The focus of this peer reviewed collection is on the essence of “story,” as it relates to the experiences of physics educators at the tertiary level. Each author addresses their career path to their current role as a physics educator and their present situation, including what each does as a physics educator. This includes a discussion of the courses taught and strategies which they have found effective in their teaching environment, the issues faced, and lastly their vision for the future. The views of the experienced instructors include first-hand insights and details of practice that are instructive and distinctive.
The last three decades have seen a wonderful expansion of the modes of research and development that are accepted as giving valid data about teaching. This began with the acceptance of the investigations of “teacher[s]-as-researcher[s],” and, more recently, has been significantly enhanced by the continuous growth of the serious and substantial scholarship of the “Self-Study of Teaching” movement and its range of research networks and publication outlets.
This volume is a welcome addition to the broad field of such scholarship. The authors are university physics educators who give either informed and reflective accounts of their professional practice/development or report systematic (and informed and reflective) inquiry into their own tertiary teaching.
—Richard Gunstone, Emeritus Professor of Science and Technology Education, Faculty of Education, Monash University, Australia
Teaching and learning are transformative processes for teachers and students. By creating tension between the known and unknown, the culturally-responsive teacher learns how to meet the needs of all students, including the English language learner, through language, culture, and perspectives. Teachers find that the learning process is much like the process of a caterpillar becoming a butterfly. Culturally responsive teachers treasure watching their students transform into bilingual/bicultural students who know two or more languages and can understand different perspectives of learning.
This book describes the journeys of preservice and ELL classroom teachers and how they have become culturally responsive teachers. By following these teachers, readers can become better teachers by responding to the social, emotional, and academic needs of their students. By reflecting on and identifying one’s cultural identity, making connections and developing empathy for others, and utilizing teaching strategies and skills, readers will understand how to implement culturally responsive teaching strategies in the urban classroom. They can create an awareness of their cultural perspectives and beliefs through reflective practices and successfully develop tools and strategies to teach culturally diverse students in the classroom. In this two-part process, readers can explore their own beliefs about culture, identity, and language. Hopefully, they will experience the transformative learning process of becoming culturally responsive teachers that are so desperately needed in today’s classrooms.
Continuity, Complexity, and Change: Teacher Education in Mauritius will appeal to audiences with varied interests: those with concern for the ways in which higher education is evolving in the face of global forces; others with a keen eye for how narrative methodology is developing in contexts different from what is dominant in the current literature; and, perhaps, even more to those who are interested in what influences the direction and outcomes of collaborative institutional ventures. It is about the complex choices professionals in education make to reconcile the conflicting demands of continuity and change at the personal, institutional, and systemic levels.
The book capitalizes on the narratives of twelve participants as they navigate their professional journeys, drawing on the thickness of their experience to ask critical questions about how teacher educators construct themselves in the face of the multiple challenges which have come to characterize the world of higher education. At the heart of this work sits a desire for a re-articulation of the nature of what it means to teach teachers, for self-understanding, and for the reclaiming of agency institutionally and individually. As states increasingly capitulate to the agenda of corporate managerialism, this book paints a complex canvas of voices emerging from the past, the present, and the future possibilities for collective and creative reconstruction in higher education.
The Japanese liberal education movement, which flourished during the years 1915-30, was a spontaneous upsurge of experimentation with new methods of teaching, many of which resembled the ideas of John Dewey. This book, the first work in English about the movement, is notable because it discusses Japanese liberal education in the light of Dewey’s educational theories. After tracing the historical and social context of the movement, it describes the ideas and practices of Oikawa Heiji and Hani Motoko, two of the most prominent educators, and those of other important educational figures. The book illustrates the similarities and differences between these ideas and practices and those recommended by Dewey.