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Cases on Teacher Identity, Diversity, and Cognition in Higher Education

Book Description

As our world becomes increasingly diverse and technologically-driven, the role and identities of teachers continues to change. Cases on Teacher Identity, Diversity, and Cognition in Higher Education seeks to address this change and provide an accurate depiction of the teaching profession today. This thought-provoking collection of cases covers a range of educational contexts from preschool teaching in Europe to higher education in Australia and North America, and draws on expert knowledge of these diverse contexts, centered on a common theme of teacher identity. This book can be used by teacher educators and trainee teachers, as well as those who have an interest in social research into teaching.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Chapter 1: The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND
    4. THE RELATIONSHIP BETWEEN EARLY LEARNING EXPERIENCE, TEACHER COGNITION, AND TECHNOLOGY USE
    5. CONTRIBUTIONS
    6. SCOPE FOR FUTURE RESEARCH
    7. CONCLUSION
    8. ACKNOWLEDGMENT
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
    12. ENDNOTES
  10. Chapter 2: Preschool Teacher Identity
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION: CROATIAN CONTEXT OF PRESCHOOL TEACHERS’ IDENTITY
    3. BACKGROUND: FUNDAMENTALS OF A NEW STUDY PROGRAM IN EARLY AND PRESCHOOL CARE AND EDUCATION AT FACULTY OF TEACHER EDUCATION IN RIJEKA
    4. MAIN FOCUS: THREE RESEARCH ISSUES
    5. CONCLUSION AND RECOMMENDATIONS
    6. ACKNOWLEDGMENT
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
  11. Chapter 3: Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND
    4. THE PRESENT STUDY
    5. RESULTS
    6. DISCUSSION
    7. FRAMEWORK FOR SECOND CAREER TEACHERS IDENTITY
    8. SOLUTIONS AND RECOMMENDATIONS:\
    9. SIGNIFICANCE
    10. CONCLUSION
    11. REFERENCES
    12. ADDITIONAL READING
    13. KEY TERMS AND DEFINITIONS
  12. Chapter 4: Getting Personal
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND
    4. THE RESEARCH
    5. PRIMARY NARRATIVE
    6. PARTICIPANT NARRATIVES
    7. FINDINGS, LIMITATIONS, AND IMPLICATIONS
    8. CONCLUSION AND FUTURE RESEARCH
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
  13. Chapter 5: A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODS
    5. FINDINGS
    6. FOLLOW-UP INTERVIEWS
    7. DISCUSSION
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Exploring Identity of Non-Native Teachers of English through Narratives of their Experience
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. METHODOLOGY
    4. CONCEPTUAL FRAMEWORK
    5. CHANGES IN THE EDUCATIONAL LANDSCAPE
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
  15. Chapter 7: On Returning to Pakistan after Studying in the UK
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BOURDIEU’S NOTION OF HABITUS
    4. THE UNIVERSITY OF SINDH: SETTING OF THE STORY
    5. THE THREE STORIES
    6. THE TRANSFORMATION OF HABITUS IN MY PARTICIPANTS
    7. FUTURE RESEARCH DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
  16. Chapter 8: African American Women, Education, and Self-Actualization
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  17. Chapter 9: Teaching English Literature to a Heterogeneous Class
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND: THE HISTORICAL PERSPECTIVE
    4. THE STATUS OF ENGLISH POST INDEPENDENCE
    5. MANAGING THE LEGACY OF THE PAST IN THE PRESENT: MULTICULTURAL HETEROGENEOUS CLASS
    6. CLASH OF PEDAGOGIC METHODS
    7. ENCOUNTERING A FOREIGN LANGUAGE AND LITERATURE
    8. INACCESSIBLE CULTURAL DIALOGUE
    9. SOLUTIONS AND RECOMMENDATIONS: A MORE MEANINGFUL ENGAGEMENT
    10. CONCLUDING REMARKS: FUTURE DIRECTIONS AND EMERGING TRENDS
    11. REFERENCES
    12. ADDITIONAL READING
    13. KEY TERMS AND DEFINITIONS
  18. Chapter 10: Global Examples of Approaches to Teacher Education in the 21st Century
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. ISSUES AND CONTROVERSIES IN TEACHER EDUCATION
    4. EXPLORING THE FINNISH MODEL OF TEACHER EDUCATION
    5. THE SINGAPOREAN MODEL FOR THE 21 CENTURY TEACHER EDUCATION
    6. THE PARTNERSHIP MODEL OF TEACHER EDUCATION
    7. COMMUNITIES OF PRACTICE (CoP) AS A THEORETICAL FRAMEWORK
    8. CONCLUSION
    9. FUTURE RESEARCH DIRECTIONS
    10. REFERENCES
    11. ADDITIONAL READING
    12. KEY TERMS AND DEFINITIONS
  19. Chapter 11: Challenging Traditions
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. THE CONTEXT: UNDERSTANDING LAKE PRIMARY SCHOOL
    4. ONE-PERSON LEADERSHIP
    5. RESISTANCE TO CHANGE?
    6. CONTRASTIVE DISCOURSES OF FREEDOM AND AUTONOMY
    7. THE EMERGENT LITERACY PROGRAMME
    8. BACKGROUND
    9. PARTICIPATORY ACTION RESEARCH
    10. TEACHER IDENTITY, REFLECTION, AND COGNITION
    11. LEADERSHIP AND CHANGE
    12. UNDERSTANDING THE RESEARCH PROCESS: THE GENERATION AND ANALYSIS OF DATA
    13. MAIN ISSUE: BUILDING AN IDENTITY IN TIMES OF CHANGE – BEING A FIRST FORM TEACHER AT LAKE PRIMARY: MARIANA’S IDENTITY
    14. FROM COLLEAGUE TO LEADER: BENEFITS AND CONFLICTS
    15. DEALING WITH INSTITUTIONAL CHANGE
    16. FREEDOM AS A CONSTRAINT
    17. CONCLUSION AND RECOMMENDATIONS
    18. FURTHER RESEARCH DIRECTIONS
    19. REFERENCES
    20. ADDITIONAL READING
    21. KEY TERMS AND DEFINITIONS
    22. ENDNOTES
  20. Chapter 12: Teachers in Transition
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND: DEFINING EAP
    4. CURRENT ISSUES IN EAP
    5. A SHIFT FROM A LANGUAGE SYLLABUS TO A SKILLS SYLLABUS
    6. SPECIALIST MATERIAL SELECTION AND SUBJECT KNOWLEDGE
    7. HELPING LEARNERS DEVELOP AUTONOMY AND CRITICAL THINKING
    8. EAP LINGUISTICS
    9. CURRENT CONTEXT: EAP IN A LONDON UNIVERSITY CAMPUS
    10. INFORMANTS AND THEIR BACKGROUNDS
    11. MAIN ISSUES: OBSERVATIONS FROM INFORMANTS
    12. INITIAL INSECURITY
    13. THE SHIFT IN THE ROLE AND RESPONSIBILITIES OF THE TEACHER
    14. INCORPORATING EGAP AND ESAP
    15. PERCEPTIONS OF THE SKILLS REQUIRED FOR EAP
    16. A NEW SENSE OF PURPOSE
    17. A MOVE AWAY FROM VERB GRAMMAR
    18. THE RELEVANCE OF GE SKILLS AND CELTA TRAINING
    19. AN INFLUENCE OF EAP SKILLS ON POTENTIAL FUTURE EFL TEACHING
    20. AREAS FOR DEVELOPMENT
    21. DRAWING CONCLUSION
    22. LIMITATIONS
    23. FUTURE RESEARCH DIRECTIONS: SUGGESTIONS FOR EAP INSTITUTIONS
    24. REFERENCES
    25. ADDITIONAL READING
    26. KEY TERMS AND DEFINITIONS
    27. APPENDIX: GRAND TOUR QUESTIONS
  21. Chapter 13: Philosophies, Traditional Pedagogy, and New Technologies
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION AND BACKGROUND
    3. THE DIGITAL AGE
    4. THE TRADITION OF EAP AND THE ARRIVAL OF ICT
    5. TPACK: A 21 CENTURY MODEL OF TEACHER EDUCATION
    6. TEACHER IDENTITY AND TEACHER COGNITION
    7. METHODOLOGY
    8. PARTICIPANTS IN THE RESEARCH
    9. STARTING OUT ON THE RESEARCH JOURNEY
    10. EMERGENCE OF BROADER THEMES
    11. SENSE OF ‘COMMUNITY’ COMING TO THE FORE
    12. BLENDED LEARNING TO COUNTERACT SOCIAL MEDIA
    13. THEMES CONNECTED TO TPACK
    14. THE TOOLS OF TEACHING
    15. TEXT AS A TEACHING INSTRUMENT
    16. CONCLUSION AND FINDINGS
    17. FUTURE RESEARCH DIRECTIONS
    18. REFERENCES
    19. ADDITIONAL READING
    20. KEY TERMS AND DEFINITIONS
  22. Chapter 14: The Role of Blogging in a Changing Society
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. BACKGROUND: WELCOME TO THE NEW WORLD WIDE WEB
    4. DEFINITIONS OF KEY TERMS: INTRODUCING BLOGS
    5. BLOG AS ONLINE COURSE TOOL
    6. THE CHALLENGE OF BLOGS IN EDUCATION: TEACHING AND LEARNING
    7. VALUE, IMPORTANCE AND USEFULNESS: EDUCATIONAL BLOGGING
    8. BLOGS EVALUATION CRITERIA
    9. DEVELOPING A BLOG
    10. BLOGS IN PRACTICE: CASE STUDIES
    11. CASE STUDY 1: BLOGS AND COGNITIVE ABILITIES
    12. CASE STUDY 2: BLOGS AS A COGNITIVE TOOL
    13. CASE STUDY 3: BLOGS AS A PROBLEM SOLVING TOOL
    14. PROPOSED THEORETICAL FRAMEWORK
    15. MAIN FOCUS OF THE CHAPTER
    16. SOLUTIONS AND RECOMMENDATIONS
    17. FUTURE RESEARCH DIRECTIONS
    18. CONCLUSION: EDUCATIONAL AND SCIENTIFIC SIGNIFICANCE
    19. REFERENCES
    20. ADDITIONAL READING
    21. KEY TERMS AND DEFINITIONS
  23. Chapter 15: The Baby in the Bathwater
    1. EXECUTIVE SUMMARY
    2. INTRODUCTION
    3. TO BEGIN: EARLY YEARS AND PRIMARY SETTINGS
    4. MOVING RIGHT ALONG: SECONDARY SETTINGS
    5. UNIVERSITY APPLICATIONS
    6. MOTIVATION AND DEEP LEARNING
    7. CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  24. Compilation of References
  25. About the Contributors