Your Name and Title: Melda N. Yildiz, Teacher Educator, Global Scholar, Edupreneur
School or Organization Name: Kean University
Co-Presenter Name(s): Hector Santiago
Area of the World from Which You Will Present: New Jersey, USA
Language in Which You Will Present: English
Target Audience(s): P12 Teachers, Teacher Educators, Teacher Candidates, Media Specialists, Librarians and Higher Ed Faculty
Short Session Description (one line):
Situated within the context of teacher education, this session outlines the transdisciplinary research in developing global competencies and critical thinking and 21st century skills among pre-service teachers and showcases their transformative, inclusive, multilingual, multicultural projects across content areas. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and “transformative educator model- TEM.”
Full Session Description (as long as you would like):
The TEM research attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses to re-examine current curriculum as opposed to transformative, collaborative, and inclusive curriculum. As the transformative education intersects with race, class, gender, and sexual orientation, global education framework can be used as a tool for social justice education. Borrowing and extending the work of critical theorists, particularly, Henry Giroux and Paulo Freire, the paper presentation explores the Transformative Critical Pedagogy to teaching and learning and in the second half of the 21st century.
This presentation outlines the role of global literacy skills in teacher education while integrating multiple literacies as a means for further developing participants’ global competencies, critical thinking and 21st century skills; develop transdisciplinary and Universal Design of Learning (UDL) curriculum projects with limited resources and equipment in global education context; and showcase best practices in teacher education programs that are transdisciplinary, inclusive and transformative.
This study sought to accomplish four main goals: (1) promoting transformative leadership, global literacy, and 21st century skills among pre-service teachers while providing cultural and linguistically responsive curriculum; (2) describing pre-service teachers’ reactions, discoveries, and experiences participating in Multilingual Multicultural Media projects across content areas (e.g. math, geography, cultural studies); (3) identifying innovative activities, exercises, and assessment strategies and tools that align with the local and national standards addressing Transformative Education, Global Competency, Media Literacy and 21st century skills; and (4) investigating the role of multiple literacies (e.g. information, technology, geography, media literacy) and the use of new technologies (mobile tools such as GPS, tablet PCs, robotics) in developing global competencies and 21st century skills among pre-service teachers.
Theoretical framework, standards and research used in developing the Transformative Educator Model (TEM) are:
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
• The Longview Foundation. (2008). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Author.
• Love, K. A. (2011) Enacting a Transformative Education. In C. Mallot & B. Porfilio (Ed.), Critical pedagogy in the Twenty First Century: A new generation of scholars. New York, NY: Information Age.
• Global Competence Matrix- www.edsteps.org/ccsso/SampleWorks/matrix.pdf
• Global Teacher Education- http://www.globalteachereducation.org/internationalization-framewor...
• NJ Core Curriculum Content Standard- http://www.nj.gov/education/cccs/standards/9/index.html
• Partnership for 21st Century Skills http://www.p21.org/
• National Center On Universal Design for Learning, at CAST- http://www.udlcenter.org/
• The International Society for Technology in Education (ISTE) Standards (formerly the NETS) for Teachers (ISTE Standards•T) http://www.iste.org/Standards/standards-for-teachers
This session was based on participatory action research method. Participants engaged in self-study while reflecting on innovative transformative curricula, assessment tools, and strategies for 21st Century teaching. The goal was to explore and outline innovative assessment tools, templates, and strategies to cultivate “transformative educator model” among pre-service teachers, to active thinking curriculum and to reflect on their own learning process.
We focused on (a) re-designing our teacher education courses while conducting a participatory action research with instructors of these courses who self assess the “Transformative Educator Model” in their own teaching and learning; (b) exploring innovative and transformative teaching models, tools, strategies, and best practices for teacher education curriculum integrating global competencies, critical thinking and 21st century skills; (c) investigating participants’ reflections and reactions to transformative and culturally and linguistically responsive curriculum while reflecting on their own practice. In the second phase of the study, pre-service teachers invited the campus community to share their design of a “gallery walk” that is based on Museum approach to teaching. Gallery Walk for our research project is a collection of artifacts (i.e. maps, pictures, posters, audio and video clips) designed to showcase the importance and exemplary usage of multicultural multilingual learning modules and digital stories across content areas as well as receive reactions and feedback from other pre-service teachers and teacher education faculty on transformative educator model.
Some of the research questions answered in the study:
1. AUDIENCE-What are the participants’ background and experiences with transformative education? How can teacher educators prepare pre-service teachers for 21st century skills, the symbol-rich and global culture in which they live in and function as informed and productive global citizens?
2. PROBLEMS- What common problems, discoveries and challenges do the participants share in participating in the study?
3. SUGGESTIONS- What suggestions do participants make in order to improve global competencies, critical thinking and 21st Century teaching and learning?
4. GLOBAL COMPENTENCY- What does it mean to have global competency, critical thinking and be a literate person living in a media rich culture?
In this study, we examined to role of global education in transforming teacher education curriculum by aligning local, national, and international standards and frameworks such as 1) The Society for Information Technology and Teacher Education (SITE) is an international association of teacher educators dedicated to the advancement of the knowledge, theory and quality of learning and teaching at all levels with information technology. 2) The International Society for Technology in Education (ISTE), supports the use of information technology to aid in learning, teaching of K-12 students and teachers. 3) The Association for Supervision and Curriculum Development (ASCD) promotes excellence in learning, teaching, and leading and delivers innovative programs, products, and services that empower educators to support the success of all students. 4) Partnership for 21st Century Skills (P21) plays an active role in guiding policy and projects on 21st century readiness for every student. 5) Council of Chief State School Officers’ (CCSSO) and the Asia Society Partnership for the Global Learning defined the term global competence matrix to help teachers and students understand and apply global competence within any discipline or across disciplines. 6) The National Center on Universal Design for Learning at the Center for Applied Special Technology (CAST) outlines strategies and opportunities for individuals with disabilities through the innovative uses of technology.
Common to all organizations above is also the need to move away from the factory model of education of the industrialism (Robinson, 2006) to the creative and innovative, global, and transformative education model which uses collaborative, project-based learning strategies to build autonomous learners.
As college of education faculty, we self-studied to improve our practice by: 1) documenting our pre-service teachers’ discoveries, struggles and reflections on their journey in our classes; 2) challenging our teaching style and philosophy; and 3) trying to bring the theory into practice while pursuing innovative teaching models that would lead to positive pedagogical transformations.
This presentation will benefit college faculty and administrators who seek transformative and innovative strategies and tools for improving instruction, assessing students' work and for preparing new generations to be future “transformative leaders” and global citizens.
Conference participants will be able to:
· argue the challenges and advantages of transformative critical pedagogy in teacher education;
· introduce the use and the role of innovative technologies in developing global competencies, critical thinking and 21st century skills among pre-service teachers;
· showcase their transdisciplinary projects across content areas (e.g. math, geography, cultural studies, world languages);
· demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based globally connected activities integrating new media and technologies;
· investigate the use and the power of innovative technologies and online resources such as MOOCs, wikibook projects and interactive games as a means to promote heutagogy among pre-service teachers,
· outline the best practices, assessment tools, and curriculum models that promote transformative and heutagogical teaching models.
You've submitted duplicate proposals. Please go to the OPTIONS button on one of these and delete it. When you've done this, let me know and I'll evaluate the remaining one.
Thank you Lucy. I have deleted the duplicate. All the best! Peace, Melda Yildiz