Pub Date : 2022-01-05DOI: 10.1080/1547688X.2021.2008567
Christy Wessel‐Powell, Helen Bentley
ABSTRACT From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by collaborative stakeholders’ resistance. This article uses narrative inquiry methods to illustrate teachers’ approaches to critical literacy to inform teacher education and encourage others to similarly persist. Authors reconstruct stories from four teachers, Nola, Natalie, Claire, and Adeline. Each teacher introduces their students to what they consider a risky text-- and experiences worries and/or obstacles they must navigate around as a result. The classroom stories they share suggest next steps for growing as a self-reflective, anti-bias, critical educator. As teacher educators, we authors offer responses to these four teachers’ stories, not to critique their choices, but to leverage their common worries and obstacles enacting critical literacy to build our capacity to extend teachers’ critical literacy teaching. We mine their stories by asking four provocative questions: (1) What is lost? (2) Who is left out? (3) How does power work here? And, (4) What would justice-oriented teaching sound like/look like as a response? Based on responses, we provide strategies to newcomers/novices, censors, and seasoned advocates. We close with a call for brave teaching that invites so-called risky texts into classrooms to connect intentionally with students and unequivocally promotes justice.
{"title":"Newcomers, Novices, Censors, and Seasoned Advocates Navigate Risky Texts with Critical Literacy","authors":"Christy Wessel‐Powell, Helen Bentley","doi":"10.1080/1547688X.2021.2008567","DOIUrl":"https://doi.org/10.1080/1547688X.2021.2008567","url":null,"abstract":"ABSTRACT From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by collaborative stakeholders’ resistance. This article uses narrative inquiry methods to illustrate teachers’ approaches to critical literacy to inform teacher education and encourage others to similarly persist. Authors reconstruct stories from four teachers, Nola, Natalie, Claire, and Adeline. Each teacher introduces their students to what they consider a risky text-- and experiences worries and/or obstacles they must navigate around as a result. The classroom stories they share suggest next steps for growing as a self-reflective, anti-bias, critical educator. As teacher educators, we authors offer responses to these four teachers’ stories, not to critique their choices, but to leverage their common worries and obstacles enacting critical literacy to build our capacity to extend teachers’ critical literacy teaching. We mine their stories by asking four provocative questions: (1) What is lost? (2) Who is left out? (3) How does power work here? And, (4) What would justice-oriented teaching sound like/look like as a response? Based on responses, we provide strategies to newcomers/novices, censors, and seasoned advocates. We close with a call for brave teaching that invites so-called risky texts into classrooms to connect intentionally with students and unequivocally promotes justice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120938281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-07DOI: 10.1080/1547688X.2021.2005855
Sarika S. Gupta
ABSTRACT The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically reflective practice, I present a self-study in which I mapped my experience designing and facilitating self-analysis as an entry point for critical reflection in a final graduate internship course for early childhood special education teacher candidates. I share my mapping process as one way to facilitate critical self-reflection in the culminating clinical seminar.
{"title":"Mapping the Design and Facilitation of Critical Self-Reflection in a Culminating Clinical Course for Early Childhood Special Education Teacher Candidates","authors":"Sarika S. Gupta","doi":"10.1080/1547688X.2021.2005855","DOIUrl":"https://doi.org/10.1080/1547688X.2021.2005855","url":null,"abstract":"ABSTRACT The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically reflective practice, I present a self-study in which I mapped my experience designing and facilitating self-analysis as an entry point for critical reflection in a final graduate internship course for early childhood special education teacher candidates. I share my mapping process as one way to facilitate critical self-reflection in the culminating clinical seminar.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127127875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688X.2021.1991067
B. Eisenbach
ABSTRACT There has been an increase in research regarding the use of virtual platforms as a means of collaboration between middle level learners and preservice teachers. However, little attention has been given to the role of asynchronous collaborations in the form of virtual literature discussions and the preservice teacher experience. Through a theoretical lens grounded in social constructivism and community of inquiry, this case study describes the experiences of four preservice teachers as they engage in an asynchronous virtual literature discussion with middle level readers. Their shared experiences give attention to the potential role of virtual collaboration between preservice teachers and middle level readers in providing additional preservice teacher development and opportunity for reflection on their work with young adolescents.
{"title":"Understanding the Preservice Teacher Experience in an Asynchronous Middle Level Collaboration","authors":"B. Eisenbach","doi":"10.1080/1547688X.2021.1991067","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1991067","url":null,"abstract":"ABSTRACT There has been an increase in research regarding the use of virtual platforms as a means of collaboration between middle level learners and preservice teachers. However, little attention has been given to the role of asynchronous collaborations in the form of virtual literature discussions and the preservice teacher experience. Through a theoretical lens grounded in social constructivism and community of inquiry, this case study describes the experiences of four preservice teachers as they engage in an asynchronous virtual literature discussion with middle level readers. Their shared experiences give attention to the potential role of virtual collaboration between preservice teachers and middle level readers in providing additional preservice teacher development and opportunity for reflection on their work with young adolescents.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131295667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688X.2021.1983097
Holly Glaser, Mark E. Helmsing, Audra K. Parker, Kristien Zenkov
ABSTRACT As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and engagement in design-based research ultimately led us to apply the framework of Technological Pedagogical Content Knowledge (TPACK) to identify five modifications to these clinical structures. Looking to the future, we detail four principles for reimagining clinical experiences in a changed world.
{"title":"Adding the “T” to the “PACK” in Clinical Experiences: How Technology Shaped Our Pandemic Teacher Education Pedagogies and Partnerships","authors":"Holly Glaser, Mark E. Helmsing, Audra K. Parker, Kristien Zenkov","doi":"10.1080/1547688X.2021.1983097","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1983097","url":null,"abstract":"ABSTRACT As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and engagement in design-based research ultimately led us to apply the framework of Technological Pedagogical Content Knowledge (TPACK) to identify five modifications to these clinical structures. Looking to the future, we detail four principles for reimagining clinical experiences in a changed world.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132191968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688X.2021.1996668
Joshua Rashon Streeter, Kara M. Kavanagh, Emma S. Thacker, A. Bodle
ABSTRACT As social justice-oriented teacher educators with little experience with online education prior to March 2020, we discuss our efforts to adapt and enact Drama-Based Pedagogy for social justice purposes using a variety of technologies in online classrooms. Having used Drama-Based Pedagogy in face-to-face instruction previously, we appreciate the ways it enables meaningful dialogue among students and deepens their understanding of and engagement with the sometimes sensitive topics in our teacher education classes. In this reflective practitioner report, we share our challenges and successes adapting Drama-Based Pedagogy strategies to our online and hybrid courses.
{"title":"Town Halls, Graffiti Walls, and Exploding Atoms: Dialogue, Engagement, and Perspective-taking in Online Teacher Education","authors":"Joshua Rashon Streeter, Kara M. Kavanagh, Emma S. Thacker, A. Bodle","doi":"10.1080/1547688X.2021.1996668","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1996668","url":null,"abstract":"ABSTRACT As social justice-oriented teacher educators with little experience with online education prior to March 2020, we discuss our efforts to adapt and enact Drama-Based Pedagogy for social justice purposes using a variety of technologies in online classrooms. Having used Drama-Based Pedagogy in face-to-face instruction previously, we appreciate the ways it enables meaningful dialogue among students and deepens their understanding of and engagement with the sometimes sensitive topics in our teacher education classes. In this reflective practitioner report, we share our challenges and successes adapting Drama-Based Pedagogy strategies to our online and hybrid courses.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127105953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688X.2021.1991538
Loren Jones, Carmen Durham, Amanda Cataneo
ABSTRACT Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher education during this time. Looking across multiple sources of data (i.e., interviews, Zoom lessons, written feedback, lesson plans), findings point to the importance of creating opportunities for PSTs to collaborate and to practice teaching virtually.
{"title":"Rising to the Challenge: Preparing Pre-Service Teachers During a Global Pandemic","authors":"Loren Jones, Carmen Durham, Amanda Cataneo","doi":"10.1080/1547688X.2021.1991538","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1991538","url":null,"abstract":"ABSTRACT Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher education during this time. Looking across multiple sources of data (i.e., interviews, Zoom lessons, written feedback, lesson plans), findings point to the importance of creating opportunities for PSTs to collaborate and to practice teaching virtually.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129117155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688X.2021.1980167
F. Bonafini, Younhee Lee
ABSTRACT This study investigates how pre-service teachers use their knowledge of technology, mathematics, and pedagogy to create video lessons using portable interactive whiteboards. The TPACK framework was used to identify the different types of knowledge pre-service teachers rely on as they create their videos. Results indicate pre-service teachers’ effective use of conveyance technology, pedagogical techniques, and mathematical representations using technology. Their videos portray their process of coordinating their TPACK. Recommendations are made for teacher educators to integrate technology in activities that aim to develop pre-service teachers’ comfort and confidence with technological tools for teaching and learning.
{"title":"Portraying Mathematics Pre-service Teachers’ Experience of Creating Video Lessons with Portable Interactive Whiteboards through the TPACK","authors":"F. Bonafini, Younhee Lee","doi":"10.1080/1547688X.2021.1980167","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1980167","url":null,"abstract":"ABSTRACT This study investigates how pre-service teachers use their knowledge of technology, mathematics, and pedagogy to create video lessons using portable interactive whiteboards. The TPACK framework was used to identify the different types of knowledge pre-service teachers rely on as they create their videos. Results indicate pre-service teachers’ effective use of conveyance technology, pedagogical techniques, and mathematical representations using technology. Their videos portray their process of coordinating their TPACK. Recommendations are made for teacher educators to integrate technology in activities that aim to develop pre-service teachers’ comfort and confidence with technological tools for teaching and learning.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122293346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1547688x.2021.1994344
Laura Baecher, Julie Horwitz
Online education – whether in the P-12 or teacher education context – necessitates the routine and judicious use of educational technology. Researchers in the field of educational technology caution us to not just focus on the technological tools, but to carefully consider how these tools are used to support learning goals. Building on Shulman’s (1987) work in Pedagogical Content Knowledge (PCK), Mishra and Koehler (2006) argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TPACK). In this special issue, we seek to build knowledge in TPACK from the perspective of teacher educators providing online education to preand in-service teacher candidates. While it has long been true, now more than ever we see that “teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century” (Tondeur et al., 2019, p. 1189). In preparing the articles for this issue, we understood that many teacher educators’ increased use of educational technology was fueled by the Covid-19 crisis. Clearly, Covid-19 accelerated the need to use technology in the preparation of new teachers, who faced challenges in participating in their teacher education coursework remotely and engaging with clinical experiences when K-12 schools were not able to offer placements on site. But this special issue is not simply about great things teacher educators did during a pandemic. Instead, we wanted to share some strong examples of using technology as a platform for exceptional teaching and learning that can push our thinking about how we prepare new teachers both for and through emerging technologies at any time. Included in this special issue are five pieces that represent a diversity of teacher education contexts, program areas, and approaches to infusing technology in ways that advance their goals. In Eisenbach’s article “Understanding the Preservice Teacher Experience in an Asynchronous Middle Level Collaboration,” we learn about how pre-service teachers learn about how middle school learners interact with and think about literature through a sustained, asynchronous virtual literature discussion, a practice that can connect teacher candidates to learners without the barriers of geography or time. THE NEW EDUCATOR 2021, VOL. 17, NO. 4, 325–326 https://doi.org/10.1080/1547688X.2021.1994344
在线教育——无论是在P-12还是教师教育的背景下——都需要常规和明智地使用教育技术。教育技术领域的研究人员提醒我们不要只关注技术工具，而是要仔细考虑如何使用这些工具来支持学习目标。Mishra和Koehler(2006)在Shulman(1987)关于教学内容知识(PCK)的研究基础上，认为有意的、深思熟虑的技术教学是一种复杂的附加知识形式，他们称之为“技术教学内容知识”(TPACK)。在这期特刊中，我们试图从教师教育工作者为在职教师候选人提供在线教育的角度，在TPACK中建立知识。虽然这一直是正确的，但现在我们比以往任何时候都更加看到“教师培训机构在为21世纪的学习环境培养未来几代教师时，应该把他们的教师教育工作者视为看门人”(Tondeur et al.， 2019, p. 1189)。在准备本期文章的过程中，我们了解到，许多教师教育工作者越来越多地使用教育技术是受到Covid-19危机的推动。显然，2019冠状病毒病加速了利用技术培养新教师的需求，在K-12学校无法提供现场实习的情况下，这些教师在远程参与教师教育课程和参与临床经验方面面临挑战。但本期特刊不仅仅是关于教师教育工作者在大流行期间所做的伟大事情。相反，我们想分享一些使用技术作为卓越教学平台的有力例子，这些例子可以推动我们思考如何随时为新兴技术培养新教师。本期特刊中包含了五篇文章，它们代表了教师教育背景、项目领域和以推进其目标的方式注入技术的方法的多样性。在Eisenbach的文章“理解异步中级协作中的职前教师体验”中，我们了解了职前教师如何通过持续的、异步的虚拟文学讨论了解中学学习者如何与文学互动和思考，这种实践可以将教师候选人与学习者联系起来，而不受地理或时间的限制。《新教育家》2021年第17卷第1期。4,325 - 326 https://doi.org/10.1080/1547688X.2021.1994344
{"title":"Introduction to the Guest Edited Issue: Teacher Education in the Online Environment","authors":"Laura Baecher, Julie Horwitz","doi":"10.1080/1547688x.2021.1994344","DOIUrl":"https://doi.org/10.1080/1547688x.2021.1994344","url":null,"abstract":"Online education – whether in the P-12 or teacher education context – necessitates the routine and judicious use of educational technology. Researchers in the field of educational technology caution us to not just focus on the technological tools, but to carefully consider how these tools are used to support learning goals. Building on Shulman’s (1987) work in Pedagogical Content Knowledge (PCK), Mishra and Koehler (2006) argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TPACK). In this special issue, we seek to build knowledge in TPACK from the perspective of teacher educators providing online education to preand in-service teacher candidates. While it has long been true, now more than ever we see that “teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century” (Tondeur et al., 2019, p. 1189). In preparing the articles for this issue, we understood that many teacher educators’ increased use of educational technology was fueled by the Covid-19 crisis. Clearly, Covid-19 accelerated the need to use technology in the preparation of new teachers, who faced challenges in participating in their teacher education coursework remotely and engaging with clinical experiences when K-12 schools were not able to offer placements on site. But this special issue is not simply about great things teacher educators did during a pandemic. Instead, we wanted to share some strong examples of using technology as a platform for exceptional teaching and learning that can push our thinking about how we prepare new teachers both for and through emerging technologies at any time. Included in this special issue are five pieces that represent a diversity of teacher education contexts, program areas, and approaches to infusing technology in ways that advance their goals. In Eisenbach’s article “Understanding the Preservice Teacher Experience in an Asynchronous Middle Level Collaboration,” we learn about how pre-service teachers learn about how middle school learners interact with and think about literature through a sustained, asynchronous virtual literature discussion, a practice that can connect teacher candidates to learners without the barriers of geography or time. THE NEW EDUCATOR 2021, VOL. 17, NO. 4, 325–326 https://doi.org/10.1080/1547688X.2021.1994344","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131434874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/1547688X.2021.1982096
Elizabeth Bondy, Elizabeth V. Burt, Priscilla V. Bell
ABSTRACT Creating transformative experiences for teacher candidates around issues of critical social justice literacy requires that teacher educators anticipate and prepare for obstacles to learning that arise when knowledge residing in students’ bodies is challenged by course content. Scholars have argued that the imprint of students’ emotions, experiences, and histories in their bodies–their embodied knowledge–may inhibit their ability to process course content without exploration and interrogation of their embodied response. This article draws from interdisciplinary literature on embodied knowledge and its role in teaching and learning when social justice is front and center. It also outlines examples of a critical pedagogy of emotion that addresses students’ embodied knowledge, a core dimension of cultivating critical social justice literacy.
{"title":"Cultivating Critical Social Justice Literacy: Surfacing and Examining Candidates’ Embodied Knowledge","authors":"Elizabeth Bondy, Elizabeth V. Burt, Priscilla V. Bell","doi":"10.1080/1547688X.2021.1982096","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1982096","url":null,"abstract":"ABSTRACT Creating transformative experiences for teacher candidates around issues of critical social justice literacy requires that teacher educators anticipate and prepare for obstacles to learning that arise when knowledge residing in students’ bodies is challenged by course content. Scholars have argued that the imprint of students’ emotions, experiences, and histories in their bodies–their embodied knowledge–may inhibit their ability to process course content without exploration and interrogation of their embodied response. This article draws from interdisciplinary literature on embodied knowledge and its role in teaching and learning when social justice is front and center. It also outlines examples of a critical pedagogy of emotion that addresses students’ embodied knowledge, a core dimension of cultivating critical social justice literacy.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114796566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1080/1547688X.2021.1940406
Benjamin Kutsyuruba, K. Walker, Ian A. Matheson, John Bosica
ABSTRACT Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. Using the results from a pan-Canadian Teacher Induction Survey (N = 1343), we compared ECTs’ experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research.
{"title":"Early Career Teaching Progression: Examining Canadian Teachers’ Experiences During their First Five Years in the Profession","authors":"Benjamin Kutsyuruba, K. Walker, Ian A. Matheson, John Bosica","doi":"10.1080/1547688X.2021.1940406","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1940406","url":null,"abstract":"ABSTRACT Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. Using the results from a pan-Canadian Teacher Induction Survey (N = 1343), we compared ECTs’ experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122313046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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