Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and empowering instructional practices.
This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.
Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback process were identified: Goals (What), Relationship (How), and Effect (Change). The relationship between the student teacher receiving and the supervisor providing the feedback significantly influenced student teacher perception and application of feedback. Resulting programmatic changes include cooperating teacher selection criteria, co-teaching training, regular triad team meetings, and rubric-based feedback protocols.
During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful field experiences to serve English learners (ELs) during campus closures. The purpose of this study was to explore teacher candidates’ (TCs) beliefs on second language acquisition (SLA) in the context of teaching ELs in secondary schools. Multiple data sources were used to evaluate fishbowl simulations’ efficacy as a viable alternative to gain meaningful field experience. Findings suggest strong connections between participants’ beliefs and their chosen instructional moves, with participants realizing the importance of meaning-making. Teacher candidates and teacher educators gain unique insight on effectively teaching and implementing SLA strategies with fishbowl simulations.
Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.
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