Wāhkōhtowin: Decolonizing Teacher Preparation for Rural, Urban and First Nations Schools

This paper stories the creation of the Wāhkōhtowin teacher preparation model on Treaty 6 territory in Saskatchewan, Canada. The model was created out of an educational partnership that responded to the teachings of Nēhiyaw (Cree) Indigenous Elders. We describe the theoretical framework of this Professional Development School (PDS) teacher preparation model that is designed to: decolonize teacher preparation in order to foster student learning and engagement;develop Nēhiyaw teacher identity and proficiency;and support reconciliation between Indigenous and non-Indigenous peoples. The foundational constructs of the Wāhkōhtowin model of teacher preparation include: relationality, ceremony, language, and child-centredness. The spirit of Wāhkōhtowin teacher preparation is premised on three intents. Firstly, teacher candidates are encouraged to be free to be themselves and share the gifts they bring to the school setting (tipéyimisowin). Secondly, they are encouraged to -come home' to traditional teachings as they engage in cultural learning and identity formation (kīwēwin). Thirdly, their pedagogical growth and development as teachers is fostered with the focus on relational pedagogies, inclusiveness, and community (mamáwi kiskinomāsowin). We complete our paper by discussing the implementation of the Wāhkōhtowin model. We discuss the ways in which the model has had to shift to be responsive to: the unique relationships and contexts of different school systems;provincial budget cuts;the opportunity to expand the program into secondary schools;working with/through teacher turnover;the provision of language and cultural activities;land-based programming;professional development sessions;differing comfort levels and knowledge regarding Indigenous history and traditions;and the impact of COVID-19. © Society for the Provision of Education in Rural Education. All Rights Reserved.

Preparing special education intern teachers remotely during the COVID-19 pandemic

The purpose of this qualitative case study was to investigate the effectiveness of remote teacher preparation during the COVID-19 pandemic, specifically special education teachers participating at an Intern Credentialing Program in Northern California.In addition to remote teacher preparation, the study explored how intern teachers experienced delivering special services remotely, how they perceived the Intern Program prepared them compared to traditional programs, and how they experienced their preparation to become agents of change in public education. Data for this study was collected through field journals, surveys and interviews. The findings of this study revealed that Intern Teachers experienced remote Teacher Education as having more benefits than challenges, however the delivery of services to students with disabilities had more challenges than benefits. The interviews indicated that the Intern Teachers believe they are not well prepared to be agents of change.Implications of the study include recommendations to continue teacher education remotely, to develop a tool to determine student benefit from delivery of special services remotely, and to add to teacher education programs curriculum and activities that support diversity, inclusion, and belonging in the classroom through the frameworks of Emancipatory Pedagogies, Critical Race Theory, Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy and Discrit. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Student experiences of learning how to teach primary physical education during the Covid-19 pandemic

This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Professional Experience in Times of COVID-19

This study examined the preparedness and capabilities of pre-service teachers in the midst of the COVID-19 pandemic when many schools were teaching online. The university curriculum was adapted to enable pre-service teachers to explore suitable pedagogies to not only teach remotely but to engage their students using contemporary technology-based learning materials. The school in this study was in a low socio-economic area with diverse students, many with a language back-ground other than English. This study was thus positioned at the intersection of what is known as trauma-informed education, professional learning and the resilience of both practising and pre-service teachers. The study used a case-study method-ology with data collected from online surveys and group interviews on Zoom. The participants were pre-service teachers from the university and staff, including super-vising teachers, from the school. The data from both the surveys and the group inter-views were analysed thematically, guided by a theoretical framework addressing the intersection of resilience, trauma-informed education, and professional learning. Resilience in coping with the unusual classroom context was enhanced by the smaller number of students in class;the greater range of life experiences of the more mature pre-service teachers;and the skills and experience of the school's teachers to support and mentor the pre-service teachers. The guidance provided by the university in conjunction with the experience of the school's teachers enhanced the pre-service teachers' ability to manage trauma-affected students. The greatest source of trauma was when students who were learning remotely returned to school as they struggled to catch up on work missed and the mental-health issues that resulted. Pre-service teachers stated that as a result of the combination of the adapted university course work and the practical learning during professional experience their preparedness was significantly enhanced. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023.

An emergent course design framework for imaginative pedagogy and assessment in higher education

Content-heavy lectures and traditional summative assessment practices have long been employed in higher education classrooms. Opposed to this approach, two instructors teaching an introductory content-rich course to undergraduate students in a teacher education program experimented with existing educational theories to prioritize experiential, reflective learning grounded in formative assessment practice. Through experimentation, collaboration, and reflection, an emerging course design framework was established. The innovative teaching solution framework combined backward design, Kolb's model for experiential learning, and imaginative education (IE) theory to create a community of learners where enduring understanding is the outcome. When COVID-19 forced classes to remote learning environments, the true fidelity of the framework emerged through instructor self-assessment and student feedback. This emergent Imaginative Course Design Framework allows educators to structure their courses as engaging, meaningful, and lasting learning experiences that support students in depth of understanding. The authors share concrete examples of performance tasks from their education course to demonstrate how the emergent Imaginative Course Design Framework connects to theory and creates the conditions for rich, inspired learning. © Springer Nature Switzerland AG 2021. All rights reserved.

It's a Horror Movie Right There on My Computer Screen: The Beautiful Risk of Work-Integrated Learning

The COVID-19 pandemic has focussed the attention of teacher educators on the real and immediate risks of their work-integrated learning (WIL) programs. Many WIL experiences were postponed due to the pandemic, and the ongoing oper-ation of this fundamental branch of initial teacher education has been subject to a stomach-churning uncertainty for all stakeholders involved. Biesta (2015a, 2015b) portrays the beautiful risk of education as the inherent and necessary uncertainty about its outcomes. Biesta's affirmative advocacy of uncertainty is succour to experi-enced professional experience coordinators who have learned to embrace the inherent risk of WIL as an opportunity rather than a challenge. In this chapter, two of these hardened coordinators represent their COVID-19 WIL experience in the style of an At the Movies review in this chapter before they argue in the discussion that they survived only when they learned to view the inherent risk of professional experience as a thriller instead of a horror movie. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023.

Mathematics Teacher Educators' Decisions in a Time of Crisis: Self-Reflections as a Basis for Community Inquiry

A time of crisis is a time of uncertainty, when many decisions need to be made. This study combines self-reflection, along with community inquiry, as three mathematics teacher educators recount a lesson that they taught in the past and how it was changed due to the COVID-19 crisis. Decisions were analyzed in terms of goals, orientations, and resources. The findings showed that the key issue was the immediate requirement to change one's regular routine. For some, resources were replaced. For others, dominant orientations receded to the background, and new goals were set. A final reflection conducted after returning to the classroom revealed how challenges during the crisis led to change and the adoption of new goals both during and after the crisis, clarifying our values and leading to the use of additional resources today. © 2023 by the authors.

Bringing digital resource decision-making up to date: preparing the inaugural class of digitalised preservice teachers for informed evaluation of digital resources

The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using guided prompts. Open coding and text analysis on 77 EDR evaluations were conducted. Results indicate that 41 EDRs were selected for the evaluation, and PTs' prior experience in the field, both as a teacher or an observer, influenced their selection process. Features of EDRs considered in decision-making process included types of EDRs, pedagogical and maths skill purpose, ready-made or adaptable, interactive or one-way, and cost. Also, five decision-making criteria used by PTs in EDR selection and use were the primary benefit holder, function of EDRs, opportunity for improving mathematical skill, affordances, and constraints. Findings urged framing a new generations' perspective on evaluating EDRs. The ways to support PTs for better informed selection and implementation of EDRs were discussed. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Working toward equity and engagement in an online course for future K-12 teachers

In a multi-ethnography, three teacher educators explore how they intentionally enhanced equity in their online course for teacher candidates (TCs) learning to support English learners from K to 12 during the shift to virtual classrooms due to the COVID-19 pandemic. Our findings suggest that using various digital apps and various multimodal creations was a powerful way to increase engagement and afford TCs experience with equitable practices in their learning. Taking part in this course allowed TCs to imagine ways to make their work with K-12 English learners more equitable. Making ourselves vulnerable as teacher educators had the most powerful impact on teacher-learners as we unpacked our own experiences with oppression and discrimination during the COVID-19 crisis. We address our experiences using the Racial Literacy Development Model (Sealey-Ruiz, 2020) as a lens. © Springer Nature Switzerland AG 2021. All rights reserved.

Hands on activities in emergency remote teaching – form and subject content in science and technology education in the primary teacher program during covid-19

Teacher education has a dual mission;to teach specific subject content to student teachers but also to provide them with examples of how this subject content can be taught in a school context. This dual task is particularly important and difficult in relation to technology and science education, where construction activities, laboratory work and excursions are central practices. As covid-19 struck, Swedish universities had to adapt to emergency remote teaching, ERT. In this study, we explore three university teachers' experiences of adapting laboratory work, excursions, and construction tasks to ERT. The analysis shows that both form and subject content were affected by this adaptation in that students' opportunity to practice science and technological practices and procedures decreased, as well as teachers' possibility to gain feedback from their students. In turn, new ways of communicating and supporting students were developed. © 2022 Johanna Frejd & Jonas Hallström.

Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts

During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in "Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.

Teacher Education Programs in Lebanon: Innovations in the Past Decade (2011–2021)

Several studies have investigated the nature of teacher education programs in Lebanon. These studies described the requirements of Lebanese teacher preparation programs, identified the differences and similarities among these programs, and discussed the theoretical perspectives driving them. Other studies looked into the preparation of subject matter teachers such as mathematics and science teachers, among others. Exploring the similarities and differences among these programs was motivated by the fact that there are varieties of Lebanese private universities— in addition to Lebanon's sole public university—that adopt American or French educational models to prepare teachers. Previously published studies on teacher preparation used qualitative and qualitative research designs. For example, a mixedmethod approach was used to investigate the structural and conceptual foundations of programs;another study used document analysis to identify the content of the programs, while a third analyzed course syllabi of teacher education courses to identify the types of mathematics teaching methods adopted. However, there has been no attempt to critically analyze and synthesize the extant research and identify the "innovations” that have been introduced in these programs over the past decade and in response to the pressures exerted on universities due to the COVID-19 pandemic and political turmoil in Lebanon. Consequently, the purpose of this chapter is to conduct a critical review of the literature on teacher education in Lebanon and supplement it with an analysis of the innovations implemented across a sample of the major existing teacher education programs. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Misinformation as a Societal Problem in Times of Crisis: A Mixed-Methods Study with Future Teachers to Promote a Critical Attitude towards Information

Global society is facing major challenges, which are to be met by pursuing the Sustainable Development Goals (SDGs). Digitalization processes bring many opportunities for achieving SDGs, but they also bring pitfalls. For example, on one hand, social media makes it easier for more parts of society to participate. On the other hand, the ability to rapidly circulate unfiltered information can lead to the spread of misinformation and subsequently interfere with the achievement of SDGs. This effect could be observed during the COVID-19 pandemic and continues to occur in the context of climate change. Young people are especially likely to be exposed to misinformation on social media. With this in mind, it is enormously important for schools to prepare young people to critically handle the overload of information available online. The aim of this study was to provide future middle and high school teachers with a fruitful approach to foster a critical attitude towards information in classrooms. To this end, we expanded an existing approach by implementing active, technique-based inoculation and technique-based debunking within the COVID-19 content framework in a teacher education course. This implementation was monitored by a mixed-methods study with n = 24 future middle and high school teachers who participated in two courses in subsequent semesters. By performing statistical analysis on pretests and posttests and qualitative content analysis on reflective journal entries, we found that future teachers' self-efficacy expectations for detecting and debunking misinformation, as well as their debunking skills, increased throughout the courses. In addition, our results show that future teachers perceive active, technology-based inoculation as a helpful approach for their future teaching. They feel that this approach can be a way to implement education for sustainable development in schools with a focus on the promotion of critical thinking. In summary, we believe that the approach presented in this article may be beneficial for teaching the critical treatment of information in various thematic contexts. © 2023 by the authors.

Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing

Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing. [ FROM AUTHOR] Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Teachers' Perceptions of Videoconferencing and Smartphones in a Retrospective Analysis 2009-2020: An Educational Social Internet of Things Framework

Schools have become increasingly influenced by what has been called the Social Internet of Things (SIoT). As many schools transitioned to online teaching and learning in 2020 because of the COVID-19 pandemic, there is a need to analyze data on technology adoption in schools for changes and continuity since the inception of increasingly popular smartphones since 2007 that has affected videoconferencing, blended learning, and the flipped classroom concept. In this study, videoconference technology is the main factor analyzed in relation to IoT and schools in which handheld devices are considered gateways to further integration of schools into an IoT framework. The researchers analyze a selection of a 2009 dataset and a 2019 dataset from the National Center for Education Statistics (United States) to discuss teachers' perceptions of technology, especially the use of handheld devices and videoconference technology. Recommendations for educator preparation programs (EPPs) are made based on the discussion of the results of this analysis in context with the events of 2020 for why EPPs could emphasize flipped classroom design models within an SIoT framework. © 2023 IEEE.

OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programs

The preparation of urban educators continues to gain widespread attention and a sense of urgency (Acosta, 2018). As urban communities become increasingly diverse, the demographic composition of students and teachers continues to be culturally incongruent (Easton-Brooks, 2019;Rogers-Ard, 2012). Green (2015) projected that 55% of students would be students of color by 2020;however, close to 82% of teachers are White females, while only 12% are Black (Osei-Twumasi and Pinetta, 2019). With a student demographic landscape that is outpacing the diversity of teachers, it is imperative that urban pre-service teachers are trained to develop equity and critical pedagogies (Esposito et al., 2012;Ladson-Billings, 1994). Moreover, teacher education programs often lack diversity and similar critical dispositions, neglecting to critically interrogate race, power, and privilege in their policies, programs, curriculum, and teacher educators (Allen et al., Teachers College Record, 119(1), 1-26, 2017). These challenges have been exacerbated in the context of the two pandemics: COVID-19 and the clarion call for racial justice. Drawing inspiration from Isabel Wilkerson's award-winning book Caste: The Origins of Our Discontents, this chapter interrogates the implications of caste for education and teacher education more specifically. Wilkerson (Caste: The origins of our discontents. Random House, 2020) contends: "A world without caste would set everyone free” (p. 388). What would teacher education without caste "out-caste” do or be for everyone, for the collective? The chapter implements a critical race theory analysis of current teacher education models, examines how they may promote and solidify caste in urban teacher education, and contours an anti-racist framework with implications for teacher education programs. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Closer to and further away – emergency-remote teacher education, orientations and student-bodies

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency-remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency-remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief ', ‘the embodiedness of raising the hand on Zoom' and ‘energy-draining pre-recorded lectures'. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating. © 2022 Emilia Åkesson, Edyta Just & Katarina Eriksson Barajas.

Academic reading as a social practice in higher education

In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars reflect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientific articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of findings across different contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts;however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Making the strange familiar and the familiar strange: A critical reflection on teacher educators and the coronavirus crisis

This chapter uses the framework of making the strange familiar and the familiar strange to discuss the sudden shift from face-to-face to online instruction in higher education during the coronavirus crisis. Educators should employ critical reflection questioning the familiar or the taken-for-granted and the underlying assumptions of ordinary everyday teaching and learning experiences as though they are entirely unaccustomed or strange. More specifically, the chapter focuses on teacher education and pedagogy and applies this framework to shifting to online teaching. The chapter explains possible questions that would be raised by both the familiar and the strange. The discussion includes examples and implications for professors as they transition from traditional teaching to online instruction. © Springer Nature Switzerland AG 2021. All rights reserved.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.