Search results for: Teacher educators

The authors report on a study with teacher candidates to illustrate the importance of explicitly engaging with the ways in which students' historical subjectivity depart from dominant historical narratives of a nation-state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. The authors identify several tensions involved in work with multiple perspectives that shape historical narratives: a struggle to avoid culturally reductive or stereotypical images of otherness, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance as a reverberating echo at the heart of historical identifications and perspectives.

Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfoliosThe author describes how the school of education faculty members identified these markers. The author argues that being able to explicitly recognize and characterize the evidence which identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.

Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.

The purpose of this reflective position paper is threefold: to provide teacher educators with three literature-based reasons to share with their students about why it is important to listen to parents; to identify familiar comments, concerns, and feelings that the students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence their students' practices.