Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers

McKay, Loraine; Riley, Tasha; King, Jonathan; Bamford-Mareroa, Annabelle; Licence, Stacey

doi:10.1016/j.tate.2022.103973

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…When one thinks about the 21 st century teachers, burnout is one of the threatening elements for teachers especially in the first years and in culturally diverse classrooms the energy is much more open to burnout when the teacher is not a culturally responsive instructor (Costa et al, 2023;Strasser, 2023;McCarthy et al, 2023). In relation, it can be claimed that building resilience should be a significant component of preservice teacher education programs (Weatherby-Fell et al, 2019;Mansfield and Beltman, 2019;Weatherby-Fell et al, 2020;Lutovac and Assuncao, 2021;Ledger, 2021;McKay et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Becoming a dreamcatcher: Pre-service EFL teachers experience of culturally relevant pedagogy as agents of flexibility

Esin

2023

Educ. Res. Rev.

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The dynamics of the 21 st century human life calls for adaptability to diversity, change and the ability to remove borders. Teacher education, in the midst of changes in social life, also calls for raising questions about pedagogical practices that can serve as a tool to make a difference. In this study, culturally relevant pedagogy is demonstrated as a promising strategy in promoting a positive environment in EFL classes that has the power to encourage acceptance of multiple perspectives, maintaining positive relationships and healthy thinking. In relation, this article aims to investigate preservice EFL teachers' experience of culturally relevant pedagogy in order to become a culturally responsive teacher. The participants were a group of 40 students, who were the pre-service teachers of an English language teacher education program at a state university in western Turkey. The pre-service EFL teachers registered for an elective English course, Language and Culture, conducted during the 2021-2022 fall academic year. The objective was to promote pedagogical ideas for the pre-service teachers' future teaching practices. The qualitative data was gathered through narrative frames and focus group interviews and the analysis of the qualitative data indicated that the special modules designed for the course enabled them to become a culturally responsive teacher who could build resilience for their professional journeys and promote a non-judgmental mind in a multicultural setting.

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Section: Discussionmentioning

confidence: 99%

Becoming a dreamcatcher: Pre-service EFL teachers experience of culturally relevant pedagogy as agents of flexibility

Esin

2023

Educ. Res. Rev.

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“…The goal of ITE pedagogical practice is to provide preservice teachers with the essential skills and capabilities that are highly valued in the education sector [13]. ITE students have reported feeling unprepared to deal with the complex theoretical, sociological, psychological, and educational discourses of the modern education system and need the right pedagogy to support them throughout their learning journey [9,14]. For students of ITE to effectively access learning content, education frameworks-including those solely online-should facilitate an interactive engagement between the learner and the learning environment [15].…”

Section: Online Ite Educationmentioning

confidence: 99%

Addressing the Teacher Exodus via Mobile Pedagogies: Strengthening the Professional Capacity of Second-Career Preservice Teachers through Online Communities of Practice

Oluk

2023

Education Sciences

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In recent years, the discourse from media outlets around the globe, including Australia, has narrated a teacher supply crisis and highlighted the need to address an ever-growing teacher shortage. In Australia, a recent exodus of accredited teachers has seen a rapid change in the stability of the teaching workforce. School leaders are significantly challenged to find suitable teachers, especially in hard-to-staff schools in rural and remote communities. To fill the supply gap, governments have targeted career professionals looking to segue into a second career in education. Initial teacher education (ITE) preservice teachers trying to balance their external commitments and studies have necessitated a more flexible and versatile online learning platform and community. This paper discusses the need for ITE providers to pivot from the traditional modes of on-campus teaching and to establish a more accessible and highly engaging pedagogical approach to preservice teacher education to prepare this cohort of future teachers to be educators in schools. With a focus on the well-established pedagogical approach of collaborative communities of practice, this paper explores new narratives surrounding collective engagement and the link to academic accomplishment. The findings and thematic analyses unveiled a teaching-focused lecturer’s lived experiences while creating and delivering collaborative and authentic pedagogically mobile curricula. The goal is to prepare preservice teachers for their new careers while creating authentic learning experiences that build their capacity to become pedagogically adaptable beginning teachers.

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“…Whereas art is done by the artist alone, painting art therapy is an interactive relationship. Unlike art courses, which reflect a 'teaching & learning' relationship, art therapy emphasises the interactive nature of the therapist and the visitor as equals (McKay et al, 2023). Painting in therapy is thus a dual process of sorting out the inner self and the outer person.…”

Section: The 'Container' Role Of the Counselling Relationshipmentioning

confidence: 99%

Breakthrough in Humanistic Medicine: Research on the Rise and Principle of Painting Art Therapy

Liu¹,

Li²

2022

Proceedings of the 5th International Conference on Modern Approaches in Humanities and Social Sciences

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This paper explores the emergence of painting art therapy as a major breakthrough in humanistic medicine, and its use as a clinical adjunct to treat various diseases. Through a literature review, the paper reveals that the healing mechanisms of painting art therapy are based on a combination of factors, including the Mind-Body Connectivity theory and brain plasticity. The therapy is effective due to the immersion in the present moment in a mindfulness way, non-verbal and symbolic forms that facilitate free expression and reconstruction, and a high-quality therapeutic relationship. The widespread use of painting art therapy proves its universality and effectiveness, highlighting the importance of humanities in medical settings.

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Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers

Cited by 4 publications

References 30 publications

Becoming a dreamcatcher: Pre-service EFL teachers experience of culturally relevant pedagogy as agents of flexibility

Becoming a dreamcatcher: Pre-service EFL teachers experience of culturally relevant pedagogy as agents of flexibility

Addressing the Teacher Exodus via Mobile Pedagogies: Strengthening the Professional Capacity of Second-Career Preservice Teachers through Online Communities of Practice

Breakthrough in Humanistic Medicine: Research on the Rise and Principle of Painting Art Therapy

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