Browsing by Subject "teacher education"

Now showing 1 - 10 of 10
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    Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood
    (Taylor & Francis, 2021-07-12) Liu, Laura B.; Conner, J.M.; Li, Qiong; Education, IUPUC
    Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.
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    The design, implementation, and impact of a collaborative responsive professional development (CRPD) model
    (PME-NA, 2020) Liu, Jinqing; Galindo, Enrique; Borgioli Yoder, Gina; Bharaj, Pavneet Kaur; School of Education
    It is important to design professional development (PD) around teachers’ professional thinking and needs. Researchers have explored how teachers center on and build upon students’ thinking in mathematics teaching, but few studies have investigated how to identify and be responsive to teachers’ ongoing needs while planning and enacting effective PD. As such, this study presents a Collaborative Responsive Professional Development (CRPD) model that arose from efforts to elicit and validate teachers’ voices to design PD experiences that were relevant and meaningful to them. We share the rationale of the model design, its implementation during a two-year PD project, and its impact on teachers’ instructional practice.
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    Effects of Language on Children’s Understanding of Mathematics
    (ICRSME, 2022) Wilkerson, Trena L.; Mistretta, Regina M.; Adcock, Justin; Borgioli Yoder, Gina; Johnston, Elisabeth; Bu, Lingguo; Nugent, Patricia M.; Booher, Loi; School of Education
    Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students’ development of language in the mathematics classroom. An examination of the literature regarding the effects of language on children’s understanding of mathematics was conducted around six areas: 1) impact of language on understanding and meaning making; 2) symbols, expressions and language connections; 3) effects of teachers’ listening orientation; 4) language development, play and family influences; 5) implications for multilingual learners; and 6) technology and digital media. Implications for teacher education and future research are presented. We offer readers a potential framework to consider for guiding teacher educators’ practices and future research efforts. In so doing, we display various connections and interplays between language and children’s mathematical meaning making and understanding.
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    Funds of Knowledge in Storytelling and Recipes
    (NYS TESOL, 2021) Liu, Laura B.; Brodey, Sari; Education, IUPUC
    Glocalization, or the relationship between the global and the local, identifies cultural and linguistic inequities that may be addressed through bilingual, multilingual, and multicultural education programs, including the use of translanguaging as a resource for students (Joseph & Ramani, 2012). To support our glocal societies and classrooms, it is increasingly important for institutions of teacher education to prepare teacher candidates to recognize, value, and draw upon students’ funds of knowledge as resources for learning in the classroom. This article describes an autobiographical assignment inviting elementary ELL teacher candidates to reflect on and share funds of knowledge through a digital story and focuses on one candidate’s journey in connecting this process to valuing her ELL students’ funds of knowledge to meet TESOL standards for supporting ELLs in their sociocultural contexts.
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    Internalized Racism and the Pursuit of Cultural Relevancy: Decolonizing Practices for Critical Consciousness with Preservice Teachers of Color
    (Taylor & Francis, 2021-04-05) Jackson, Tambra; Kazembe, Lasana; Morgan, Laryn
    In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their teacher preparation programs, the teaching profession, and society writ large- where they have been subjected to colonized paradigms of what it means to teach children of Color. We use culturally relevant/responsive teacher education to frame our discussion and place emphasis on the construct of critical consciousness.
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    Introduction
    (Multilingual Matters, 2024) Ene, Estela; Gilliland, Betsy; Henderson Lee, Sarah; Saenkhum, Tanita; Seloni, Lisya
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    Placemaking Curricula in Teacher Preparation: Bridging State Standards and Local Expertise
    (Prescott College, 2022-05) Liu, Laura; IUPUC Education
    This study examined how placemaking curricula shaped teacher candidate (candidate) knowledge, dispositions, and skills to understand, appreciate, and sustain local diversity, as evidenced through candidate reflections and products created in an elementary teacher education course integrating civic science concepts and practices into elementary classrooms. This study explored how placemaking curricula engaged community stakeholders in meaningful shared inquiry on real-world challenges, while meeting state science education standards. Placemaking inquiry projects developed by candidates focused on soil and water conservation, and sustaining diversity in schoolyard spaces. Curricula engaged candidates in learning soil and water conservation techniques from local farmers and conservation leaders, then developing and sharing co-authored civic science children’s books on conservation topics aligned to grade-level standards. As further placemaking curricula, candidates partnered with elementary teachers and students to guide schoolyard observations, designs, and models constructed to sustain diverse abilities, cultures, and ecologies. Presentations to parents and peers celebrated shared insights.
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    RAPID: DRL-AI: Investigating A Community-Inclusive AI Chatbot to Support Teachers in Developing Culturally Focused and Universally Designed STEM Activities
    (2024-09-14) Price, Jeremy; Chakraborty, Sunandan
    Research to uncover and build out the initial feature set for a generative AI chatbot to support teachers in developing more culturally responsive and sustaining STEM lesson plans and activities.
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    Supporting Infant Motor Development in a Community-Based Child Care Setting
    (2023-05) Byrn, Hannah E.; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; White, Debra
    As the first year of life is a critical period for motor development, infants require support from caregivers to maximize their development to promote occupational engagement. In community-based child care centers, a lack of knowledge and confidence can inhibit teachers from following best practices guidelines for supporting infant motor development in the classroom. This capstone project aimed to increase teacher knowledge of infant motor development and confidence in building motor skills in the classroom through education and modeling of activities. Results from quantitative and qualitative data analysis revealed that education and modeling increased teacher knowledge and confidence in supporting infant motor development. This project adds to the growing body of research that supports teacher education as an effective method for supporting infant motor development in child care settings.
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    Throughlines and Values for Computer Use in Education
    (2021) Price, Jeremy F.
    Throughlines and values for structuring an undergraduate teacher education course in educational technology for promoting justice, equity, and inclusion.