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Descriptors:
Females; Majors (Students); Academic Persistence; Science Education; Role of Religion; Teacher Educators; Hispanic American Students; African American Students; Disproportionate Representation; Student Attitudes; Career Choice; Science Careers; Religious Factors; Beliefs; Minority Group Students

Abstract:
This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Teacher Education Programs; Humanities; Mathematics; Social Change; Fundamental Concepts; Racial Discrimination; Resistance (Psychology); Teacher Educators; Equal Education; Culturally Relevant Education

Abstract:
As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors' experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldua (la facultad and conocimiento) and from Isabel Gunning's work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Educational Change; Curriculum Implementation; Teacher Educators; Elementary School Teachers; Teacher Attitudes; Teacher Education; Faculty Development; Cultural Context; Foreign Countries

Abstract:
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. (Contains 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Early Childhood Education; Teacher Educators; Young Children; Accountability; Child Development; Teacher Education; Teacher Education Programs

Abstract:
The articles in this special issue make clear that the field of early education is characterized by a breadth and depth of knowledge unimaginable 200 years ago, even to someone as exceptional as Elizabeth Peabody. This radical feminist used early 19th-century ideas of the "woman's sphere" to suggest that a career in early childhood education was "the ideal solution to the problem of what educated American women should do with their lives," and she credited Froebel's "genius" in identifying a way in which women could "assume a useful role in society". While some of the field's old ideas and traditions may no longer be in the children's or the field's best interests, others ought not be so easily dismissed. This article presents a commentary on the articles included in the special issue--although they help to make the author's case--and more her ongoing reflections on how early childhood teacher educators might better conduct their business. Some of these recommendations represent iterations of old competencies. Others represent challenges to traditional interpretations of their responsibilities that may strike some as disloyal, yet may prove instrumental to their continued efforts to successfully prepare future teachers for their work with increasingly diverse classrooms of young children. These recommendations also represent another aim which is getting a seat at the "big table" where decisions are made about what constitutes ethical and effective teaching and teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Preservice Teacher Education; Reflective Teaching; Inquiry; Qualitative Research; Research Methodology; Teacher Educators; Secondary Education; Experienced Teachers; Reflection; Educational Methods; Participant Observation; Education Courses; Teacher Education Programs

Abstract:
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980). Grounded in the theories of Dewey (1935) and Schon (1983), this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Preservice Teacher Education; Role of Education; Electronic Learning; Content Analysis; Discourse Analysis; Teacher Educators; Distance Education; Educational Research; Educational Environment; Search Engines; Sustainable Development; Preservice Teachers

Abstract:
This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers' discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants' involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescent Literature; Writing (Composition); English Instruction; Teacher Educators; Adolescents; Writing Instruction; Teachers; Youth; Scaffolding (Teaching Technique); Teaching Methods; Tutors; Student Writing Models; Reading Writing Relationship

Abstract:
Identifying English Education courses focused on young adult literature as apposite sites for exploring teacher conceptions of youth and the texts aimed for youths' consumptions, this article addresses the multiple sources of tension--and pedagogical potential--of teaching a young adult literature course centrally framed around controversial discourses of adolescence. Reflecting on six years of teaching the course at two different institutions with a strong focus on critical perspectives of youth, the article examines why students in the class would understandably strain against this curriculum, as well as what it might mean for secondary literacy curricula and secondary students if teacher educators and secondary teachers take up these pedagogical risks and sources of resistance in efforts to interrupt dominant and stereotypical discourses about youth. (Contains 1 figure and 4 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Preservice Teachers; Personality; Teacher Characteristics; Focus Groups; Self Efficacy; Professional Autonomy; Reflection; Teacher Education Curriculum; Teacher Educators; Early Childhood Education; Learning Theories

Abstract:
The intent of this qualitative study was to examine pre-service teachers' growing awareness of the role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates' written reflections and focus group statements revealed three robust emergent themes: engagement, empowerment, and meaning making. When taking a wide lens view, these robust emergent themes nurtured certain dispositions, autonomy, and teaching efficacy. Teaching strategies such as the project approach (adult-oriented and with children) and the construction of math games were considered valuable assignments that strengthened a variety of dispositions by providing on-going opportunities for teacher candidates to engage in experiences that promoted autonomous thinking and actions during their preparation program. Teaching efficacy emerged as a related construct and became an integral component of this study. As teacher educators help pre-service teachers wrap their minds around the sometimes illusive dispositions construct, this study suggests that autonomy and efficacy should be included in this effort. In so doing, these constructs provide a meaningful foundation upon which teacher candidates can build and apply teaching and learning theories. Focus Group Interview Questions are appended. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Portfolios (Background Materials); Preservice Teacher Education; Foreign Countries; Practicums; Teacher Educators; Preservice Teachers; Qualitative Research; Interviews; Self Concept; Internet; Placement; Role; Professional Identity

Abstract:
This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants' identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others' professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Educators; Teacher Collaboration; Student Improvement; Preservice Teachers; Readiness; Science Instruction; Mathematics Instruction; Preservice Teacher Education; Student Attitudes; Student Experience; Majors (Students); Gender Differences; Inquiry; Field Trips; Action Research; Mixed Methods Research; Multivariate Analysis; Place Based Education; Learning Strategies; Social Environment; Praxis

Abstract:
Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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