Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics

This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.     

从“师范教育”走向“教师教育”

本文从分析"师范教育"和"教师教育"各自的概念内涵及特征入手,阐述了"师范教育"走向"教师教育"所凸显的观念更新,以及推进教师教育课程体系整体变革的迫切性。     

Problem-Solving Software to Implement Curriculum Goals

No abstract available for this article.     

The tension in turkish teacher education: Conflict and controversy during the transformation from an academic approach to a professional approach

Most of the reforms, which have been undertaken in the last 30 years in the Turkish educational system, are about teacher education. When we examine the teacher education curriculum from the perspective of these reforms, it has been observed that there is a controversy between the academic and professional approaches used in these curricula. While the reforms undertaken in 1982 and 1997 were in favor of the academic approach, the latest reform undertaken in 2006 was made to strengthen the professional aspects of teacher education curriculum. In this paper, Turkish teacher education reforms are introduced in the light of the professional and the academic approaches, which have always been the topic of discussions about teacher education.     

寻求新的教师专业化发展的途径

教师专业化发展是当下教育改革实践提出的一个具有重大理论意义的课题。为了更好地促进教师专业化发展,宜从具体实际出发,在对其发展中存在的问题加以分析和思考的基础上,须采取构建形式多样的教师教育体系、改善教师的专业培养环境和课程设置等措施。     

Educational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionable

This paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains a predominant professional formation component of programmes of teacher education. In this key developmental activity, teacher education traditionally privileges written reflections, e.g. pro forma post-lesson evaluations and essays. Our aim in this research was to supplement, not supplant, these important written reflective modalities, and by doing so, open up a wider set of possibilities for using narrative and technology to support creative, potentially transformative reflection on practice. We have been inspired significantly in this DST work by Bruner’s ([2002]. Making Stories: Law, Literature, Life. Cambridge, MA: Harvard University Press) functional view of narrative inquiry – that storytelling serves as the principal, foundational means by which we form our identities, relate to others and make sense of our place in the world. We thus sought to explore how innovative storytelling designs, combined with, and augmented by digital technology, might afford new narrative inquiry possibilities for pre-service students to conceptualise, create and collaborate in their early-career, reflective practices. This paper presents R-NEST, the educational design we developed in a principled and participatory fashion over 3 years, collaboratively with 323 student teachers. We trace the narrative of the development and refinement of the bespoke R-NEST design, illustrated with analysis of an exemplar, student-designed digital story. The paper concludes with insights regarding the creative, reflective use of DST, suggesting potentially wide scope for this mode of narrative technology in education.     

Leadership to Build Learning Communities

Lev Vygotsky's revolutionary ideas have extended knowledge on the process of education—in particular, on mediating learning through language—for over 40 years. The zone of proximal development strengthened a new paradigm for learning and instruction, one which others, such as Bruner, formulated into the concept of scaffolding. Action research conducted in a reading methods course led to systematic restructuring based on Vygotsky's sociocultural perspective by means of an instructional sequence titled the Scaffolded Model.     

合并型综合性大学教师教育存在的问题及对策

综合大学举办教师教育已经成为国际上教师教育的发展趋势,在此趋势下,我国一些师范院校通过合并、整合等方式并入了综合大学。这种合并型综合性大学虽然具有教师教育的传统,但是其在教师教育的发展中遭遇了对教师教育重视不够、管理不足和教师教育课程缺失的困境,这些困境可以通过加强对教师教育的认识、充分利用学校资源和探索教师教育课程的改革来突破。     

综合性大学教师教育专业发展的文化路径

教师教育专业化发展趋势要求教师教育大学化。努力实现教师教育文化在综合性大学里的生长。是综合性大学教师教育专业发展的内在要求。建立教师教育教育(师范)学院化的制度文化，加大教师教育专业学科文化建设，促使大学文化与中小学文化的融合是综合性大学教师教育专业发展的文化路径。     

面向基础教育和服务基础教育的师范教育改革

传统的师范教育因其终结性特征受到越来越多的挑战,我国目前师范教育的改革不在于是否建立定向或非定向性的师范教育模式,而在于改革其终结性的特征。改革这一特征,重要的是沟通职前教育与职后教育,加强教育理论与实践的联系,这就需要以基础教育为中介,树立面向基础教育、服务基础教育的思想,坚持可持续发展和终身教育的原则。     

Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do

Abstract

A recent issue of The Educational Forum contained eight articles theming the preparation of teachers for linguistically-diverse classrooms. This article extends that discussion, and in it this scholar introduces practicalities for mathematics teachers in linguistically-diverse classrooms, and provides suggestions for teacher educators whose target audience is prospective mathematics teachers. The author’s intention is to contribute to the discussion of supporting ELLs in mathematics classrooms, and to advance the praxis for teachers and teacher educators.     

教师学习的内涵及对教师教育的启示

教师学习的内涵是多元的。从学习过程看,教师学习是建构性学习;从学习方式看,教师学习是参与式学习;从学习结果看,教师学习是理解性学习。教师学习内涵的研究为我国的教师教育提供了依据和启示。     

Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence

New Zealand is moving towards increased qualification requirements for early childhood educators. There is an underlying assumption that there is a correlation between quality early childhood education, teacher qualifications and quality practices in teaching and learning. Two fields of literature, early childhood pedagogy and science specific pedagogy, are reviewed briefly to provide a framework with which to consider why student teachers' attitudes, misunderstandings and misconceptions in science can limit their ability and willingness to create quality teaching and learning opportunities. The study reported in this paper highlights, in general, that early childhood student teachers' subject knowledge in science was poor. It also emerged that the student teachers were unaware of how little they knew and how this might affect their ability to provide appropriate science experiences for young children.     

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.     

Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video

This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found that our use of video supported preservice teachers and their mentors in decomposing, representing, and approximating practice. We also found that, as suggested by the literature, the use of video distanced preservice teachers from their experiences in practice. Finally, we discuss the implications for using video to support the work of rich clinical teacher education.     

Reflections on Equipping Candidates to Teach Literacy in Culturally Diverse Schools

Abstract

This essay reflects on ways to equip teacher candidates so they are not only prepared to answer tough questions, but are educated for the linguistic and literacy challenges of today’s classrooms. We recognize that with an ever-growing majority minority population, it is time to change the teacher preparation system, and to support current teachers and the preparation of future teachers for the field; these changes need to be soon and are imperative.     

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.     

From assistant teacher to teacher: challenges and pathways in situated pre-service teacher education

Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student’s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning.