Pub Date : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.14
Dennis Jablonski
In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants‘ oral reading fluency scores improved along with the students‘ confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills. The 21st century skills agenda is the latest iteration of recommendations from government, business, and educator consortia, outlining basic competencies such as critical thinking and problem solving, communication and collaboration, creativity and innovation, etc., (Partnership for 21 st Century Skills, 2000). Some of this framework is familiar to readers of previous reports from as far back as the Nation at Risk (U.S. DOE, 1983), or Scans 2000 (U.S. Dept. of Labor, 1991). Unlike the previous skills agendas, the current framework clearly identifies the need for competencies related to information, communication, and technology (ICT) literacy. Demonstrating literacy in ICT means being able to: (a) Use technology as a tool to research, organize, evaluate and communicate information, (b) Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy, and (c) Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (Partnership for 21 st Century Skills, 2000). The cultivation of the aforementioned 21 st century technology skills should be informed by past research on the so-called ―second digital divide‖, referring to disparities in online resources and expertise, to accomplish skill development. The ―second digital divide‖ departs from the dichotomous view of the ―first digital divide‖–having access or not having access to the Internet–and broadens the concept to include disparities in type of use, extent of use, and ―the additional resources that allow people to use technology well‖ (Hargittai, 2001; U.S. Dept. of Commerce, 1983; Warschauer, 2002, p. 4). This broader view of digital inequity addresses the different experiences students have using digital technologies based on their race, socio-economic status, ability, school location, teacher or other mediating social factors (i.e. friends, family, others). In consideration of new skills and new literacies that all students need for successful lives in this century, teachers are challenged with the need to incorporate vari
在本研究中，四位研究生水平的职前教师使用预加载有声读物的廉价MP3播放器，目的是提高小学儿童的阅读流畅性和数字素养。收集的数据包括干预前的调查、干预前后的口语阅读流畅性评分、日常听力体验日志和职前教师日记。研究结果表明，学生的口语阅读流畅性得分随着学生阅读信心的增强而提高。此外，职前教师和学生参与者都报告说，他们对如何利用技术提高读写能力和享受读写能力的认识有所提高，这表明数字知识和技能得到了提高。21世纪技能议程是政府、企业和教育协会建议的最新版本，概述了批判性思维和解决问题、沟通和协作、创造力和创新等基本能力(Partnership for 21st century skills, 2000)。其中一些框架对于以前的报告的读者来说是熟悉的，早在《处于危险中的国家》(美国能源部，1983年)或《扫描2000》(美国劳工部，1991年)。与以往的技能议程不同，当前的框架明确确定了对信息、通信和技术素养相关能力的需求。展示信息通信技术素养意味着能够:(a)利用技术作为研究、组织、评价和传播信息的工具;(b)适当地利用数字技术(计算机、掌上电脑、媒体播放器、全球定位系统等)、通信/联网工具和社会网络来获取、管理、整合、评价和创造信息，以便在知识经济中成功地发挥作用;(c)对获取和使用信息技术的伦理/法律问题有基本的理解(21世纪技能伙伴关系，2000年)。上述21世纪技术技能的培养应该借鉴过去对所谓“第二数字鸿沟”的研究，即在线资源和专业知识的差距，以完成技能发展。“第二次数字鸿沟”偏离了“第一次数字鸿沟”的二分法观点——是否可以访问互联网——并将概念扩大到包括使用类型、使用程度和允许人们更好地使用技术的额外资源方面的差异(Hargittai, 2001;美国商务部，1983年;Warschauer, 2002, p. 4)。这种更广泛的数字不平等观点解决了学生基于种族、社会经济地位、能力、学校位置、教师或其他中介社会因素(即朋友、家庭、其他人)使用数字技术的不同体验。考虑到所有学生在本世纪成功生活所需要的新技能和新素养，教师面临的挑战是，即使在学校预算减少的情况下，也需要将各种技术纳入课堂，进一步支持学生的兴趣并为他们的未来做好准备。[1]贾布伦斯基:《建构主义在实践中的应用:无处不在的潜力》，《低技术》出版，2011年第158期，第9(2)页。几乎所有的学生都可以使用MP3设备或其他音频播放器。从2004年到2009年，8-18岁年龄段的MP3播放器的拥有率从18%激增到76%，如果包括家里的CD播放器，几乎所有的学生都可以使用某种类型的音频播放器(Rideout, Foehr， & Roberts, 2010)。这里的立场是，重新思考这种无处不在的设备的使用可以促进真实和个性化的学习——21世纪学习的两个特征——并促进多种素养。学生(和他们的老师)不仅接触到更多的文学资源，而且通过在互联网上找到免费的有声读物，下载它们，将这些文件传输到音频设备，随着时间的推移共享和管理多个文件，他们正在发展他们在数字时代的技术敏锐度。
{"title":"Constructivism in Practice: The Potential of Ubiquitous, “Low-Tech” Audio Devices for Literacy Development in the 21st Century","authors":"Dennis Jablonski","doi":"10.15760/NWJTE.2011.9.2.14","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.14","url":null,"abstract":"In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants‘ oral reading fluency scores improved along with the students‘ confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills. The 21st century skills agenda is the latest iteration of recommendations from government, business, and educator consortia, outlining basic competencies such as critical thinking and problem solving, communication and collaboration, creativity and innovation, etc., (Partnership for 21 st Century Skills, 2000). Some of this framework is familiar to readers of previous reports from as far back as the Nation at Risk (U.S. DOE, 1983), or Scans 2000 (U.S. Dept. of Labor, 1991). Unlike the previous skills agendas, the current framework clearly identifies the need for competencies related to information, communication, and technology (ICT) literacy. Demonstrating literacy in ICT means being able to: (a) Use technology as a tool to research, organize, evaluate and communicate information, (b) Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy, and (c) Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (Partnership for 21 st Century Skills, 2000). The cultivation of the aforementioned 21 st century technology skills should be informed by past research on the so-called ―second digital divide‖, referring to disparities in online resources and expertise, to accomplish skill development. The ―second digital divide‖ departs from the dichotomous view of the ―first digital divide‖–having access or not having access to the Internet–and broadens the concept to include disparities in type of use, extent of use, and ―the additional resources that allow people to use technology well‖ (Hargittai, 2001; U.S. Dept. of Commerce, 1983; Warschauer, 2002, p. 4). This broader view of digital inequity addresses the different experiences students have using digital technologies based on their race, socio-economic status, ability, school location, teacher or other mediating social factors (i.e. friends, family, others). In consideration of new skills and new literacies that all students need for successful lives in this century, teachers are challenged with the need to incorporate vari","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131028209","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 : 1900-01-01DOI: 10.15760/nwjte.2019.14.2.2
Rebecca G. Smith
{"title":"The Impact of Attending an Equity-Based Conference on One Teacher Educator: Five Pedagogical Changes of Practice","authors":"Rebecca G. Smith","doi":"10.15760/nwjte.2019.14.2.2","DOIUrl":"https://doi.org/10.15760/nwjte.2019.14.2.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115096342","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 : 1900-01-01DOI: 10.15760/nwjte.2007.5.1.2
Foster Walsh
{"title":"Using a Tuning Protocol: A Journey of Creating and Sustaining Professional Conversations Among Teacher Educators","authors":"Foster Walsh","doi":"10.15760/nwjte.2007.5.1.2","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"558 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115102363","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 : 1900-01-01DOI: 10.15760/NWJTE.2007.5.1.7
D. Canada
Since connections are made in the public mind between current reform ef forts in mathematics education and the changes of the past which were collectively called "new math,", the purpose of this paper is to examine these two movements more closely. First, the beginning of both movements is examined, including not only a look at the supporters of each movement, but also an examination of their initial motivations. Next, the implementation of each movement is described, both by pro.filing the main features and by looking at how they were actually put into practice. Lastly, the impact of these movements is detailed, by characterizing some of the reactions they generated. Since a well-informed public is crucial to issues of educational reform, clarifying the features of the respective movements is one way to help smooth the journey towards improved mathematics education.
{"title":"Public Perception: New Math and Reform Mathematics","authors":"D. Canada","doi":"10.15760/NWJTE.2007.5.1.7","DOIUrl":"https://doi.org/10.15760/NWJTE.2007.5.1.7","url":null,"abstract":"Since connections are made in the public mind between current reform ef forts in mathematics education and the changes of the past which were collectively called \"new math,\", the purpose of this paper is to examine these two movements more closely. First, the beginning of both movements is examined, including not only a look at the supporters of each movement, but also an examination of their initial motivations. Next, the implementation of each movement is described, both by pro.filing the main features and by looking at how they were actually put into practice. Lastly, the impact of these movements is detailed, by characterizing some of the reactions they generated. Since a well-informed public is crucial to issues of educational reform, clarifying the features of the respective movements is one way to help smooth the journey towards improved mathematics education.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129831979","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 : 1900-01-01DOI: 10.15760/nwjte.2007.5.1.1
Jason Margolis
{"title":"Editor's Corner: A Note from the New Editors","authors":"Jason Margolis","doi":"10.15760/nwjte.2007.5.1.1","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.1","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134382978","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 : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.13
Nancy A. Place, Antony T. Smith
This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice. Six years ago a teacher certification literacy methods course moved from its university campus location to a K-6 elementary school located nearby. The course instructors hoped that the move would provide increased opportunities for teacher candidates to connect course content to work with children in classroom settings. The school principal and teachers who welcomed the instructors and teacher candidates hoped that their students would benefit from tutoring by the ―teacher buddies.‖ We all hoped that collaboration between university instructors and classroom teachers would provide meaningful professional development opportunities for all. We had many questions about this project. We were especially curious about whether the benefits of the collaboration would meet our expectations. Our questions were: 1. Does the collaboration between a university and an elementary school support the learning of teacher candidates? If so, how? 2. Does the collaboration between a university and an elementary school support the learning of students at the school? If so, how? 3. Does the collaboration between a university and an elementary school contribute to the learning of both classroom teachers and university instructors? In this paper we explore the perspectives of teacher candidates, students, teachers, and instructors on these three questions. We also consider themes and implications that emerge from our exploration of these perspectives on learning. 1 Place and Smith: School-University Collaboration: Perspectives on a Hybrid Space f Published by PDXScholar, 2011 148 NORTHWEST PASSAGE, 9(2) Background This collaboration takes place in the context of a two-quarter course called ―Learning, Teaching and Assessing in Reading, Writing and Communication.‖ It is the only literacy course required for teacher candidates enrolled in the University of Washington Bothell‘s postbaccalaureate K-8 teacher certification program. It occurs during fall and winter quarters, just prior to full time student teaching in the spring, and meets once a week for four academic hours. The course is taught by two tenure-li
本文考察了教师资格证扫盲课程与当地一所小学之间正在进行的合作。教师候选人、小学生、任课教师和大学讲师都合作实施识字方法课程，创造一个混合学习空间，大学和学校人员共同努力，使所有参与者受益。描述了这次合作的背景，并从每个参与者群体的角度探讨了扫盲学习。这些观点的主题表明，教师候选人和小学生之间的结构化互动有助于弥合扫盲概念和课堂实践之间的差距，参与的课堂教师和大学讲师以及教师候选人可以从教学实践的持续考试中学习。六年前，一门教师认证扫盲方法课程从大学校园搬到了附近的一所K-6小学。课程教师希望此举将为教师候选人提供更多机会，将课程内容与课堂环境中的儿童联系起来。欢迎指导员和教师候选人的学校校长和老师们希望他们的学生能从“老师伙伴”的辅导中受益。‖我们都希望大学教师和课堂教师之间的合作能够为所有人提供有意义的专业发展机会。我们对这个项目有很多疑问。我们特别想知道合作的好处是否会达到我们的期望。我们的问题是:1;大学与小学的合作是否支持教师候选人的学习?如果有，怎么做?2. 大学和小学之间的合作是否支持学生在学校的学习?如果有，怎么做?3.大学和小学之间的合作是否有助于课堂教师和大学讲师的学习?在本文中，我们探讨了教师候选人、学生、教师和辅导员对这三个问题的看法。我们还考虑了从我们对这些学习观点的探索中出现的主题和含义。1 Place and Smith:学校-大学合作:对混合空间的看法[j]，出版于PDXScholar, 2011, 148 NORTHWEST PASSAGE, 9(2)。‖这是参加华盛顿大学博塞尔分校学士学位后K-8教师认证计划的教师候选人所需的唯一识字课程。它在秋季和冬季学期举行，就在春季全日制学生教学之前，每周举行一次，为期四个学时。该课程由两位终身教授授课，涵盖基本的识字主题。每年有两个K-8队列，教师候选人作为队列成员参加所有认证课程。这个项目的教师候选人已经完成了学士学位，年龄从20多岁到50多岁不等。胡安妮塔小学位于华盛顿湖学区，这是一个毗邻西雅图市的郊区。这个地区在社会经济和语言上都比较多样化，36%的学生有资格享受免费或降价的膳食，13%的学生被归类为过渡双语。这所K-6学校的校长支持大学教师认证计划。学校聘请了几名毕业生，校长和教师在各个大学委员会任职。校长支持校际合作，每周为扫盲课程提供两个上午的教室。自该项目启动以来，每年约有60名教师候选人、6名任课教师、2名大学教授和150名学生参加。扫盲方法课程的教师候选人与来自三个不同年级(幼儿园，小学，中级)的胡安妮塔小学学生伙伴在两个季度内会面。每位教师候选人都被分配了一个学生伙伴，作为计划课程的一部分，他们在三到八周的时间里与学生伙伴见面30分钟。在与他们的朋友在一起的时间里，教师候选人管理他们在课堂上教过的评估，并根据这些评估提供指导。这项工作与课程概念相联系，并在全班和小组环境中进行讨论。胡安妮塔小学的老师们提供学生的背景知识，并与候选人分享他们的教学实践。反过来，他们会收到教师候选人关于他们与学生伙伴的工作的报告。
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Pub Date : 1900-01-01DOI: 10.15760/nwjte.2007.5.1.4
Bridgid Michaud
{"title":"TEACHER VOICE: A Teacher Reflects on \"Professional\" Certification","authors":"Bridgid Michaud","doi":"10.15760/nwjte.2007.5.1.4","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.4","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130098071","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 : 1900-01-01DOI: 10.15760/nwjte.2011.9.2.11
M. Slomp, Kerry B. Bernes
This article examines the effectiveness of a pilot project offered by members of the Faculty of Education at the University of Lethbridge entitled, ―Career Coaching Across the Curriculum: Integrating Career Development into Classroom Instruction‖. It explores whether this pilot project effectively prepares pre-service teachers to integrate career education into curriculum. It also explores whether this pilot project contributes to the attainment of important career development competencies for students in the Kindergarten-Grade 12 educational system. There is a growing recognition of the need to provide students in the Kindergarten-Grade 12 educational system with opportunities to develop critical career/life management competencies (Government of Alberta, 2010; McMahon, Patton & Tatham, 2003). The workplace of the knowledge era is a radically different place at the beginning of the 21 st century compared with the 20 th century (Jarvis, 2006). To thrive in the 21 st century world of work individuals need to be equipped with competencies that will enable them to transition repeatedly between learning, work and other life roles in order to create a life balance for themselves that is both satisfying and productive (Amundson, Parker & Arthur, 2002, McMahon, Patton & Tatham, 2003). These competencies include: building and maintaining a positive self-image, participating in lifelong learning supportive of life/work goals, locating and effectively using life/work information, understanding the changing nature of life/work roles, being resilient and managing change in chaotic environments, remaining hopeful and self-confident, setting short and long term goals in the face of obstacles and competing pressures, engaging in activities that promote self-recycling and self-renewing, understanding, engaging in, and managing one‘s life/work building process, and working effectively in diverse teams, (Borgen & Hiebert, 2006; Campbell & Ungar, 2008; Hartung, Porfeli & Vondracek, 2008; Jarvis, 2009; Partnership for 21 st Century Skills, 2004). A document recently released by the Province of Alberta (2010) entitled ―Inspiring Action on Education‖ exemplifies the growing importance being attached to developing career/life management competencies in students. This document sets forth an agenda for transforming the education system in Alberta and specifically targets competencies such as lifelong learning, self-direction and personal management. The writers of this document argue that these competencies need to be more central in the education of young people if they are to be active participants in an increasingly knowledge-based and globalized society. As stated in the document, Alberta students develop competencies that help them to contribute actively and positively in their communities. Throughout life, students balance various roles and life-work priorities while understanding their personal strengths, history and identity. They participate in career exploratio
{"title":"Career Coaching Across the Curriculum: Enhancing the Career Competencies of the 21st Century Learner","authors":"M. Slomp, Kerry B. Bernes","doi":"10.15760/nwjte.2011.9.2.11","DOIUrl":"https://doi.org/10.15760/nwjte.2011.9.2.11","url":null,"abstract":"This article examines the effectiveness of a pilot project offered by members of the Faculty of Education at the University of Lethbridge entitled, ―Career Coaching Across the Curriculum: Integrating Career Development into Classroom Instruction‖. It explores whether this pilot project effectively prepares pre-service teachers to integrate career education into curriculum. It also explores whether this pilot project contributes to the attainment of important career development competencies for students in the Kindergarten-Grade 12 educational system. There is a growing recognition of the need to provide students in the Kindergarten-Grade 12 educational system with opportunities to develop critical career/life management competencies (Government of Alberta, 2010; McMahon, Patton & Tatham, 2003). The workplace of the knowledge era is a radically different place at the beginning of the 21 st century compared with the 20 th century (Jarvis, 2006). To thrive in the 21 st century world of work individuals need to be equipped with competencies that will enable them to transition repeatedly between learning, work and other life roles in order to create a life balance for themselves that is both satisfying and productive (Amundson, Parker & Arthur, 2002, McMahon, Patton & Tatham, 2003). These competencies include: building and maintaining a positive self-image, participating in lifelong learning supportive of life/work goals, locating and effectively using life/work information, understanding the changing nature of life/work roles, being resilient and managing change in chaotic environments, remaining hopeful and self-confident, setting short and long term goals in the face of obstacles and competing pressures, engaging in activities that promote self-recycling and self-renewing, understanding, engaging in, and managing one‘s life/work building process, and working effectively in diverse teams, (Borgen & Hiebert, 2006; Campbell & Ungar, 2008; Hartung, Porfeli & Vondracek, 2008; Jarvis, 2009; Partnership for 21 st Century Skills, 2004). A document recently released by the Province of Alberta (2010) entitled ―Inspiring Action on Education‖ exemplifies the growing importance being attached to developing career/life management competencies in students. This document sets forth an agenda for transforming the education system in Alberta and specifically targets competencies such as lifelong learning, self-direction and personal management. The writers of this document argue that these competencies need to be more central in the education of young people if they are to be active participants in an increasingly knowledge-based and globalized society. As stated in the document, Alberta students develop competencies that help them to contribute actively and positively in their communities. Throughout life, students balance various roles and life-work priorities while understanding their personal strengths, history and identity. They participate in career exploratio","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132678124","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 : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.8
Amy E. Ryken, Fred L. Hamel
How might teachers be supported as professional learners, in activities and conversations that assist, rather than distract from, the complex work they do each day? In this article we describe a public school/university partnership model designed to support practice-oriented communication among educators– where professionals from various roles, institutional affiliations, and experience levels, communicate together about the details of their teaching. We outline the principles behind our approach and describe the specific practices we use to promote communication that engages teachers’ pedagogical thinking. We share how teachers’ own practice can become a centerpiece of professional development, and how authentic questions and evidence help educators develop insights into the relationship between their own assumptions, curriculum materials, and student understanding.
{"title":"What Matters is Mutual Investment and Evidence-Based Dialogue: Designing Meaningful Contexts for Teacher Learning","authors":"Amy E. Ryken, Fred L. Hamel","doi":"10.15760/NWJTE.2011.9.2.8","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.8","url":null,"abstract":"How might teachers be supported as professional learners, in activities and conversations that assist, rather than distract from, the complex work they do each day? In this article we describe a public school/university partnership model designed to support practice-oriented communication among educators– where professionals from various roles, institutional affiliations, and experience levels, communicate together about the details of their teaching. We outline the principles behind our approach and describe the specific practices we use to promote communication that engages teachers’ pedagogical thinking. We share how teachers’ own practice can become a centerpiece of professional development, and how authentic questions and evidence help educators develop insights into the relationship between their own assumptions, curriculum materials, and student understanding.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134277367","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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