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By exploring the experiences of pre- and in-service teachers, as
well as the design and implementation of study abroad programs
developed specifically for them, this volume highlights the
potential of international learning in promoting teachers' global
and critical understandings of their roles as educators in an
increasingly diverse and interconnected world. Recognizing teacher
study abroad as a unique strand within the wider foreign education
literature, Study Abroad for Pre- and In-Service Teachers
emphasizes how it can be conceptualized, theorized, and implemented
as part of initial and continuing teacher training. Chapters
consider study abroad programs and teaching practices in Europe,
Asia, the Americas, and in Indigenous communities, and document the
transformative learning experiences which impact the way teachers
think about learning, teaching, and identity. Together, the
chapters foreground the personal and professional advantages of
teacher study abroad and provide key insights to inform design and
programming for sustainable, impactful teacher study abroad which
supports teachers in building intercultural competence and enhances
their capacity to serve students of varying cultural and linguistic
backgrounds. This volume will appeal to researchers, scholars,
education abroad facilitators, and teacher educators with an
interest in international mobility, multicultural education,
culturally responsive pedagogy and study abroad. In addition, pre-
and in-service teachers will find the book of value.
This book aims to start the conversation about how the consequences
of the historic 2016 election can be addressed in the teacher
education classroom. Taking as its starting point the Trump
administration's dramatic influence on education, educational
policy, the culture in schools, and the safety of children,
contributors demonstrate how teacher educators across the United
States are adapting their curriculum. The chapters represent a
variety of aspects of teacher support and preparation, and address
practices such as rejecting xenophobia, developing critical
thinking, and responding to children's emotional lives. The issues
addressed in this volume are a continuation of conflicts and
challenges with which educators have long grappled, and the
contributors' insights will be valuable under a range of future
political circumstances.
By exploring the experiences of pre- and in-service teachers, as
well as the design and implementation of study abroad programs
developed specifically for them, this volume highlights the
potential of international learning in promoting teachers' global
and critical understandings of their roles as educators in an
increasingly diverse and interconnected world. Recognizing teacher
study abroad as a unique strand within the wider foreign education
literature, Study Abroad for Pre- and In-Service Teachers
emphasizes how it can be conceptualized, theorized, and implemented
as part of initial and continuing teacher training. Chapters
consider study abroad programs and teaching practices in Europe,
Asia, the Americas, and in Indigenous communities, and document the
transformative learning experiences which impact the way teachers
think about learning, teaching, and identity. Together, the
chapters foreground the personal and professional advantages of
teacher study abroad and provide key insights to inform design and
programming for sustainable, impactful teacher study abroad which
supports teachers in building intercultural competence and enhances
their capacity to serve students of varying cultural and linguistic
backgrounds. This volume will appeal to researchers, scholars,
education abroad facilitators, and teacher educators with an
interest in international mobility, multicultural education,
culturally responsive pedagogy and study abroad. In addition, pre-
and in-service teachers will find the book of value.
This book aims to start the conversation about how the consequences
of the historic 2016 election can be addressed in the teacher
education classroom. Taking as its starting point the Trump
administration's dramatic influence on education, educational
policy, the culture in schools, and the safety of children,
contributors demonstrate how teacher educators across the United
States are adapting their curriculum. The chapters represent a
variety of aspects of teacher support and preparation, and address
practices such as rejecting xenophobia, developing critical
thinking, and responding to children's emotional lives. The issues
addressed in this volume are a continuation of conflicts and
challenges with which educators have long grappled, and the
contributors' insights will be valuable under a range of future
political circumstances.
This volume presents the current state of the TESOL (Teaching
English to Speakers of Other Languages) practicum in 13 countries,
including Armenia, Australia, Chile, Costa Rica, Croatia, England,
Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA.
Together the contributions offer a unique and contemporary view of
how teachers are being educated and brought into the TESOL
worldwide community of practice. This is the first publication to
present diverse models/frameworks of the TESOL practicum from
several international teaching contexts, focusing on exemplary
practicum cases in the selected countries.
This volume presents the current state of the TESOL (Teaching
English to Speakers of Other Languages) practicum in 13 countries,
including Armenia, Australia, Chile, Costa Rica, Croatia, England,
Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA.
Together the contributions offer a unique and contemporary view of
how teachers are being educated and brought into the TESOL
worldwide community of practice. This is the first publication to
present diverse models/frameworks of the TESOL practicum from
several international teaching contexts, focusing on exemplary
practicum cases in the selected countries.
Currently, there are many research articles across a wide array of
teacher education journals that present promising practices in
video as a tool in teacher learning, but no practitioner-friendly
text that organizes a variety of approaches for application in the
field. This book fills that gap by helping educators to greatly
expand their repertoire and confidence in introducing, designing,
implementing, and assessing video-based professional development.
The authors focus on the variety of ways in which video can support
and encourage reflection, increase awareness, foster collaboration,
share practice, provide a tool for analysis, aid in materials
production, and establish online communities of practice. Video
allows more possibilities for context-sensitive noticing, editing,
sharing, repackaging, and tagging, especially in combination with
screen-capture software, and there is an increasing array of tools
that can be harnessed to support teacher learning and reflection.
These can help to make aspects of classrooms, methodology and
learning more concrete and visible. Across the chapters, the book
draws on a growing community of educators using video in a wide
range of approaches and features some of their experiences and
views through data and vignettes. In doing so, this text acts as a
conduit for innovative and effective video and visual media use in
language teacher education.
Currently, there are many research articles across a wide array of
teacher education journals that present promising practices in
video as a tool in teacher learning, but no practitioner-friendly
text that organizes a variety of approaches for application in the
field. This book fills that gap by helping educators to greatly
expand their repertoire and confidence in introducing, designing,
implementing, and assessing video-based professional development.
The authors focus on the variety of ways in which video can support
and encourage reflection, increase awareness, foster collaboration,
share practice, provide a tool for analysis, aid in materials
production, and establish online communities of practice. Video
allows more possibilities for context-sensitive noticing, editing,
sharing, repackaging, and tagging, especially in combination with
screen-capture software, and there is an increasing array of tools
that can be harnessed to support teacher learning and reflection.
These can help to make aspects of classrooms, methodology and
learning more concrete and visible. Across the chapters, the book
draws on a growing community of educators using video in a wide
range of approaches and features some of their experiences and
views through data and vignettes. In doing so, this text acts as a
conduit for innovative and effective video and visual media use in
language teacher education.
Novice Teaching English as a Second or Other Language (TESOL)
teachers are often surprised by the full range of issues their jobs
involve, and learning how to successfully address these issues
takes considerable skill and experience, built up throughout a
teaching career. This book is about such critical incidents and how
a problem-solving mindset can help. Complex issues covered in this
book are often not adequately dealt with in teacher training. This
book takes up "critical incidents" which fall into the gap between
what the teacher has learned about in their course of study and the
classroom realities they face. By directly reflecting on these
particular incidents, teachers can be empowered to continue their
own professional development. Each critical incident is based on
actual experiences shared by novice TESOL practitioners and the
book organizes these incidents in an easy-to-use, structured
manner. Within connected themes, the text presents the incident
from the teacher's point of view, provides the reader critical
background questions, offers insight into how the teacher wrestled
with the issue, and shares questions and engagement opportunities
to further engage with the topics raised. TESOL educators
frequently confront complex classroom issues due to the social,
economic, political and cultural challenges that they and their
students confront. This text offers an exciting and dynamic
approach to assist with these on the way to becoming a stronger
TESOL educator.
Novice Teaching English as a Second or Other Language (TESOL)
teachers are often surprised by the full range of issues their jobs
involve, and learning how to successfully address these issues
takes considerable skill and experience, built up throughout a
teaching career. This book is about such critical incidents and how
a problem-solving mindset can help. Complex issues covered in this
book are often not adequately dealt with in teacher training. This
book takes up "critical incidents" which fall into the gap between
what the teacher has learned about in their course of study and the
classroom realities they face. By directly reflecting on these
particular incidents, teachers can be empowered to continue their
own professional development. Each critical incident is based on
actual experiences shared by novice TESOL practitioners and the
book organizes these incidents in an easy-to-use, structured
manner. Within connected themes, the text presents the incident
from the teacher's point of view, provides the reader critical
background questions, offers insight into how the teacher wrestled
with the issue, and shares questions and engagement opportunities
to further engage with the topics raised. TESOL educators
frequently confront complex classroom issues due to the social,
economic, political and cultural challenges that they and their
students confront. This text offers an exciting and dynamic
approach to assist with these on the way to becoming a stronger
TESOL educator.
Harness the power of video to promote reflective practice and
teacher growth Video is the only feedback method that allows
educators to view their teaching through their own eyes, yet many
K-12 professionals have yet to reap the benefits of this powerful
technology. This practical and comprehensive guide takes advantage
of new methods and tools to capture teaching and learning and a
broad base of current research to impact teacher thinking and
actions. Written for instructional coaches, administrators,
supervisors, and individual teachers, it includes guidance on how
to get started and how to engage in nonjudgmental and descriptive
analysis scaffolding to counter anxiety and resistance, and to
cultivate a growth mindset. chapters on specific contexts including
developmental, evaluative, and problems of practice. guidance for
observation in specific grade bands and for specific student
populations. templates and links to videos for video analysis
tasks, step-by-step process outlines, real-world vignettes and
application questions. Drawing on broad evidence of the impact of
video on teaching, this is the guide for maximizing this powerful
form of professional learning.
Supervision in teacher education is entering an exciting time. In
the last decade, national reports calling for the transformation of
teacher preparation have advocated for greater school-university
collaboration and increased clinical preparation of teachers
(AACTE, 2018; NCATE, 2010). Thus, institutions with teacher
preparation should be increasingly concerned with the clinical
component of their teacher certification programs (AACTE, 2010;
2018; NCATE, 2001; NEA, 2014). However, supervision in teacher
preparation has historically been held in low regard, (Beck &
Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover,
O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even
though research has shown that high-quality supervision promotes
teacher candidate learning (Bates, Drits, & Ramirez, 2011;
Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014;
Gimbert & Nolan, 2003; Lee, 2011). In fact, university
supervisors "may be the most undervalued actors in the entire
teacher preparation equation when one considers the knowledge,
skills, and dispositions they must have to teach about teaching in
the field" (Burns & Badiali, 2016, p. 156). Despite this
research, the function of supervision has often been relegated to
adjunct faculty or even removed the university-based supervisor
altogether in some colleges/ schools of education (McIntyre &
McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005).
These practices are incredibly problematic for actualizing
clinically based teacher education. Thus, the road to transforming
teacher education must involve addressing such long standing
misperceptions about what supervision is, what purpose it serves,
and how it can be renewed from an afterthought to become the
driving engine of high quality teacher preparation. Advancing
Supervision in Clinically Based Teacher Education: Advances,
Opportunities, and Explorations aims to elevate supervision and
supervisors, as undervalued actors, by disseminating high-quality
manuscripts on this critical area of study. The chapters in this
book tackle the persistent issue of devaluing and marginalizing
supervision in some institutions of higher education by sharing
current research, illuminating challenges of supervising in the
current high stakes accountability climate, and offering innovative
ideas that can improve supervision in clinically based teacher
education.
Supervision in teacher education is entering an exciting time. In
the last decade, national reports calling for the transformation of
teacher preparation have advocated for greater school-university
collaboration and increased clinical preparation of teachers
(AACTE, 2018; NCATE, 2010). Thus, institutions with teacher
preparation should be increasingly concerned with the clinical
component of their teacher certification programs (AACTE, 2010;
2018; NCATE, 2001; NEA, 2014). However, supervision in teacher
preparation has historically been held in low regard, (Beck &
Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover,
O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even
though research has shown that high-quality supervision promotes
teacher candidate learning (Bates, Drits, & Ramirez, 2011;
Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014;
Gimbert & Nolan, 2003; Lee, 2011). In fact, university
supervisors "may be the most undervalued actors in the entire
teacher preparation equation when one considers the knowledge,
skills, and dispositions they must have to teach about teaching in
the field" (Burns & Badiali, 2016, p. 156). Despite this
research, the function of supervision has often been relegated to
adjunct faculty or even removed the university-based supervisor
altogether in some colleges/ schools of education (McIntyre &
McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005).
These practices are incredibly problematic for actualizing
clinically based teacher education. Thus, the road to transforming
teacher education must involve addressing such long standing
misperceptions about what supervision is, what purpose it serves,
and how it can be renewed from an afterthought to become the
driving engine of high quality teacher preparation. Advancing
Supervision in Clinically Based Teacher Education: Advances,
Opportunities, and Explorations aims to elevate supervision and
supervisors, as undervalued actors, by disseminating high-quality
manuscripts on this critical area of study. The chapters in this
book tackle the persistent issue of devaluing and marginalizing
supervision in some institutions of higher education by sharing
current research, illuminating challenges of supervising in the
current high stakes accountability climate, and offering innovative
ideas that can improve supervision in clinically based teacher
education.
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