Professional development for teacher educators: conflicts between critical reflection and instructional‐based strategies

Jacobs, Jennifer; Assaf, Lori Czop; Lee, Kathryn S.

doi:10.1080/19415257.2010.533587

Cited by 19 publications

(12 citation statements)

References 13 publications

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“…Coach developers, akin to teacher educators, ultimately develop within a community of others in an 'extended journey' along a career path (Cushion et al, 2018;Brody & Hadar, 2011). There also may be merit then to the continual recruitment of more diverse educators to create a longer-term ability to focus on pedagogical strategies while challenging culturally ingrained beliefs and assumptions (Jacobs, Assaf & Lee, 2011). Sporting Governing Bodies may also wish to plan for the staffing of formal coach education courses to balance different coach developer biographies and practice theories, perhaps even with consideration of a potential 'best fit' for learners.…”

Section: (Cd1)mentioning

confidence: 99%

Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery

Stodter

Cushion

2019

International Sport Coaching Journal

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Despite the centrality of coach developers to formal coach education settings, only a handful of studies have begun to touch upon the role they play in mediating quality learning, while links between different layers of learning and impact on coach learners remains underexplored. This research explored English coach developers’ understanding of learning, and the learning frameworks taught to them, through unstructured interviews and participant observation of a generic coach developer training course. Three coach developers were observed delivering formal coach education, to elucidate how understanding was applied in practice. Supporting interviews with 16 coaches attending the course gave an indication of reactions to developers’ practice. Combined layers of data were analysed using a three-phase integrated analytic process. In the absence of pertinent evidence-informed coach developer training course design and delivery, implicit ‘practice-theories’, based on participants’ experiences as coaches and coach developers, appeared to inform understanding and practices. Despite acknowledging ‘learner centred’ learning principles, coach developers experienced challenges implementing these in practice and coach learners perceived confusion and contradictions. Findings are discussed in relation to contemporary ideas around coaches’ and coach developers’ learning, to highlight potential ways that coach developers could be more effectively prepared and supported.

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Section: (Cd1)mentioning

confidence: 99%

Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery

Stodter

Cushion

2019

International Sport Coaching Journal

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“…The need for science teachers to move outside of their prescribed and limited resource of vocabulary instruction was essential for them to meet the needs of their students of color. In another study, Jacobs, Assaf, and Lee (2011) reviewed how teachers grew to understand their students' diverse needs when they engaged in a collective book-study about language diversity. Their study had implications for teacher education programs because they called for a more reflective practice of discussing critical issues.…”

Section: Limited Resourcesmentioning

confidence: 99%

Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

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Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

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“…Such reflection must ask faculty members to look beyond "oneself to seeing the greater systemic discrimination related to language [and other differences] in our country" (Jacobs, Assaf, & Lee, 2010, p. 509). It may not be surprising that the ME instructors and one cohort leader expressed feeling alone in this work, as faculty reflection on ME principles largely lacks institutional support (Jacobs et al, 2010). ME programme infusion is a complex, "synthesis-evaluation" task at the top of Bloom's Taxonomy, yet there are few educators with the training in ME needed to "translate the theory of infusion into the practice of curriculum development and classroom instruction" (Gay, 1997, pp.…”

Section: The Pressing Call For Me Infusion Across Teacher Preparationmentioning

confidence: 99%

“…158-159). In addition, it can be challenging for faculty to find time to connect autobiographical reflection and institutional inequity (Jacobs et al, 2010) or to identify "inconsistencies between what they intend or espouse and what is instantiated in their own everyday practice" (Cochran-Smith et al, 2004, p. 962). Balancing this reflective work with institutional pressures to publish and seek tenure adds further challenge.…”

Section: The Pressing Call For Me Infusion Across Teacher Preparationmentioning

confidence: 99%

Silos to symphonies? Hopes and challenges implementing multicultural programme infusion

Liu

Milman

2013

Pedagogies: An International Journal

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The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to specialty courses, ME programme infusion places diversity, equity and social justice at a programme's centre. This study presents triumphs and challenges faculty faced in integrating ME across one teacher preparation programme. Via one academic year of observations, interviews and document analyses, this study was informed by Cochran-Smith, Davis and Fries' 12 factors for multicultural teacher preparation, Gay's descriptors for ME programme infusion and Melnick and Zeichner's promising programme practices for preparing teacher candidates effectively to teach in diverse twenty-first century classrooms. Findings show that the faculty members approached ME infusion by establishing a vision in support of diversity and ME and creating professional learning communities offering a safe context for critical reflection on attitudes and pedagogies supporting diverse populations. However, a lack of connection between the ME and the core programme courses, and discrepancies among participant perspectives, demonstrated the need for more extensive ME programme infusion. Implications for practitioners, policymakers and researchers are given.

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Professional development for teacher educators: conflicts between critical reflection and instructional‐based strategies

Cited by 19 publications

References 13 publications

Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery

Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery

Negotiating White science in a racially and ethnically diverse United States

Silos to symphonies? Hopes and challenges implementing multicultural programme infusion

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