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Student Teachers Identity Construction And Its Connection With Student Centered Approaches
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Author :Bertha Ramos Holguín Publisher :Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC ISBN 13 :9586603997 Total Pages :170 pages Book Rating :4.5/5 (866 download)
Book Synopsis Student-teachers' identity construction and its connection with student-centered approaches: by : Bertha Ramos Holguín
Download or read book Student-teachers' identity construction and its connection with student-centered approaches: written by Bertha Ramos Holguín and published by Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC. This book was released on 2018-12-03 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows the paths student-teachers embark on the construction of their identies within the frame of a student-centered approach perspective. Understanding teacher identity construction suggests perceiving a broad and socially-driven dimension. In such a way , humansare contextual, political, and culturally situated to continually make sense of their"selves" on a daily-basis. Delving into teacher identity construction issues is a relevant constituent for the contininual professional development of English language teachers.
Book Synopsis Identity Construction and Science Education Research by : Maria Varelas
Download or read book Identity Construction and Science Education Research written by Maria Varelas and published by Springer Science & Business Media. This book was released on 2012-12-17 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science. Reports on empirical studies and commentaries serve to extend theoretical understandings related to identity and identity development vis-à-vis science education, link them to empirical evidence derived from a range of participants, educational settings, and analytic foci, examine methodological issues in identity studies, and project fruitful directions for research in this area. Using anthropological, sociological, and socio-cultural perspectives, chapter authors depict and discuss the complexity, messiness, but also potential of identity work in science education, and show how critical constructs–such as power, privilege, and dominant views; access and participation; positionality; agency-structure dialectic; and inequities–are integrally intertwined with identity construction and trajectories. Chapter authors examine issues of identity with participants ranging from first graders to pre-service and in-service teachers, to physics doctoral students, to show ways in which identity work is a vital (albeit still underemphasized) dimension of learning and participating in science in, and out of, academic institutions. Moreover, the research presented in this book mostly concerns students or teachers with racial, ethno-linguistic, class, academic status, and gender affiliations that have been long excluded from, or underrepresented in, scientific practice, science fields, and science-related professions, and linked with science achievement gaps. This book contributes to the growing scholarship that seeks to problematize various dominant views regarding, for example, what counts as science and scientific competence, who does science, and what resources can be fruitful for doing science.
Book Synopsis Identity-Focused ELA Teaching by : Richard Beach
Download or read book Identity-Focused ELA Teaching written by Richard Beach and published by Routledge. This book was released on 2015-03-05 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.
Book Synopsis Teacher Identity and the Struggle for Recognition by : Patrick M. Jenlink
Download or read book Teacher Identity and the Struggle for Recognition written by Patrick M. Jenlink and published by R&L Education. This book was released on 2014-04-09 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.
Book Synopsis Identity Development of College Students by : Susan R. Jones
Download or read book Identity Development of College Students written by Susan R. Jones and published by John Wiley & Sons. This book was released on 2013-02-05 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identity Development of College Students Building off the foundational work of Erik Erikson and Arthur Chickering, Identity Development of College Students adds broad and innovative research to describe contemporary perspectives of identity development at the intersection of context, personal characteristics, and social identities. The authors employ different theoretical perspectives to explore the nature of context—how it both influences and is influenced by multiple social identities. Each chapter includes discussion and reflection questions and activities for individual or small group work. Praise for Identity Development of College Students "Susan R. Jones and Elisa S. Abes have provided us with a comprehensive and beautifully written overview of the evolution of identity development theory. This book reads like a novel while at the same time conveying important ideas, critical analysis, and cutting-edge research that will enhance student affairs practice." —NANCY J. EVANS, professor, Student Affairs Program, School of Education, Iowa State University "The authors masterfully present a holistic, integrative, and multi-dimensional approach to the identity development of today's college student. This text should be required reading for those engaged in research and practice in the areas of student affairs, counseling, higher education, and cultural studies." —SHARON KIRKLAND-GORDON, director, Counseling Center, University of Maryland, College Park "Susan R. Jones and Elisa S. Abes's work is ground-breaking—charting new scholarly territory and making one of the most significant contributions to identity literature in many years. Building on contemporary and traditional theoretical foundations, Jones and Abes offer new models of identity development essential for understanding a diversity of college students." —MARYLU K. MCEWEN, associate professor emerita, University of Maryland, College Park
Book Synopsis "I'm a Student and I'm Skint" by : Gillian Hendry
Download or read book "I'm a Student and I'm Skint" written by Gillian Hendry and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of a professional identity, where an individual becomes aligned with the principles and behaviours of a particular profession, has consistently been reported to be crucial for success in the working environment (Adams, Hean, Sturgis & Clark, 2006). Experiential learning placements, such as those in the fields of medicine (Weaver, Peters, Koch and Wilson, 2011) and geography (Elwood, 2004) are one of the most utilised learning models in education (Kayes, 2002). Not only are they beneficial for students' education and future employment (Cronin & Connolly, 2007; Proctor, 2011), they offer higher education students the opportunity to start developing professional identities whilst they are still studying and before they are committed to an employment. The current study investigated how students construct their identities through interaction, when discussing an experiential learning placement. A discursive psychological approach was used to analyse student interviews from a corpus of seventeen, in which pharmacists and students partaking in a pilot experiential learning project discussed their experiences of involvement. The analysis focused on how students construct their identities, but unlike previous research which shows how students embrace the development of their professional identities (e.g. Lindsey, 2005), the current study highlights how students actively deconstruct their professional identities, in favour of promoting their student identities. The analytical findings and usefulness of a discursive psychological approach to accounts of identity construction are discussed, along with study limitations and future research recommendations around the topics of identity and experiential learning.
Book Synopsis Teaching What They Learn, Learning What They Live by : Brad Olsen
Download or read book Teaching What They Learn, Learning What They Live written by Brad Olsen and published by Routledge. This book was released on 2015-11-17 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Cogent, interesting, and provocative."-from the foreword by Ann Lieberman Teaching What They Learn, Learning What They Live explores the multiple social, political, and epistemological domains that comprise learning-to-teach. Based on a study of eight beginning English teachers at four different university teacher preparation programs, this book examines the ways in which beginning teachers' personal dispositions and conceptions combines with their teacher preparation programs' professional knowledge and contexts to form their understandings of and approaches toward teaching. Brad Olsen recasts learning-to-teach as a continuous, situated identity process in which prior experiences produce deeply embedded ways of viewing the world that go on to organize current/future experience into meaning. Since experience shapes learning and everyone acquires different sets of experience, no individual teacher's knowledge is exactly like another's. Yet Olsen shows also that the process by which a teacher constructs professional knowledge is common: the what of teacher knowledge varies, but the how remains the same.
Book Synopsis Identity Safe Classrooms by : Dorothy M. Steele
Download or read book Identity Safe Classrooms written by Dorothy M. Steele and published by Corwin Press. This book was released on 2013-09-05 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
Book Synopsis Identity Safe Classrooms, Grades 6-12 by : Becki Cohn-Vargas
Download or read book Identity Safe Classrooms, Grades 6-12 written by Becki Cohn-Vargas and published by Corwin Publishers. This book was released on 2020 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Identity Safety offers secondary educators a foundation for countering stereotype threat and cultivating identity safety with an added understanding of adolescent identity development. It provides strategies to help students engage in an inquiry into their own identities as well as an array of practical classroom and school-wide identity safety strategies. It also explores ways to build trust and identity safety for staff, an important ingredient in creating a positive and affirming school environment"--
Book Synopsis Exploring NNESTs’ Beliefs and Identities: A Case Study of Japanese EFL High School Teachers by : Ryosuke Aoyama
Download or read book Exploring NNESTs’ Beliefs and Identities: A Case Study of Japanese EFL High School Teachers written by Ryosuke Aoyama and published by . This book was released on 2017 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have suggested that, to understand language teaching and learning, it is critical to examine teachers’ beliefs and identities, along with their impacts on actual teaching practices in the classroom. The purpose of this study was to explore teaching beliefs and teacher identities of eight non-native English speaking teachers (NNESTs) in Japanese public high schools. Three research questions were addressed to examine what teaching beliefs they have, what influences their belief formation and professional identity development, and what identities constitute their teacher identity. To do this, a qualitative case study was undertaken. An in-depth analysis of the interview transcripts revealed the participants’ beliefs toward communicative language teaching, student-centered instruction, and the medium of instruction in the classroom. It was also found that the following factors impacted their teaching beliefs and practices and their identity: personal experiences in childhood and adolescence, experiences as an in-service teacher, and English education policy in Japan. As for the question pertaining to their teacher identity, the data analysis found four salient identities that are closely connected to their identity as an English teacher, which include general teacher identity, context-related identity, language teacher identity, and non-native English speaking teacher identity. It is concluded that the teachers’ beliefs and identities are formed through continuous negotiations with external factors, such as past experiences, contextual factors surrounding their teaching sites, and students’ expectations of and the national policy on English education. Furthermore, it is concluded that how their identities are non-fixed and transformative, complex and multiple, and seemingly stable but susceptible, which reflect the complex nature of language teacher identity construction as noted in the literature.
Book Synopsis Teacher Identity Reconstruction in Response to China's Curriculum Reform by : Xiaoyan Rong
Download or read book Teacher Identity Reconstruction in Response to China's Curriculum Reform written by Xiaoyan Rong and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teacher Identity Reconstruction in Response to China''s Curriculum Reform: a Case Study of Six English Language Teachers" by Xiaoyan, Rong, 戎晓燕, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Educational reforms have been widely discussed across the world in the 21st century, and recent research suggests that teachers are the mediating agents in implementing educational reforms, particularly curriculum reforms. The eighth curriculum reform in China, which requires a paradigm shift from the teacher-dominated, knowledge-based transmission mode of teaching to the student-centered, experience-based inquiry mode of teaching, has greatly challenged teachers. Notwithstanding the great importance of teachers'' responses to China''s new curriculum reform, there is a little qualitative research that examines teachers'' responses to the new curriculum reform. The present study sets out to examine teachers'' responses to the new curriculum within the particular social, cultural and institutional context, and to explore the factors that might influence teachers'' responses through a qualitative multiple case study. Three dyads of mentor-mentee senior secondary English teachers in three schools at different levels in Beijing, China were selected as the main research participants. Data were collected over a period of time in each school through interviews, observations and analysis of documents such as teaching logs and students'' homework. Data were analyzed following a grounded approach in an iterative process to provide insights into the process of teachers'' implementation of the new curriculum and to ascertain the mediating factors impacting teachers'' responses. Findings from case studies reveal that secondary English teachers in China responded to the new curriculum reform at both cognitive and behavioral levels. These responses altogether triggered changes in teachers'' professional world, which constituted teachers'' professional growth. Grounded in Wenger''s theory of identity formation, this study suggests that the changes in teachers'' professional world mediated teachers'' professional identity reconstruction through the participative and reificative dual process of identification and negotiation of meanings, in which teachers'' competences, trajectories, and participation in the new curriculum implementation were negotiated. During this process, secondary English teachers reappropriated the meaning of secondary EFL teaching in China as a student-centered, individually selective, pedagogically integrating communicative and traditional methods, Chinese context-adapted, but still exam-oriented teaching process in relation to the curriculum reform, and also reclaimed that secondary EFL teachers need to be equipped with updated knowledge pool, be aware of individual needs, make compromises to seek a balance between the prescribed curriculum and teaching reality, and allow an interactive teacher-student relationship in response to the curriculum reform. Findings suggest that the process of teacher identity reconstruction was mediated through three-level factors, socially and culturally: national policies, institutional powers, and teachers'' personal factors. This study contributes to an understanding of teachers'' cognitive and behavioral actions and the interplay between the two in response to a paradigm-shift curriculum reform from a sociocultural perspective. It provides a theoretical lens, namely teacher identity formation to interpret teachers'' responses to the curriculum reform. Situated in a Chinese context where Confucius...
Book Synopsis Learning That Matters by : Caralyn Zehnder
Download or read book Learning That Matters written by Caralyn Zehnder and published by Myers Education Press. This book was released on 2021-01-05 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: A 2022 SPE Outstanding Book Honorable Mention Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society. Click HERE to watch the book launch. Click HERE to hear the authors discuss their book. Perfect for courses such as: Education Curriculum and Instruction | Design for Transformative Learning | An Introduction to Evidence-based Undergraduate Teaching | New Faculty Orientations | Freshman Seminar Faculty Trainings | Center for Teaching & Learning | Workshops in Course Design
Book Synopsis Three Native English-Speaking Teachers' Construction of Their Identities as Instructors While Teaching in South Korean Secondary Schools by : Soim Shin
Download or read book Three Native English-Speaking Teachers' Construction of Their Identities as Instructors While Teaching in South Korean Secondary Schools written by Soim Shin and published by . This book was released on 2014 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding storytellers demonstrated that the NES teachers' identity construction was closely connected to the idea of the relevancy of the story told with a purpose to the present time and space (Bamberg, 2012) and its relatedness to how the NES teachers wanted to be presented at the present time--their identities.
Book Synopsis Ask Me Know I Know by : Hsin-Hui (Ann) Huang
Download or read book Ask Me Know I Know written by Hsin-Hui (Ann) Huang and published by . This book was released on 2018 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project uses co-learning strategies to guide students in using media art to explore their identities. My goal is to help art educators and other readers understand how student centered learning can enrich the experience of both students and teachers investigating identity. My research questions are: What happens when students are invited to explore the complexity of their identities through media art? How can I, from an "outsider" perspective, guide my students to explore culture and identity? Coming from a traditional educational background, how can I employ student-centered learning to structure my student-teaching? I conducted this seven-week action research project in a public high school on Chicago's west side. Mexican immigrants comprise the majority of the school's student body. The surrounding neighborhood struggles with gangs and gun violence, poverty, and the criminalization of brown and black youth by police. Traveling between home and school often poses safety concerns for students. Because many students also work part-time jobs before or after school, they are frequently tired in class, which affects their participation and productivity. In conducting my research, I focused more on students' planning and concepts than on their completed art. I documented and reflected on my teaching and my conversations with individual students as well as their conversations among themselves. I also collected and analyzed students' artwork and writings. As participants in the IB Middle Years Programme, they strive to be creative, critical and reflective artists and thinkers. Practicing art, however, is not like practicing science; there are many ways to solve a problem. When students were invited to explore their identity, they expressed resistance against the project because they were unfamiliar with the subject matter and fearful of presenting their thoughts. I listened patiently to their concerns and explained that it takes courage to learn new things about ourselves and that struggle is part of any successful endeavor. With this support, many students overcame their shyness and discomfort, and started to find their voices as artists and self-advocates. This research provides a resource for further exploration in individual and community advocacy through art-making.
Book Synopsis Interactional Research Into Problem-Based Learning by : Susan M. Bridges
Download or read book Interactional Research Into Problem-Based Learning written by Susan M. Bridges and published by Purdue University Press. This book was released on 2020-08-15 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning. Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students’ learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
Author :Jahir Aguirre Morales Publisher :Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC ISBN 13 :9586608255 Total Pages :161 pages Book Rating :4.5/5 (866 download)
Book Synopsis Addressing the Basics of EFL Classrooms by : Jahir Aguirre Morales
Download or read book Addressing the Basics of EFL Classrooms written by Jahir Aguirre Morales and published by Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC. This book was released on 2024-04-03 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This textbook is intended for pre-service English teachers who are beginning their teaching path. It examines the key aspects that can guide better a comprehension in their teaching contexts. In this textbook, the reader will find useful theoretical principles followed by a series of practical exercises. This textbook is divided into ten elements. Elements one and two focus on helpful terminology related to education. Elements three and four emphasize some of the factors that affect foreign language learning. Element five explores communicative competence. Element six suggests that depending on the context, there are diverse roles a teacher might assume to account for students' needs. Element seven emphasizes some of the Colombian educational policies pre-service teachers need to be aware of in order to adjust to their teaching contexts. Element eight provides insightful principles to teach in diverse contexts. Element nine is about teaching in rural contexts. The final element helps pre-service teachers reflect upon the importance of reviewing and reflecting. All of these aspects might meaningfully influence preservice teachers' pedagogical practices through reflection about classroom realities they may face.
Author :Bertha Ramos Holguín Publisher :Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC ISBN 13 :9586604004 Total Pages :111 pages Book Rating :4.5/5 (866 download)
Book Synopsis Enhancing EFL speaking in rural settings: by : Bertha Ramos Holguín
Download or read book Enhancing EFL speaking in rural settings: written by Bertha Ramos Holguín and published by Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC. This book was released on 2018-02-05 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows the paths student-teachers embark on the construction of their identies within the frame of a student-centered approach perspective. Understanding teacher identity construction suggests perceiving a broad and socially-driven dimension. In such a way , humansare contextual, political, and culturally situated to continually make sense of their"selves" on a daily-basis. Delving into teacher identity construction issues is a relevant constituent for the contininual professional development of English language teachers.
