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Self-Studies of Teacher Education Practice Online : Theorizing the Emotional Work in Times of Crisis
| Self-Studies of Teacher Education Practice Online : Theorizing the Emotional Work in Times of Crisis |
| Autore | Rice Mary F |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (170 pages) |
| Altri autori (Persone) |
CutriRamona Maile
MenaJuanjo |
| Collana | Self-Study of Teaching and Teacher Education Practices Series |
| ISBN | 3-031-58097-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Cross-References -- References -- Editorial Support Acknowledgment -- Preface: Of Emotions, Grief, and the Imperative to Go on as Online Teacher Educators -- Cross References -- References -- Contents -- Contributors -- Chapter 1: Using Self-Study Methodology to Do the Emotional Work of Improving Online Teaching and Digital Identity -- 1.1 Strength and Improvement Orientation -- 1.2 Higher Education Online Teaching -- 1.3 Digital Identity -- 1.4 Emotional Work -- 1.5 S-STEP Methodology -- 1.6 A Place to Start Emotional Work -- 1.7 Furthering Emotional Work -- 1.8 Conclusion -- References -- Chapter 2: The Crisis of Teacher Preparation During the Early Pandemic Emergency and New Directions for Online Teacher Preparation -- 2.1 Polyprincipalities of Emergent Online Teaching -- 2.1.1 The Need for New Materials and Practices -- 2.1.2 The Need for Relational Knowing -- 2.1.3 The Illusion of Holding onto Control -- 2.1.4 The Work of Maintaining Collegiality -- 2.2 New Perspectives -- 2.2.1 Moving Forward with Polyprincipality -- 2.2.2 Materiality Online -- 2.2.3 Relational or Narrative Knowing Within and Across Modalities -- 2.2.4 Relational Knowings in Digital Spaces -- 2.3 Common Issues Moving Forward -- 2.3.1 Re-envisioning Relational Teacher Education Online -- 2.3.2 Small [Online] Learning Communities -- 2.3.3 Open Pedagogies -- 2.4 Final Thoughts -- References -- Chapter 3: The Shaping Influence of the COVID-19 Crisis on a Teacher Educator's Online Identity: A Pandemic/Post-Pandemic Self-Study -- 3.1 Conceptual Framework -- 3.1.1 Assemblage -- 3.1.2 Becoming -- 3.1.3 Affect -- 3.2 Methodology -- 3.2.1 Context -- 3.2.2 Data Sources and Analysis -- 3.3 Findings -- 3.3.1 The Displacement of the Body and the Centering of the Discursive -- 3.3.2 The Diminishment of Pedagogical Certainty and the Expansion of Pedagogical Negotiation.
3.3.3 The Persistence of Emotional Fatigue and the Requisite for Self-Care -- 3.4 Discussion -- 3.5 Recommendations -- 3.6 Conclusion -- References -- Chapter 4: Authorising Personal History as a Technology Educator: Holding My "Selves" to Account in and Beyond Crises -- 4.1 Setting the Stage: Histories and Self-Study -- 4.2 Context of My Work During the COVID-19 Pandemic -- 4.2.1 Personal History Self-Study and Turning Points -- 4.3 Shifting Authorities: How Do I Know What I Know? -- 4.3.1 The Turn to Maker Pedagogy -- 4.4 The Crises Turn: What Do I Know? -- 4.4.1 Vignette One: How Do We Put This Online? -- 4.4.2 Vignette Two: How Do We Come Together as a Community? -- 4.5 Coming Out of Crises: What's Next? -- References -- Chapter 5: Pursuing New Possibilities for Online Teaching Through a Flipped Critical Friends Protocol -- 5.1 Background and Chapter Organization -- 5.2 Part I: Moving Within and Across Territories -- 5.2.1 Identity -- 5.2.2 Relational Contexts -- 5.2.3 Pedagogical Values -- 5.2.4 Inquiry -- 5.3 Pushing Further into Teaching and Learning Territories with a Flipped Critical Friends Protocol -- 5.4 Part II: Artistic Encounters -- 5.4.1 The Gallery Walk -- 5.4.2 The Graphic Representations (Fig. 5.1) -- 5.4.3 Dialogue -- 5.4.4 Emotion -- 5.4.5 Balance -- 5.4.6 Meaning -- 5.5 Coda -- 5.6 Flipped Critical Friends Protocol -- 5.6.1 Creation Phase -- 5.6.1.1 Suggested Length: About One Week -- 5.6.2 Preparation Phase -- 5.6.2.1 Suggested Length: About One Week -- 5.6.3 Critical Friends Session -- 5.6.3.1 Suggested Length: About 35 Minutes -- 5.6.4 Optional Extension: Gallery Walk with Artwork and Captions -- References -- Chapter 6: Using Multiple Methods to Explore Antiracist Practices in a Cross Institutional Online Community -- 6.1 Cross Institutional Online Collaboration -- 6.2 Book Club -- 6.3 Arts-Based Response. 6.4 Problem Posing -- 6.5 Memory Work -- 6.6 Conclusion -- References -- Chapter 7: Entangled Laborings in Online Teacher Education: Subaltern Negotiations -- 7.1 Purpose of the Study -- 7.2 Theoretical Framing -- 7.3 Perspectives from Previous Literature -- 7.3.1 Teacher Identities -- 7.3.2 Perceived Relational Challenges of Preparing Teachers in Online Settings -- 7.3.3 Understanding Teacher Identity During Times of Disruption as Assemblages -- 7.3.4 Accessing Digital Technologies and Connectivities -- 7.4 Methods for This Study -- 7.4.1 Data Collection -- 7.4.2 Data Analysis -- 7.4.3 Trustworthiness and Credibility -- 7.5 Unveiling La Plática -- 7.6 Conclusion -- References -- Chapter 8: Creating Fluid Spaces for Online Instructors to Support Two Types of Diverse Learners -- 8.1 A Different Kind of Fidelity -- 8.2 Method -- 8.3 Results and Discussion -- 8.3.1 Guidance 1: Ongoing Online Professional Development -- 8.3.2 Guideline 2: Instructional Design Support -- 8.3.3 Guideline 3: Course-Based Research Support -- 8.4 Conclusion -- References. |
| Record Nr. | UNINA-9910861092503321 |
Rice Mary F
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teacher Induction and Mentoring [[electronic resource] ] : Supporting Beginning Teachers / / edited by Juanjo Mena, Anthony Clarke
| Teacher Induction and Mentoring [[electronic resource] ] : Supporting Beginning Teachers / / edited by Juanjo Mena, Anthony Clarke |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 |
| Descrizione fisica | 1 online resource (300 pages) |
| Disciplina | 371.102 |
| Collana | Palgrave Studies on Leadership and Learning in Teacher Education |
| Soggetto topico |
Teachers—Training of
Professional education Vocational education Teaching Educational tests and measurements Teaching and Teacher Education Professional and Vocational Education Didactics and Teaching Methodology Assessment and Testing Tutoria (Ensenyament) Formació del professorat Lideratge en l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-79833-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section I: Early career Teacher Education and induction programs -- Chapter 1. Integrative Pedagogies to Promote Professional Development in Beginning Teachers -- Chapter 2. Novice Teachers’ Induction to the Profession in Russia: Issues of management -- Chapter 3. Mentoring in the midst of teachHOUSTON: A multilayered approach -- Chapter 4. The Teacher Induction Scheme (TIS ) in Scotland – adoption, evolution, revolution. -- Chapter 5. Teachers’ Resilience as Key Capacity in Professional Induction: A Systematic Literature Review -- Section II: The role of the mentor: Conceptualizing identity, concerns and challenge -- Chapter 6. Collaborative Engagement in Teacher Mentoring: Teachers and Researchers in Conversation -- Chapter 7. Early Career Teachers’ Professional Concerns and Capabilities as Triggers to Improve the Whole School Community through Collegial Mentoring -- Chapter 8. What Remains of Mentor. Investigation on the Representations of Former Trainees at the University of Bari -- Chapter 9. Virtual Mentoring in the Practicum: Teachers Learning Together in the Third Space -- Section III: Mentoring support in the induction period: skills, knowledge and experiences -- Chapter 10. Managing “Background Noises”: Forms of Support in Novices’ Induction in Arab schools -- Chapter 11. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills -- Chapter 12. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills -- Chapter 13. Research Team as Mentored Knowledge Community. |
| Record Nr. | UNINA-9910520075803321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo
| Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo |
| Pubbl/distr/stampa | Leiden Boston : , : Brill | Sense, , 2019 |
| Descrizione fisica | 1 online resource (344 pages) |
| Disciplina | 370.711 |
| Soggetto topico |
Teachers - Training of
Teachers - In-service training Education and globalization Educational change |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-04-40536-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction / Juanjo Mena, Ana García-Valcárel and Francisco García Peñalvo -- Teacher Professional Learning and Knowledge -- Opening Possibilities for Research in Teacher Educators’ Learning / Jukka Husu and D. Jean Clandinin -- Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum / Chiou-hui Chou -- Becoming and Being a Teacher in Adverse Times / Maria Assunção Flores -- The Mediate(zati)on of Philosophy Subject Matter / Laura Sara Agrati -- Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum / Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García Peñalvo -- Teacher Beliefs and Reflective Thinking -- The Struggle Is Real / Heather Braund and Eleftherios Soleas -- Uncovering Preservice Teachers’ Positioning of Themselves and English Learners (ELs) during Field Experiences / Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados and Sarah Witt -- 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 -- Helping the Learning of Science in Whichever Language / Samuel Ouma Oyoo and Nkopodi Nkopodi -- 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 -- Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education / Wendy Moran, Robyn Brandenburg and Sharon M. McDonough -- Beyond the Observed in Cross-Cultural Mentoring Conversations / Lily Orland-Barak and Ella Mazor -- Innovative Teaching Procedures -- Responsive Teachers in Inclusive Practices / Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir -- The Use of Video during Professional Experience for Initial Teacher Education / Michael Cavanagh -- Storytelling and Living Praxis in the Pre-Service Teacher Classroom / Brian Mundy -- Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games / Marta Martín-del-Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel -- Back Matter -- Index. |
| Record Nr. | UNINA-9910493217203321 |
| Leiden Boston : , : Brill | Sense, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo
| Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo |
| Pubbl/distr/stampa | Leiden Boston : , : Brill | Sense, , 2019 |
| Descrizione fisica | 1 online resource (344 pages) |
| Disciplina | 370.711 |
| Soggetto topico |
Teachers - Training of
Teachers - In-service training Education and globalization Educational change |
| ISBN | 90-04-40536-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction / Juanjo Mena, Ana García-Valcárel and Francisco García Peñalvo -- Teacher Professional Learning and Knowledge -- Opening Possibilities for Research in Teacher Educators’ Learning / Jukka Husu and D. Jean Clandinin -- Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum / Chiou-hui Chou -- Becoming and Being a Teacher in Adverse Times / Maria Assunção Flores -- The Mediate(zati)on of Philosophy Subject Matter / Laura Sara Agrati -- Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum / Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García Peñalvo -- Teacher Beliefs and Reflective Thinking -- The Struggle Is Real / Heather Braund and Eleftherios Soleas -- Uncovering Preservice Teachers’ Positioning of Themselves and English Learners (ELs) during Field Experiences / Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados and Sarah Witt -- 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 -- Helping the Learning of Science in Whichever Language / Samuel Ouma Oyoo and Nkopodi Nkopodi -- 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 -- Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education / Wendy Moran, Robyn Brandenburg and Sharon M. McDonough -- Beyond the Observed in Cross-Cultural Mentoring Conversations / Lily Orland-Barak and Ella Mazor -- Innovative Teaching Procedures -- Responsive Teachers in Inclusive Practices / Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir -- The Use of Video during Professional Experience for Initial Teacher Education / Michael Cavanagh -- Storytelling and Living Praxis in the Pre-Service Teacher Classroom / Brian Mundy -- Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games / Marta Martín-del-Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel -- Back Matter -- Index. |
| Record Nr. | UNINA-9910793675003321 |
| Leiden Boston : , : Brill | Sense, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo
| Teachers' professional development in global contexts : insights from teacher education / / Edited by Juanjo Mena, Ana Garcia-Valcarel and Francisco Garcia Penalvo |
| Pubbl/distr/stampa | Leiden Boston : , : Brill | Sense, , 2019 |
| Descrizione fisica | 1 online resource (344 pages) |
| Disciplina | 370.711 |
| Soggetto topico |
Teachers - Training of
Teachers - In-service training Education and globalization Educational change |
| ISBN | 90-04-40536-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction / Juanjo Mena, Ana García-Valcárel and Francisco García Peñalvo -- Teacher Professional Learning and Knowledge -- Opening Possibilities for Research in Teacher Educators’ Learning / Jukka Husu and D. Jean Clandinin -- Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum / Chiou-hui Chou -- Becoming and Being a Teacher in Adverse Times / Maria Assunção Flores -- The Mediate(zati)on of Philosophy Subject Matter / Laura Sara Agrati -- Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum / Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García Peñalvo -- Teacher Beliefs and Reflective Thinking -- The Struggle Is Real / Heather Braund and Eleftherios Soleas -- Uncovering Preservice Teachers’ Positioning of Themselves and English Learners (ELs) during Field Experiences / Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados and Sarah Witt -- 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 -- Helping the Learning of Science in Whichever Language / Samuel Ouma Oyoo and Nkopodi Nkopodi -- 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 -- Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education / Wendy Moran, Robyn Brandenburg and Sharon M. McDonough -- Beyond the Observed in Cross-Cultural Mentoring Conversations / Lily Orland-Barak and Ella Mazor -- Innovative Teaching Procedures -- Responsive Teachers in Inclusive Practices / Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir -- The Use of Video during Professional Experience for Initial Teacher Education / Michael Cavanagh -- Storytelling and Living Praxis in the Pre-Service Teacher Classroom / Brian Mundy -- Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games / Marta Martín-del-Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel -- Back Matter -- Index. |
| Record Nr. | UNINA-9910824722603321 |
| Leiden Boston : , : Brill | Sense, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||