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New Teachers (new + teacher)
Selected AbstractsListening to Students, Negotiating Beliefs: Preparing Teachers for Urban ClassroomsCURRICULUM INQUIRY, Issue 2 2008KATHERINE SCHULTZ ABSTRACT Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003). The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms. [source] Charity Basket or Revolution: Beliefs, Experiences, and Context in Preservice Teachers' Service LearningCURRICULUM INQUIRY, Issue 4 2000David M. Donahue Given what one observer calls the "vast disparity of definitions that faculty can bring to service learning,from what is basically the charity basket approach to the revolutionary," service learning can varytremendously, from reading to elderly residents of a nursing home to organizing a boycott of a sneaker company. With such diversity before teachers, what influences them in the way they design service learning? How do preservice teachers, for whom so many ideas about teaching are emerging, make such choices? Two case studies suggest that preservice teachers' beliefs, experiences, and the context where they teach play an important role related to if and how they use service learning. Beliefs and experiences are especially important because, although service learning is often presented as supporting apolitical values,empowerment and responsibility, for example,for which broad consensus exists, such values are also ambiguous and open to interpretation. Teacher educators and advocates of service learning need to acknowledge the ambiguous political nature of service and service learning. By doing so, they have an opportunity to make the political context of teaching explicit for preservice teachers. Such education in service learning for new teachers goes beyond "training" in the logistical and technical details of implementing a new pedagogy to thoughtful reflection on the value-laden act of teaching. [source] How and Why Has Teacher Quality Changed in Australia?THE AUSTRALIAN ECONOMIC REVIEW, Issue 2 2008Andrew Leigh International research suggests that differences in teacher performance can explain a large portion of student achievement. Yet little is known about how the quality of the Australian teaching profession has changed over time. Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decades. We find that the aptitude of new teachers has fallen considerably. Between 1983 and 2003, the average percentile rank of those entering teacher education fell from 74 to 61, while the average rank of new teachers fell from 70 to 62. We find that two factors account for much of the decline: a fall in average teacher pay (relative to other occupations) and a rise in pay differentials in non-teaching occupations. [source] An unfinished symphony: 21st century teacher education using knowledge creating heutagogiesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2006Jean Ashton Globalisation has changed the way most people live, work and study in the 21st century. Teachers and teacher educators, like other professionals, must embrace these changes to be effective in their jobs and one ongoing change is the use of Information Communication Technologies (ICTs) for lifelong learning. In this paper we describe how one group of academics in a university programme preparing new teachers has embraced change to introduce innovative programmes using ICTs and heutagogy rather than pedagogy. Heutagogy prepares students for the self-determined lifelong learning which is essential for survival in a 21st century world. [source] | ||||||||||