking knowledge, and students with crystallizing learning. The100-word Nugget Note challenges students to engage with course material, synthesize pertinent information, and apply that knowledge to a real life situation or problem. An exploratory student and instructor survey supports the primary learning goals of Nugget Notes.

Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

by Katie Strom

This article examines minority teacher recruitment policies and programs of the past two decades and
explores... more This article examines minority teacher recruitment policies and programs of the past two decades and
explores their influence on the racial/ethnicmakeup of the teaching force in elementary and secondary
public schools. The results show that while important progress has been made toward increasing the
overall number and proportion of minority teachers in the public schools, those gains have been
eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap
between students of color and their teachers has actually increased over the years. The authors provide
an overview of current minority teacher recruitment state policies and introduce the Teacher-Student
Parity Index, a new metric for comparing the proportions of teachers and students from different
racial/ethnic groups to gain a more textured understanding of the demographic reality of today’s
schools than is presently found in the literature. The authors conclude with recommendations for
policy and research.

Necesidades, retos y propuestas de acción para la formación permanente del profesorado de educación infantil (2007)

by Xavier Úcar

Úcar, X.; Belvís, E.; Pineda, P.; Moreno, M.V. (2007) “Necesidades, retos y propuestas de acción para la formación permanente del profesorado de educación infantil”. Revista Iberoamericana de educación. Edición digital. Nº 44/4-10. Noviembre (ISNN: 1681-5653)

“Intercultural Pedagogy: Philosophical Benchmarks for Education within a Framework of Cultural Diversity

by TAMAR SHUALI

Theoretical studies on intercultural education – as well as practitioners of education – sustain at present the need... more Theoretical studies on intercultural education – as well as practitioners of education – sustain at present the need to develop a body of doctrine which would allow for the consolidation of a pedagogy and a practice of intercultural education. Some European theoreticians criticise multicultural education on the grounds that it reinforces cultural identity differences and, as a consequence, creates segregation – compartmentalisation – within society. This perspective is well spread and it is now the dominant one among European scholars and practitioners in the field of education. Nevertheless, it is not possible to formulate a differentiated and coherent concept of an intercultural pedagogy of education without a true, deep and contextualized understanding of the theoretical and practical foundations of the multicultural theory of education, which emerged and developed in the USA in the first half of the last century. This Paper outlines the theoretical and practical conceptions of both multicultural and intercultural education, at the same time that it tries to demonstrate the need for the development of a syncretised pedagogical theory, which would include the positive contributions of both approaches. The final goal would be the provision of epistemological bases for further development of educational actions addressed to deal with cultural diversity in developed societies.

Productive friction: How conflict in student teaching creates opportunities for learning at the boundary

by Ilana Horn

Charismatic, Competent or Transformative? Ontario school administrators’ perceptions of good teachers.

by Laura Pinto

With Portelli, J.P., Rottman, C., Pashby, K., Barrett, S.E. & Mujawamariya, D. (2012).  Journal of Teaching and Learning, 8(1), 72-90

Horn & Campbell Mediated Field Experience as a Pedagogy for Teacher Education

by Ilana Horn

Division K Interactive Poster Session from AERA 2012 in Vancouver, BC

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Teaching to Trouble

by Beth Ferri

Ferri, B.A. (2006). Teaching to Trouble: Why Teach Disability Studies in Education. S. Danforth & S. Gabel (Eds.).  Vital Questions in Disability Studies in Education.  (pp. 289-306).  New York: Peter Lang Publishers.

Integrating Language Learning with Language Teacher Learning in K-12 World Language Teacher Education

by Jeff Bale

Draft, currently under review

This paper presents a qualitative study of integrating language learning with language teacher learning (Tedick, 2009)... more This paper presents a qualitative study of integrating language learning with language teacher learning (Tedick, 2009) in two K-12 world language teaching methods courses at a large, Midwestern public university. Based on document and interview data, I analyze how teacher candidates engaged with curricular materials written in the respective target language (TL), how they interacted with their peers in the TL about those materials, and how they described the effect of both on their learning. This analysis demonstrates that not only did such integrated experiences with language and language-teacher learning help candidates extend their (TL) proficiency into pedagogical and professional domains, but also to understand more fully the dynamic complexities of teaching.

Explaining Technological Pedagogical Change: A comparison of pedagogical technologists in schools

by David Woo

Paper abstract for CESA 2012

This paper explores the role of selected pedagogical technologists and examines what they do to impact schools’ ways... more This paper explores the role of selected pedagogical technologists and examines what they do to impact schools’ ways of working with and through technology.  In particular, it investigates the characteristics of the pedagogical technologists’ interactions with other school stakeholders, particularly teachers.
A pedagogical technologist helps teachers and other stakeholders in a school to use technology to best support student learning, taking into account technological, pedagogical content knowledge. A pedagogical technologist is neither a teacher in a traditional sense, nor a technician. In examining the pedagogical technologist, the paper employs a qualitative, multiple-case study research strategy with the pedagogical technologist role being the case unit of analysis.  The study adopts an iterative, grounded approach to data collection and analysis. Grounding data collection and analysis entails initial data collection and analysis informing subsequent data collection and analysis in terms of development, primacy and validation of concepts. Data is collected by observing, interviewing and interacting with selected pedagogical technologists and other school stakeholders. Balance and variety are emphasized in the development of the study and the presentation of findings.
Some persistent qualities of interactions between pedagogical technologists and other school stakeholders are illustrated in the data. The preeminent interaction characteristic is the pedagogical technologist explaining technological pedagogical change to others in a way that they can understand. The content of this explaining includes the sharing of technological pedagogical practice or solutions, and the sharing of the technological pedagogical beliefs, values and assumptions which underlie the practice and solutions. The form of this explaining often incorporates technological pedagogical knowledge, other knowledge, interpersonal skills and metaphorical language. The significance of this interaction characteristic on teacher education is discussed.  Other implications for practitioners, organizations and researchers are discussed.

Shifting conceptualisations of knowledge and learning in the integration of the New Zealand Curriculum in teacher education: Project summary

by Vanessa de Oliveira Andreotti

PI and co-investigators: Vanessa de Oliveira Andreotti, University of Oulu, Finland; Jane Abbiss, University of Canterbury, Christchurch, New Zealand; Kathleen Quinlivan, University of Canterbury, Christchurch,
New Zealand

This research project tracked the engagement of eight teacher educators with theoretical discussions related to... more This research project tracked the engagement of eight teacher educators with theoretical discussions related to knowledge societies and post-modernity and traced the effect of this exercise on their conceptualisations of knowledge and learning in the incorporation of the New Zealand Curriculum (NZC) document (2007) in initial and in-service teacher education during 2009 and 2010. As part of the project, teacher educators undertook pedagogical initiatives with students in initial teacher education (ite) and teachers from schools who were engaged in teacher professional learning, and they researched their own practice. the project sought to contribute to the understanding of how to best support teacher educators, teachers and student teachers to explore and critically engage with twenty-first century conceptualisations of knowledge and learning, and how they affected pedagogical practices.

Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect.

by Jannick Demanet

published in 'Teaching and Teacher Education'

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on... more Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students’ cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students’ feelings of futility and less teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct. Multilevel analyses of data (2004e2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct.