Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories

Fevre, Deidre M. Le

doi:10.1016/j.tate.2011.01.003

Cited by 23 publications

(8 citation statements)

References 15 publications

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“…Correspondingly, the LTEs recognized that teacher trainees often entered their teacher education studies with deficit assumptions about children and families from economically marginalized and culturally and linguistically diverse backgrounds, based, in part, on a lack of sustained interactions with individuals who's lived realities are different than their own. This finding is consistent with previous research [10][11][12][13][14][15][16][17][18]. Sonia, for instance, actively considered the potential influence teacher trainees' lived experience may have on their ability to foster meaningful relationships with young learners and their families.…”

Section: Taking On Complex Issuessupporting

confidence: 91%

“…Literacy education is a central component of teacher preparation for, as beginning teachers assume teaching positions at either the elementary, middle, or secondary grade level, they will be responsible for some aspect of literacy instruction. A pedagogy of literacy teacher education that strives to prepare teachers for the demands of contemporary literacy teaching should take into account the experiences with and perspectives on literacy that they bring with them [4,6,[11][12][13][14][15][16][17][18]25]. Inquiring into the pedagogies and practices of LTEs can contribute to our understanding of the role literacy teacher education plays in the lives of beginning teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher trainees often enter teacher education with restricted conceptions of literacy and deficit assumptions about students from economically marginalized and culturally and linguistically diverse backgrounds [10][11][12][13][14][15][16][17][18]. These filters and beliefs can hinder their appreciation of literacy as a multifaceted and dynamic social practice.…”

Section: Introductionmentioning

confidence: 99%

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Literacy Teacher Educators Creating Space for Children’s Literature

2020

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This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

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Section: Taking On Complex Issuessupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Literacy Teacher Educators Creating Space for Children’s Literature

2020

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“…Boote & Beile (2005) inspired the method used, aiming 'to find the analytical perspectives best suited for the analysis and synthesis of this data' (Boote & Beile, 2005, p. 4). On a similar topic, Lunenberg et al (2014) identified fourteen studies about the role and behaviour of teacher educators in curriculum development (Grossman, Hammerness, & McDonald, 2009;Korthagen, Loughran, & Russell, 2006;Le Cornu & Ewing, 2008;Le Fevre, 2011;Martin, Snow, & Torrez, 2011), but did not find any publications relevant to the professional development of teacher educators as curriculum developers (Lunenberg et al, 2014). Some studies by teacher educators, as Brooman et al (2015), have described their collaboration with student teachers in curriculum development.…”

Section: Investigating Changementioning

confidence: 99%

Co-Operation Is Not Enough: Teacher Educators as Curriculum Developers in Times of Change

Hoydalsvik

2017

IJHE

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The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their ‘curriculum developer role’ in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach established by policy for this reform is examined as a strategy to create coherent programmes. Data collected for the study include fifteen semi-structured interviews and four focus groups conducted at two educational institutions. Qualitative data processing software is used to process four stages of qualitative data analysis. The evidence indicates that the actors involved experienced the ‘reproduction’ of curriculum elements from before the recent reform to a modest extent. Most frequently, they describe incorporation of earlier practices, ‘moderate translation’, in order to meet the demands of multiple disciplines. ‘Radical translation’ also takes place as part of their new collaborative role.

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“…A number of practical methods have been introduced in pre-service education to support identity reflection and the formation of a more thorough understanding of self. These methods include the guided use of action research (Freese, 2006), the sharing of teachers' autobiographical stories (Le Fevre, 2011) and the use of metaphors (Thomas and Beauchamp, 2011). Despite these innovations, teacher education still does not appear to provide adequate support for identity development (Ruohotie-Lyhty, 2013).…”

Section: Identity and Agency In Teacher Developmentmentioning

confidence: 99%