"It’s about the whole sort of picture": complexity, conformity and confusion in student teachers’ understanding of learning to read

How we learn to read has been much debated, nationally and internationally. The aim of this study was to explore primary student teachers’ understanding of reading, the effect of sociocultural beliefs and the relationship between student teachers’ identity and their approaches to the learning and teaching of reading. Whilst there are many studies that explore Initial Teacher Education there appears to be little research exploring the effects of sociocultural beliefs on student teachers’ understanding of reading. This study was conducted within interpretivist paradigms, drawing upon a qualitative methodological approach to data collection and was influenced by the Interpretative Phenomenological Analysis approach. The participants were five undergraduate student teachers enrolled on a three-year Initial Teacher Education programme at one Higher Education institution in the south-east of England. The analysis of data revealed that multiple factors influenced the student teachers’ understanding of reading, including intrinsic, extrinsic and sociocultural aspects, resulting in much complexity. Key findings of the research suggest that there is some disparity between the student teachers’ beliefs about how we learn to read and the teaching of reading in the classroom, which results in some confusion. However, student teachers also make shifts in their identity as they adapt to the situation they are in and as they conform to prevailing discourses and respond to issues relating to power, resulting in them being able to balance different approaches. The data also revealed that there was a gap in the student teachers’ knowledge and understanding relating to the social, historical, political and economic contexts of some pupil’s families. The implications for teacher educators include addressing issues such as negative assumptions about some of the reading practices of families in the schools’ communities

Transforming Norwegian Teacher Education : The Final Report of the International Advisory Panel for Primary and Lower Secondary Teacher Education

On 1 April 2016, the Norwegian Ministry of Education and Research commissioned NOKUT to establish a panel of international experts on teacher education (APT) to advise Norwegian higher education institutions. This report presents two sets of recommendations about core issues in primary and lower secondary teacher education. One set, which deals with systemic or policy issues, is addressed to the Ministry of Education and Research and to NOKUT. The second set, which deals with collaboration and joint responsibility for teacher education, is addressed to the TEIs and their school and municipality partners. The report focuses on five transformative aspects: collaboration across multiple stakeholders, the active agency of all participants in knowledge building and learning, building research competence and capacity for all student teachers and teacher educators, enhancing the practice orientation of student teachers’ school experiences and master’s theses, and ensuring the sustainability of reforms by providing the necessary infrastructure, resources, mechanisms, and tools

Intersections of open educational resources and Information literacy

Comprend des références bibliographiques et un indexALA Editions"Information literacy skills are key when finding, using, adapting, and producing open educational resources (OER). Educators who wish to include OER for their students need to be able to find these resources and use them according to their permissions. When open pedagogical methods are employed, students need to be able to use information literacy skills as they compile, reuse, and create open resources. Intersections of Open Educational Resources and Information Literacy captures current open education and information literacy theory and practice and provides inspiration for the future. Chapters include practical applications, theoretical musings, literature reviews, and case studies and discuss social justice issues, collaboration, open pedagogy, training, and advocacy.Chapters cover topics including library-led OER creation; digital cultural heritage and the intersections of primary source literacy and information literacy; situated learning and open pedagogy; critical librarianship and open education; and developing student OER leaders."--provided by ALAstor

Transforming Norwegian teacher education: the final report of the international advisory panel for primary and lower secondary teacher education

On 1 April 2016, the Norwegian Ministry of Education and Research commissioned NOKUT to establish a panel of international experts on teacher education (APT) to advise Norwegian higher education institutions. This report presents two sets of recommendations about core issues in primary and lower secondary teacher education. One set, which deals with systemic or policy issues, is addressed to the Ministry of Education and Research and to NOKUT. The second set, which deals with collaboration and joint responsibility for teacher education, is addressed to the TEIs and their school and municipality partners. The report focuses on five transformative aspects: collaboration across multiple stakeholders, the active agency of all participants in knowledge building and learning, building research competence and capacity for all student teachers and teacher educators, enhancing the practice orientation of student teachers’ school experiences and master’s theses, and ensuring the sustainability of reforms by providing the necessary infrastructure, resources, mechanisms, and tools

Faculty

Unprecedented recruiting success adds eight new faculty; Eisenberg, Schneider, \u2779, named to endowed professorships; Chinkin joins ranks of Affiliated Overseas Faculty; Heller, Hills, and Mann named full professors; Fox new director of Center for International and Comparative Law; CALC veteran Melissa Breger, \u2794, back on familiar turf; Legal Practice Program welcomes three new faculty members; Activities; Visiting faculty - reflections of the many sides of legal careers; U.S. Supreme Court draws on faculty members work; Faculty publications