Teachers’ Professional Development in Global Contexts

Insights from Teacher Education

The essence of this book is to capture the nature of current educational practices from a variety of theoretical perspectives. Both teachers and teacher educators provide a lens on better understanding teacher training and learning processes. The mutual interrelations and provision of knowledge between the academia and schools are essential to combine discourses and align positions. Therefore, bringing practice into theory and theory to practice in nowadays teaching is key to offer adapted responses to multiple problems and increasingly diverse contexts. On the other hand, the array of studies from around the world compiled in this volume allow the readership to find commonplaces, draw shared concerns, and define goals. Studying teaching and teacher education across-contexts allow to gauge the pulse of the discipline and identify those issues that enable educators to understand the complexities of teaching and learning. The chapters examine the development of knowledge and understanding of teaching practices, analyze engaging learning environments, the sustainability of learning and teaching practices, and show new practices based on the use of Information and Communication Technologies. The diverse teaching contexts from this compilation of international research are organized according to the following themes:
• Teaching professional learning and knowledge;
• Teacher beliefs and reflective thinking;
• Innovative teacher procedures.

Contributors are: Laura Sara Agrati, Dyann Barras, Benignus Bitu, Robyn Brandenburg, Heather Braund, Michael Sean Cavanagh, Chiou-hui Chou, Jean Clandinin, Leah L. Echiverri, Maria Flores, María García, Francisco García-Peñalvo, Ana García-Valcárcel, Stephen Geofroy, Raquel Gómez, Verónica B. Gómez-Pablos, Jenna Granados, Hafdís Guðjónsdóttir, Jukka Husu, Jóhanna Karlsdóttir, Keith Lane, Celina Lay, Samuel Lochan, Marta Martín-del-Pozo, Ella Mazor, Sharon M. McDonough, Lennox McLeod, Juanjo Mena, Wendy Moran, Brian R. Mundy, Lily Orland-Barak, Edda Óskarsdóttir, Samuel O. Oyoo, Stefinee Pinnegar, Eleftherios Soleas, Lystra Stephens-James, Linda Turner, Antoinette Valentine Lewis, and Sarah Witt.

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Biographical Note

Juanjo Mena, Ph.D. (2007), is Associate Professor at the department of Education in the University of Salamanca (Spain). He is currently an affiliate researcher at the Center for the Study of Teacher Education at the University of British Columbia (Canada). His research interests are focused on the analysis of the teaching practice, mentoring and the practicum, Teacher Education and ICT.

Ana García-Valcárcel, Ph.Ed., University of Comillas (Madrid), is Professor of Educational Technology at the University of Salamanca. Her areas of interest are the Integration of ICT in teaching and teachers’ learning processes. She is the director of the Research Group GITE-SAL (Research-Innovation Group in Educational Technology at the University of Salamanca).

Francisco José García Peñalvo, Ph.D. (2000), University of Salamanca, is Associate Professor at the Computer Science Department of the USAL and he is Director of the GRIAL Group. He was Technology and Innovation pro-Vice Chancellor of the USAL in charge of the definition, planning and development of the USAL technical management strategy based on Open Source solutions.

Table of contents

List of Figures and Tables
Introduction
Notes on Contributors

PART 1: Teacher Professional Learning and Knowledge


1 Opening Possibilities for Research in Teacher Educators’ Learning
Jukka Husu and D. Jean Clandinin
2 Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum
Chiou-hui Chou
3 Becoming and Being a Teacher in Adverse Times: Iberian Perspectives
Maria Assunção Flores
4 The Mediate(zati)on of Philosophy Subject Matter: A Comparative Case Study
Laura Sara Agrati
5 Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum
Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García-Peñalvo

Part 2: Teacher Beliefs and Reflective Thinking


6 The Struggle Is Real: Metacognitive Conceptualizations, Actions, and Beliefs of Pre-Service and In-Service Teachers
Heather Braund and Eleftherios Soleas
7 Uncovering Preservice Teachers' Positioning of Themselves and English Learners (ELs) during Field Experiences
Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granado and Sarah Witt
8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China
Leah Li Echiverri and Keith Lane
9 Helping the Learning of Science in Whichever Language: The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching
Samuel Ouma Oyoo and Nkopodi Nkopodi
10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme
Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James and Antoinette Valentine-Lewis
11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education
Wendy Moran, Robyn Brandenburg and Sharon M. McDonough
12 Beyond the Observed in Cross-Cultural Mentoring Conversations
Lily Orland-Barak and Ella Mazor

Part 3: Innovative Teaching Procedures


13 Responsive Teachers in Inclusive Practices
Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir
14 The Use of Video during Professional Experience for Initial Teacher Education
Michael Cavanagh
15 Storytelling and Living Praxis in the Pre-Service Teacher Classroom
Brian Mundy
16 Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games: Considering Demographic Information and the Variety Of Digital Resources
Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel

Readership

The compilation of international teacher education studies will be of interest of educational researchers, Teacher Educators, teachers, student teachers, policymakers and other stakeholders interested in research aiming at describing current teaching practices.

Index Card