ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Apprenticeship of Observation with Preservice Teachers: The Practice of Blogging to Facilitate Autobiographical Reflection and Critique
Author: Boyd, Ashley
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Reflection,Observation,Autobiographies,Electronic Publishing,Web Sites,Communities of Practice,Educational Practices,Preservice Teachers,Professional Identity,Education Majors,Affective Measures,Teaching Experience,Apprenticeships,Interviews

One of the goals of successful teacher preparation is to develop professionals who are cognizant of their own backgrounds and who critically reflect on those experiences for future practice (Darling-Hammond, 2006). Overall, this study seeks to explore the ways in which blogging provides a space for reflection, interaction, and development of teacher practice within a teacher education program. Building upon the previous work with in-service teachers of Luehmann (2008), the authors examined preservice teacher (PST) participation in an online community of practice where teacher candidates, over the course of their elementary education program, reflect on their own educational backgrounds and mediate those ideas with course readings and exposure to a variety of pedagogical practices. Preservice teachers took these various components and spoke in terms of either mixing past experience and present exposure, retaining the qualities of each, or of deconstructing their prior experience as they assembled plans for the future. For this article, the authors focused on the autobiographical experiences of the PSTs to answer the following research questions: (1) How does autobiographical reflection through blogging provide a space for students to recognize their apprenticeship of observation? and (2) In what ways do PSTs negotiate these apprenticeships of observation? (Contains 2 tables.)
On the &quot;Flip&quot; Side: A Teacher Educator of Color Unveiling the Dangerous Minds of White Teacher Candidates
Author: Matias, Cheryl E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Asian Americans,Minority Group Teachers,Teacher Educators,Trauma,White Students,Preservice Teachers,Feminism,Race,Critical Theory,College Faculty,Student Surveys,Racial Attitudes,Racial Bias,Cultural Pluralism

This article provides a look into a day in the life of the author, Cheryl Matias, as a Filipina teacher educator teaching White teacher candidates in a White institution. This article focuses on the conceptualization and operationalization of her pedagogy of trauma as a survival mechanism and as a model for other teacher educators of Color who undertake the grave task of training self-affirmed colorblind White teacher candidates at the expense of their pain. (Contains 1 figure and 12 footnotes.)
Exploring the Process of Conceptual Change of Pre-Service Teachers in a Physical Education Teacher Preparation Program
Author: Hushman, Glenn
Date: 2013-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Student Teacher Attitudes,Student Teachers,Physical Education,Physical Education Teachers,Physical Activities,Student Attitudes,Misconceptions,Practicums,Elementary Schools,Elementary School Students,Cooperating Teachers,Interviews,Theory Practice Relationship,Undergraduate Students,Qualitative Research,Observation,Concept Formation,Attitude Change

By educating pre-service teachers about new pedagogical strategies and techniques, the intention is to address and change ineffective practices in physical education so that children learn to love movement and engage	in regular	physical activity for their health and wellness. However, as Lortie (1975) suggests, experience is more powerful than theory and changing beliefs of students entering pre-service teaching programs is challenging and will require a focused effort throughout the program for misconceptions to be addressed. The purpose of this study was to investigate the process of conceptual change as related to the PETE program experience and student teaching practicum. Two physical education student teachers participated during an eight-week long elementary practicum experience. Interviews were conducted with student teachers, their cooperating teachers, the university supervisor, and the program coordinator. The data from this survey or tool	could be used to diagnose specific origins of misconceptions in order to allow PETE programs to develop curricula that may encourage conceptual change.
Talking to Paper Doesn't Work: Factors that Facilitate Preservice Teacher Reflection
Author: Stevenson, Heidi J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Teacher Education Programs,Teacher Education,Reflection,Student Teaching,Interviews,Conferences (Gatherings),Grounded Theory,Values,College Faculty,Cooperating Teachers

Encouraged in large part by the work of Schon (1983), teacher education programs have spent the last two decades providing preservice teachers with experiences designed to help them examine their beliefs and develop reflective habits (Roskos et al., 2001; Tsangaridou &amp; Siedentop, 1995; Zeichner &amp; Liston, 1987). The present study investigated participants' reflective practices throughout their teacher education program, from coursework through student teaching. An interview and eight post-observation conferences were conducted with each participant during student teaching, and the results derived from constant comparative analysis (Glaser &amp; Strauss, 1967) present intriguing patterns in terms of factors facilitating participants' reflection. Though the results of the present study provide interesting insights into participants' reflection, they also raise intriguing questions. Preservice teachers frequently experience a disconnect between the values espoused by their education program and practices taught regarding reflection (O'Donoghue &amp; Brooker, 1996). Therefore, it seems important to ask, &quot;As most teacher education programs address reflection in their mission, how do they ensure that all educators in their program (e.g., professors, supervisors, and cooperating teachers) have a consistent and well-articulated understanding of reflection and how to foster it?&quot; It may also be intriguing to investigate traits of cooperating teachers that actively and regularly encourage reflective practices and whether this population shares any common traits.
Undoing the Divide: Teachers and Teacher Educators as Multicitizens
Author: Birmingham, Daniel J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Social Studies,Collegiality,Secondary School Teachers,Mentors,Field Instruction,Teacher Educators,Cooperating Teachers,Teacher Role,Trust (Psychology),Student Teachers,Citizen Role,Interprofessional Relationship

This article investigates one small aspect of the work of secondary social studies teacher preparation at Michigan State University (and, of course, the surrounding public schools where so much of this preparation actually takes place). The authors have come to see that there cannot be a successful program without having close, warm, collegial relationships between mentor teachers and university course and field instructors. The teachers that society wishes to have cannot be prepared absent a shared identity--one rooted in both teacher education and the education of public school children. Or, as Bullough (2005) has written, as long as mentor teachers' main identification is with &quot;teachers and school children, not university-based teacher educators and beginning teachers, it is highly likely that teacher education will remain little more than a weak exercise in vocational socialisation&quot; (p. 144). In this article, the authors first lay out the framework for making sense of this shared identity--a framework borrowed from scholarship in social studies education. After briefly talking about the sources and nature of the data, they present examples of the way in which the framework for shared identity allows the authors to make sense of the lived experiences of both mentor teachers and field instructors in the program. The article concludes by turning to the voice of Ben--who as both a committed middle school teacher and teacher educator offers both a warning and a sense of hope for the work of mutually-shared teacher preparation. (Contains 3 notes.)
Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines
Author: Hall-Kenyon, Kendra M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Science Instruction,Reading Instruction,Integrated Curriculum,Teacher Educators,Interdisciplinary Approach,Teacher Attitudes,Interpersonal Relationship,Reflection,Teacher Education,Cooperation,Qualitative Research,Discussion,Evidence

The aim of this self-study was to critically consider the authors' individual thinking and practices as they worked toward a shared understanding of connecting science and literacy during instruction. As teacher educators from different disciplines, this work required them to carefully and recurrently examine their individual understandings of the purposes and processes underlying curriculum integration. It also asked the authors to consider and reconsider integrated instruction through the lens of a colleague whose disciplinary focus is different from their own. Through this process, the authors refined their individual understandings of curriculum integration and negotiated enough of a shared perspective to develop and operationalized definition of what it means to make meaningful connections across disciplines during instruction.
What Work Samples Reveal about Secondary Pre-Service Social Studies Teachers' Use of Literacy Strategies
Author: Lenski, Susan J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Student Teaching,Preservice Teachers,Social Studies,Secondary School Teachers,Work Sample Tests,Integrated Curriculum,Reading Instruction,Literacy,Educational Strategies,Comparative Analysis,Socioeconomic Status,Poverty,Teacher Expectations of Students,Teaching Methods,Content Area Reading,Qualitative Research,Learning Theories

The purpose of this study was to answer the following research questions: (1) Do secondary social studies pre-service teachers incorporate literacy	strategies in their work samples during student teaching? (2) To what extent	and	under what conditions do secondary social studies pre-service teachers	use higher levels of literacy strategies in their work samples? Findings indicated that all of the pre-service teachers used literacy strategies to	varying degrees but the literacy strategies they used were embedded in	content and looked	different from the strategies that were taught in their	content area literacy class. The authors also learned that pre-service	teachers used higher-level literacy strategies, and these levels varied by the	classroom context. Classes with higher levels of poverty and racial and	linguistic diversity were taught lower-level strategies, and students in higher	SES	schools were taught higher-level strategies. The authors are pleased	that the pre-service teachers are applying literacy strategies, and yet they are concerned that they are propagating the kinds of low expectations that have existed in high-poverty classrooms for decades. Findings have prompted them to redouble efforts to educate a new generation of	teachers who are better prepared to successfully teach all students in	all classrooms. (Contains 5 tables.)
Preparing Multicultural Educators in an Age of Teacher Evaluation Systems: Necessary Stories from Field Supervision
Author: Cooper, Patricia M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Cultural Pluralism,Power Structure,Lesson Plans,Student Teachers,Scaffolding (Teaching Technique),Classification,Pedagogical Content Knowledge,Teacher Evaluation,Teacher Supervision,Equal Education,Multicultural Education,Undergraduate Students,Graduate Students,Elementary School Teachers,Preschool Teachers,Validity,Personal Narratives

This article reports on three stories of what the author calls &quot;eco-narrative&quot; constructions from the data. These stories are rendered in detail to underscore the obstacles student teachers face regularly in becoming multicultural educators, as well as the various and subtle ways supervisors can help them advance their skills by giving them the opportunity to revisit, rethink, and re-see their day to day failed attempts in the field. The three stories highlight three of the five Banks and Banks' (2010) criteria for preparing multicultural educators at work. These are: grappling with disempowering institutional power structures (see &quot;There Are Cockroaches in the Classroom&quot;), reflecting on personal prejudice and bias (see &quot;Her Mother Doesn't Care&quot;), and evaluating ineffective lesson plans and delivery (see &quot;The Subway Outside the Window Goes There&quot;). Analysis suggests the virtue of engaging student teachers in narrative, story, or eco-narrative construction for the purposes of preparing multicultural educators in that it allows the field supervisor to problematize student teachers' limitations, not as something blameworthy or lamentable, but as something to be expected and, potentially, remediated through scaffolded assistance with everyday challenges. Counter-evidence for the two remaining criteria in Banks and Banks' (2010) typology, content integration and knowledge construction, is also presented. (Contains 1 note.)
Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support
Author: Benner, Gregory J.
Date: 2013-08-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Behavior Disorders,Emotional Disturbances,Access to Education,Prevention,Student Needs,Behavior Modification,Positive Reinforcement,Intervention,Learner Engagement,Screening Tests,Teaching Methods,Academic Ability,Classroom Techniques,Group Activities,Teacher Effectiveness,Language Skills,Language Arts

It is well documented that youth with or at-risk for emotional and behavioraldisorders (E/BD) have severe deficits in their academic functioning. To beginto address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing explicit instruction for youth with E/BD. We offer recommended positive behavior interventions and supports necessary to improve engagement in instruction. Closing the achievement gap using multi-tiered academic supports requires best practices for universal screening and diagnostic assessment to understand youth academic needs. We detail the key elements of explicit instruction directly linked to improved academic performance. We conclude with alterable instruction factors for intensifying instruction and emphasize the need for intensive language instruction for the majority of youth with E/BD.
I See, I Think I Wonder: An Evaluation of Journaling as a Critical Reflective Practice Tool for Aiding Teachers in Challenging or Confronting Contexts
Author: Lowe, Geoffrey M.
Date: 2013-06-00
Type: Journal Articles
Subjects: Reflection,Journal Writing,Mentors,African Culture,Secondary School Teachers,Elementary School Teachers,Critical Thinking,Teacher Attitudes,Teacher Collaboration,Role,International Educational Exchange,Teacher Exchange Programs,Coping,Models,Guidelines,Administrators,Action Research,Foreign Countries

In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of &quot;see, think, wonder&quot; as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching 
situations, and the usefulness of the Harvard approach in structuring the reflective process as part of an action-based reflective model. As such, the article examines not just the role of critical journaling in helping the participating teachers make sense of their African experience, but the potential of this approach in general in helping teachers faced with challenging or confronting teaching contexts. (Contains 2 figures and 1 table.)
Conceptualising an Approach to Clinical Reasoning In the Education Profession
Author: Kriewaldt, Jeana
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Educators,Mentors,Evidence,Preservice Teachers,Clinical Teaching (Health Professions),Critical Thinking,Thinking Skills,Teaching (Occupation)

An increasing number of teaching qualifications are underpinned by the concept of clinical practice (Alter &amp; Coggshall, 2009; McLean Davies et al., 2013) and draw on clinical education research in the health professions. Teaching as a clinical practice profession is an emergent approach in teacher education. Clinical practice is not a wholesale shift in approach; rather it is a change in perspective that has the capacity to create changes in thinking about learning and teaching. The concept of clinical reasoning presented in this paper is offered as a key element in teacher education that requires greater emphasis. By moving away from apprenticeship and craft frameworks of teaching that were prevalent in teacher education (Hoffman-Kipp, Artiles, &amp; Lopez-Torres, 2003), this approach to clinical reasoning can produce teachers who are better able to articulate their reasoning for pedagogical choices drawing on both school-based and research-based evidence so as to improve their own teaching and improve the teaching of others. (Contains 1 figure.)
Reciprocal Mentoring: Can it Help Prevent Attrition for Beginning Teachers?
Author: Paris, Lisa F.
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Stress Variables,Professional Isolation,Mentors,Interprofessional Relationship,Faculty Mobility,Visual Arts,Curriculum Development,Teacher Certification,Questionnaires,Likert Scales,Graduate Surveys,Teacher Surveys,Interviews,Pedagogical Content Knowledge,Place of Residence,Pretests Posttests

Forty per cent of new teachers in Australia leave the profession in 
the first five years (Ingersoll, 2012; Watt &amp; Richardson, 2011; Hartsuyker, 
2007). Stress, induction failure and professional isolation have been 
identified as key attrition factors. Mentoring has been used both 
internationally and in Australia to enhance induction and reduce 
professional isolation; however, these mentoring relationships are often 
fragile and there is a need to establish more effective mentoring models 
(Paris, 2010; Hartsuyker, 2007). Reciprocal Mentoring (RM) pairs two 
equal, though differently skilled, experts who act in the role of mentor and 
mentee to each other for mutual benefit. The RM approach is designed to 
support beginning teachers as they transition to the profession and to 
facilitate improved retention. The &quot;Better Transition to Teaching&quot; inquiry 
was initiated by Edith Cowan University in 2011. It investigated the impact 
of RM on the first year experience of 11 (visual arts) Western Australian 
beginning teachers, following their participation in an RM residency in 
2010. A major outcome of the research was that at the end of the first year 
all beginning teacher participants were still working in the profession. All 
reported experiencing personal/professional challenges during their first 
year and, importantly, the support of mentors appeared to make a significant and positive difference to the participants' transition experience and their first year of teaching. (Contains 9 tables and 4 figures.)
The Effects of Training on Pre-Service English Teachers' Regulation of Their Study Time
Author: Daloglu, Aysegul
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Study Habits,Program Effectiveness,Time Management,Goal Orientation,English Teachers,English (Second Language),Second Language Instruction,Learning Strategies,Rewards,Preservice Teachers,Self Control,Student Journals,Mixed Methods Research

Based on Zimmerman, Bonner, and Kovach's (1996) academy model, an intervention consisting of seven weekly training sessions to increase students' awareness of and ability to plan and manage their study time was developed. Participant students reflected on the implementation of each phase of the learning model in their weekly journal entries, through which the researchers monitored and evaluated the training process. The results indicate that the training proved to be beneficial in that students reported frequent use of a 
variety of strategies throughout the training process. (Contains 4 tables and 2 figures.)
Intentions and Behaviours: Record-Keeping Practices of Pre-Service Teachers during Professional Experience
Author: Shaw, Simon G.
Date: 2013-06-00
Type: Journal Articles
Subjects: Recordkeeping,Foreign Countries,Preservice Teachers,Student Teaching,Behavior Theories,Positive Attitudes,Student Teachers,Information Technology,Standards,Likert Scales,Student Attitudes,Trust (Psychology),Surveys

The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers' behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen's (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour. (Contains 4 tables and 1 figure.)
Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?
Author: Guo, Karen Liang
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Preschool Children,Preschool Teachers,Teacher Attitudes,Positive Attitudes,Administrative Organization,Federal Legislation,Educational Legislation,Qualitative Research,Phenomenology,Focus Groups,Semi Structured Interviews,Professional Identity,Career Development,Teaching Methods,Parent Teacher Cooperation,Educational Practices,Educational Policy

This paper focuses on early childhood teachers' professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers' perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers' positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers' perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers' learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children's learning.