MOFET ITEC - “I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

“I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach
Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
Section: Theories & Approaches
“I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach
Country or Region: USA
October 2014   |   Type: Summary
Source: Teacher Education Quarterly, Winter 2014
(Reviewed by the Portal Team)

In this article, the authors used ecological perspective to prepare preservice teachers to be attentive and responsive to their students. The authors want to prepare teachers to perceive their students as complex beings who navigate in different contexts such as home, school and community.

Methods
The participants were 250 preservice teachers, who participated in Teaching and Learning Together (TLT) project at Bryn Mawr and Haverford Colleges.
This project encourages collaborative approach between school and college. Preservice teachers learned about the lives of secondary students learned in urban and suburban public schools in order to create classroom that support diverse learners.
Data were collected through preservice teachers' reflective writing.

Discussion
The authors found that TLT project increases preservice teachers’ awareness of the complex lives and experiences of students. The participants also developed pedagogical and relationship-building skills that can be used in their teaching practice.

Furthermore, the participants also developed capacities as well as practices that acknowledge students in their diversity and make teaching and learning more reciprocal and more of a shared responsibility.
The preservice teachers in TLT recognized that there are ways to pay attention and respond to student perspective, identity, and complexity even without the support of the larger program. For example, the preservice teachers can focus in on learning the perspective of one or two students in depth. Or, they might spend time before and after class asking what the students thought.

The authors conclude that the Teaching and Learning Together project at Bryn Mawr and Haverford Colleges provides structures, scaffolding, and support to build awareness among prospective teachers. Such support allows preservice teachers to acknowledge the complexity of the educational process and prepare themselves to be teachers who will embrace, and structure opportunities for their own students.
Comments (1):
November 15, 2017     David Christopher kasasa (Nkumba University) wrote:
This method is particularly important now because most of the young people have not grown mentally and must be understood in order to make them learn well. many young people are not patient and so learning becomes just a routine and not a desire for knowledge. knowing them more will make learning more enjoyable and better managed.
Add a Comment
(* - required)






Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink