Voices of Teacher Candidates: Positive Changes in Multicultural Attitudes and Knowledge

Abstract

The author explored changes in teacher candidates' multicultural attitudes and knowledge as well as the factors that contributed positively to those changes. Teacher candidates were followed during their teacher preparation program. Data were collected from 2 questionnaires and 9 interviews. The author used repeated measures analysis and percentages to explore changes in multicultural attitudes and knowledge. She also used percentages to identify factors that the participants believed influenced those changes. Findings suggest that teacher candidates' multicultural attitudes and knowledge changed in a positive direction while the candidates attended a teacher preparation program. Changes seemed to be influenced by fieldwork experiences in culturally/ethnically diverse settings, courses in multicultural and bilingual education, and classmates.     

日本教师资格制度的特点及其启示

本文从健全的教师资格法规、教师资格证的三种类型及多样性和三级化、教师资格制度的革新、教师资格证的综合化和弹性化等几个方面探讨了日本教师资格制度的特点,并提出建立"三位一体"的教师资格认定机构和评审监督检查机构:扩充教师资格证书种类、简化等级、合理分科和提高学历要求;实行二级年检制度,打破教师资格证的终身有效性等举措,以完善我国教师资格制度.     

试析美国教师资格证书制度

美国教育体制非集权制的管理方式导致了各州的教师资格证书体系呈现出多样性的特点。美国教师资格证书获得的主要途径、证书的水平、种类、评估,以及证书的更新和升级的条件等发展经验将可以为我国教师资格证书制度的发展提供些许借鉴。     

Mathematics-related anxiety and attitudes: examining the impact among Latina preservice teachers

The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a 2-semester credential program. Pre- and postsurvey data were examined among female students. There were significant differences on 5 statements that suggest positive perceptions about mathematics and 5 statements that suggest negative perceptions about mathematics. We discuss strategies to reduce mathematics anxiety and address attitudes in preservice teachers.     

Voices of Identity in a Chicana Teacher’s Occupational Narratives of the Self

The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher. René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies.     

从国际教师资格制度的发展趋势看我国教师资格证书制度的完善

在对教师资格证书制度的内涵与意义进行解读的基础上，文章分析了当前主要发达国家实施教师资格证书制度的现状及趋势，并对我国教师资格证书制度的完善提出建议。     

教师资格认证制度改革对师范教育的影响

教师资格认证制度是教师职业化发展的必由之路,对提升基础教育质量起到重要保障作用,同时也对传统师范教育产生了强烈冲击.面对教师资格认证制度的改革,师范院校只有树立应用型教师培养理念,明确应用型教师的培养目标和培养层次,构建应用型教师培养模式、课程体系和评价体系,才能发挥师范院校在教师培养上的优势,提升教师教育的培养质量.     

日本教师资格证书更新制度改革及其困境

日本虽然有比较完善的教师资格证书制度,但提升教师质量仍然是当前日本基础教育面临的重大问题。2007年6月20日,"教育职员免许法"等新修3法案获得日本参议院多数表决通过,"教育职员免许法"修改条文的重要内容便是教师资格证书的有效期为10年,教师必须在资格证书更新期限内,接受30小时的义务性研习,考核合格后教师资格证书才继续有效。日本各界虽然对教师资格证书更新制度存在一定的争议,在落实的过程中也面临着一些问题,但日本政府打破教师资格终身化,并通过立法形式,让教师在职进修成为法定义务的做法,仍值得我们研究和借鉴。     

实施教师资格认证制度的意义探讨

随着面向社会认定教师资格的深入,如何正确认识教师资格认证制度的意义成为做好这项工作的重要前提。教师资格认证制度的实施,加速了我国教师的专业化进程,促进了北京市教师教育的规范化速度,同时也拓宽了教师培训的研究领域。     

美国教师资格证书体系评析

美国教师资格证书的体系结构复杂，主要反映在教师资格证书的类型上。美国教师资格证书从总体上看可分为普通教师资格证书和特殊教师资格证书两大类。普通教师资格证书又按照科目、年级和等级划分了不同的种类。特殊教师资格证书按照性质和功能也细分了不同的类型。文章通过对美国教师资格证书体系的整理分析，归纳出了美国教师质量保证体系的一系列特征和存在的问题，并为我国教师资格认证制度的发展，乃至教师管理体制的发展提供一些可资借鉴的经验。     

美国提高颁发教师资格证书的标准及其局限

近二十年来美国教师资格证书制度改革的主要内容之一是提高颂发教师各证书的标准。本文认为这一改革举措在一定程度上确能把好持证教师的学术水平关，但也带来了许多负面影响，以期引起教师教育决策部门的思考。     

National Board Certification and Teacher Effectiveness: Evidence From Washington State

ABSTRACT

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS-certified teachers are about 0.01–0.05 student standard deviations more effective than non-NBCTS with similar levels of experience. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement.     

Relationship Between Reflective Disposition Toward Teaching and Effective Teaching

Abstract

The author demonstrated that a reflective disposition toward teaching was related to effective teaching especially in the domains of instructional behavior, classroom organization, and teacher expectation. Data used to test the hypothesis were composed of reflective disposition scores earned by teacher candidates (N = 55) and effective teaching scores given teacher candidates by their field instructors. Reflective disposition consisted of 6 components: the composite of reflective disposition and the composite of effective teaching, reflection on what teachers should know and be able to do, reflection on teaching, reflection on learning, reflection on the relationship between learning and teaching, and reflection on what it would be like to be a teacher in the classroom. Effective teaching consisted of 5 components: the composite of effective teaching, classroom management, instructional behavior, classroom organization, and teacher expectations.     

Self-Study of Teacher Education Practices and Critical Pedagogy: The Fifth Moment in a Teacher Educator's Journey

In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the transformative framework of critical pedagogy coupled with a self-study of teacher education practices, this article explores how a teacher educator engages in research relating to the self, professional practice, and the analysis of the tensions surrounding otherness and oppression. Critical pedagogy provided the means and the methods to facilitate reflection upon her own earned and unearned privilege in society and paved the way for an agency of change in her practice.     

Towards Treating Chemistry Teacher Candidates as Human

This research inquiry investigates the factors influencing chemistry teacher candidates’ development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the achievement of their chemistry pedagogical aspirations. Two theoretical frameworks, both having their origins in the pioneering work of Kurt Lewin, are used to conceptualize how a complex amalgam of personal attribute and environmental factors and the interplay among these factors influence teacher candidate developmental trajectories. The tenets of both Bronfenbrenner’s bioecological model and Learning Environment research provide insights into how the factors influencing teacher candidate development can be understood and systematically documented to provide a template for reflective consideration of the practicum experience for both teacher candidates and those involved in fostering the development of chemistry teacher candidates.

Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives

The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.     

专业化概念下教师资格申报者的资格审视

教师专业化的建设既有赖于教师本人的努力,也需要一定的制度保障。在我国教师教育体系由封闭走向开放的过程中,正在实施的教师资格证书制度由于门槛偏低,致使一定数量非师范专业人员进入教师队伍,这与教师专业化的初衷渐行渐远,为此,需从提高中报者的学历和增加申报者的其他限制条件着手,提高申报门槛,以保证教师队伍质量。     

Student and Teacher Perspectives in Computer-Mediated Learning Environments in Teacher Education

Rapid advances in technology, particularly with the Internet, have led to the availability of numerous tools to support teaching and learning. This study involved the use of an Internet application, Connecting Communities of Learners (CCL), in courses for prospective teachers. Unlike earlier studies involving the use of the CCL, the context of this study related to full-time graduate students who used the CCL to augment weekly face-to-face instruction. An interpretive study was undertaken to ascertain student and teacher perceptions of the learning environments associated with the use of the CCL. Through the use of the CCL, students were able to be autonomous in regard to their own learning, co-participate with their peers and the instructor, and establish and maintain a community of learners in which participants could interact with others as co-teachers and co-learners. The CCL was perceived as a useful tool for building learning environments in which all participants can contribute written texts as evidence of what is known and as objects from which others can learn. This revised version was published online in July 2006 with corrections to the Cover Date.     

Redefining Interdisciplinary Curriculum: A Journey of Collaboration and Change in Secondary Teacher Education

When beginning to teach a secondary education course focusing on interdisciplinary curriculum together, four women teacher educators determined changes we hoped to make for the following semester. For example, we took up the notions of difference, arts integration, and collaboration all under the umbrella of interdisciplinary curriculum. We were in search of a model of interdisciplinarity that could incorporate our understanding of education and our teaching interests. We designed this model in order to guide our students into identifying themselves as educators rather than purely content-area specialists.Similarly, we saw this course as an opportunity to encourage collaborative practices. We could model team-teaching as our students planned interdisciplinary units together. Likewise, we could demonstrate to our students that transcending their own disciplines allows for more powerful teaching and learning. We saw redefining interdisciplinary curriculum as a route to encourage preservice teachers to teach for social justice and to show teaching's potential as a collaborative profession.This article narrates how we experienced the changes of crossing disciplines, co-teaching sections of the course, exploring arts integration, and providing practical experiences in four different voices. We use our varied voices as we hope the reader may then come to better understand our individual experiences as well as our collaborative journey. While we encountered several roadblocks on our travels, we also found that we offered opportunities for creating new knowledge among ourselves and our students.