Boosting Engagement and Intercultural Competence Through Technology

Boosting Engagement and Intercultural Competence Through Technology

Kate Kagan (Russell Sage College, USA)
DOI: 10.4018/978-1-5225-8543-5.ch004

Abstract

As instructors, we are continually learning from our teacher-candidates and our students while they are simultaneously learning from us. This mutually collaborative contribution is crucial to the learning process. For this reason, the course curricular should be designed to provide the aspiring teachers with as many opportunities as possible to ensure they gain the knowledge that's critical to helping them teach. The major aim of this chapter is to briefly overview the importance of motivation and engagement on teacher preparation process and student learning through thoughtful curriculum.
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Curriculum And Practice

Instructors should therefore place special importance on preparing students majoring in education to become effective educators. Their course curriculum should be designed to provide these aspiring teachers with as many potential opportunities as possible to ensure they gain the knowledge that is critical to helping them teach. While incorporating and meeting the standards for teacher preparation programs provided by the National Council for the Accreditation of Teacher Education (NCATE) are important, basing a program solely on standards may not sufficiently prepare teacher-candidates for their future careers. Ball and Forzani (2009) proposed to redesign curriculum around the practice:

Redesigned around practice, the teacher education curriculum would include at its core opportunities to learn to perform a repertoire of teaching tasks and to choose among them with deliberate attention to pupils, as well as opportunities to acquire content and foundational knowledge centrally important to the work of teaching. (p. 507)

The past 20 years have seen multiple discussions, presentations, and research conducted on the importance of significant changes and reforms in teacher preparation. Grosman, Compton, Igra, Ronfeldt, Shahan, & Williamson (2009) write about the importance of these reforms due to a gap between the settings of higher education courses and practices and the classroom setting in which teacher candidates will perform their future work.

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