Action in Teacher Education

Shores, Michael; Weseley, Allyson J.

doi: 10.1080/01626620.2007.10463455pmid: N/A

Abstract Research has established that a variety of factors predict educators' perceptions of students' performance; however, no studies have looked at the impact of educators' political views. The present experiment investigated the effect of educators' political biases on their grading of student essays. Participants included 122 volunteers who were randomly assigned to read an essay that supported or opposed the reelection of President Bush. Participants then evaluated the essay by assigning a holistic grade using a 4.0 grading scale and by assessing the essay's components using a rubric. Essays that matched educators' self-reported political views received higher holistic grades than those that did not. This same relationship, where essays that matched educators' views received higher grades, was found when educators used a rubric, indicating that a rubric was not an effective tool in preventing grader bias. The experiment suggests that educators' political views affect evaluations of student performance; the implications of these findings are discussed.

Turner, Jennifer D.

doi: 10.1080/01626620.2007.10463456pmid: N/A

Abstract Preparing prospective teachers to work effectively with culturally diverse students remains an ongoing challenge for literacy teacher educators. Current teacher education practices help prospective literacy teachers to enhance their cultural awareness and sensitivity, but they do not necessarily enable teachers to translate their cultural understandings into culturally responsive literacy instruction. This article explores the concept of vision as a reflective tool for helping prospective teachers articulate their ideals about culturally responsive literacy teaching. Analyses of 20 prospective teachers' visions statements revealed five themes of culturally responsive literacy teaching: Elementary classrooms should serve as literacy communities; literacy teachers should serve as orchestrators within these communities; students should be active community members; learner-centered curriculum is the key to literacy development; and promoting ownership of literacy for diverse students is an essential societal goal. However, analyses also identified two blind spots, which represented conflict and controversy within the preservice teachers' vision statements: Classroom management and parental involvement. Findings from the study suggest that visioning may hold important benefits for preservice literacy teachers and literacy teacher educators who are concerned with providing culturally responsive teaching in elementary classrooms.

McHatton, Patricia Alvarez; McCray, Erica D.

doi: 10.1080/01626620.2007.10463457pmid: N/A

Abstract The coupling of the Individuals With Disabilities Education Act and the No Child Left Behind Act has placed a large number of students with disabilities into general education settings. The continued trend toward educating students with disabilities in inclusive settings mandates that teachers be prepared to work with all learners. General education teacher candidates have voiced concerns over their levels of preparation in serving exceptional learners, a concern that may heighten their fear of the unknown when faced with increasing numbers of students with disabilities. For this reason, it is important to understand general education teacher candidates' attitudes toward inclusion in order to refine and augment existing personnel preparation programs. This article explores and compares perceptions of elementary and secondary education majors toward the inclusion of students with disabilities in their classrooms. Results reveal differing perceptions between majors and indicate several areas in need of attention. Findings are framed within teacher preparation programs of study.

McBee, Robin Haskell

doi: 10.1080/01626620.2007.10463458pmid: N/A

Abstract Seeking to put a face on educators' conceptualizations of caring, this study examines findings from open-ended surveys of 144 teacher candidates, classroom teachers, and college faculty associated with a mid-Atlantic university's teacher education program. Reflecting theoretical constructs described in the literature on resilience, multiculturality, and the care ethic, findings indicate that educators at all levels define and actualize educational care in terms of help they offer to learners, their efforts to get to know and show interest in learners, and listening to learners. Being compassionate, caring about the individual, and giving their time are also qualities identified, particularly by candidates who are still receiving care from their own teachers. This study also suggests a host of applications in teacher education.

Houser, Neil O.

doi: 10.1080/01626620.2007.10463459pmid: N/A

Abstract What kinds of ideas and issues do teachers, students, and citizens in general need to think about at this time in the history of society? And how can we in higher education address these important matters? This article offers one means by which such issues might be approached, in and through teacher education. Drawing on the critical work of Paulo Freire, John Dewey, and others, I outline a problem-posing framework for teaching education. First, I outline the framework, commenting as needed on its philosophical underpinnings. Next, I provide a personal example related to the challenges of ensuring professional autonomy and quality instruction in today's highly regulated modernist milieu. I conclude by suggesting that problem-posing education is grounded in ancient philosophical notions of quality and trust in the pursuit of paideia, a profound pedagogical quest involving education for excellence in the largest sense of the term.

Carboni, Lisa Wilson; Wynn, Susan R.; McGuire, Colleen M.

doi: 10.1080/01626620.2007.10463460pmid: N/A

Abstract This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry, and it utilizes a participatory design as the basis of inquiry. In this design, instructor and student are inquirers empowered to share their interpretations of the process of action research. The findings stem from a merging of the experiences of instructor and student and include recommendations for using action research with undergraduate preservice teachers, as well as suggestions for further consideration of the process.

Gabriele, Anthony J.; Joram, Elana

doi: 10.1080/01626620.2007.10463461pmid: N/A

Abstract The purpose of this study was to examine the sources of efficacy of experienced teachers who are making the transition to reform-based mathematics teaching, by examining the criteria that they use to evaluate their teaching effectiveness. The quantity and quality of 10 elementary teachers' verbal reflections on the success of their lessons were compared as a function of the length of time that they had participated in a professional development project. Results suggest that the sources of information upon which teachers base evaluations of their teaching change in important ways as teachers shift from traditional to reform-based mathematics teaching. Implications are discussed for understanding how teacher self-efficacy for reform-based teaching can be enhanced through professional development.

Cohen, Marvin T.; Pelligrino, James W.; Schmidt, Denise A.; Schultz, Susan

doi: 10.1080/01626620.2007.10463462pmid: N/A

Abstract The three cases presented in this article compose the stories of how, beginning in 1999, these institutions took up the challenge to systematically integrate technology into their core teacher education programs. Each college of education received funding from the U.S. Department of Education PT3 (Preparing Tomorrow's Teachers to Use Technology) grant program and private support from foundations such as Atlantic Philanthropies. Yet the question always remains whether work such as this can sustain itself when the funding period is completed. In each of these cases, there seems to be an indication that work with technology has found its way to the core of the institution's mission and that the integration of technology will be sustained. An overview has been developed to help us better understand the factors that are shared across the three cases and to identify pressing issues that exist in teacher preparation related to technology integration.

Martin, Leisa A.

doi: 10.1080/01626620.2007.10463463pmid: N/A