Cultivating Transformative Leadership Skills Among Teacher Candidates in Global Education

Cultivating Transformative Leadership Skills Among Teacher Candidates in Global Education

Your Name and Title: Melda N. Yildiz, Faculty

Library, School, or Organization Name: Kean University

Co-Presenter Name(s): Invited teacher candidates

Area of the World from Which You Will Present: New Jersey, USA

Language in Which You Will Present: English

Target Audience(s): Teacher Candidates, Teacher Educators, K12 Teachers

Short Session Description (one line):

In this presentation, we will outline a transdisciplinary and transformative model in Teacher Education while highlighting the leadership skills and showcasing the best practices in education

Full Session Description (as long as you would like):

 

Great leaders are like conductors. Creating a perfect harmony in teaching and learning, this paper argues the role of cultivating transformative leadership skills among pre-service teachers for “Pedagogy of Plenty” in 21st century classrooms. Eddy & Murphy (1997) highlighted various leadership practices necessary in the 21st century. We will outline the areas in which leadership practices are necessary: Ethical leadership; Team leadership; Accountability leadership; Privatization leadership; Global thinking leadership; Volunteer leadership; Distance educationn leadership; and Multicultural leadership. (Eddy& Murphy, 1997)

Situated within the context of teaching and learning, this presentation aims to advance scientific knowledge of global literacy skills as a means to promote transformative leadership in teacher education programs. It investigates the heutagogical teaching model through the lens of innovative technologies in global education context. It integrates multiple literacies as a means of further developing teacher candidates’ global competencies and 21st century skills while integrating innovative and transdisciplinary activities to promote “Pedagogy of Plenty” in P12 curriculum.

 

We will investigate the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and transformative leadership skills while designing innovative transdisciplinary curriculum projects with limited resources and equipment in global education context. Our goal is to: a) introduce the role of multiple literacies (e.g. information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)[i] model lessons across content areas (e.g. math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project based global literacy activities integrating new technologies.

 

The presentation:

  • argues the challenges and advantages of transdisciplinary approach to redesigning  curriculum for the 21st century teacher education programs;
  • introduces the use of innovative technologies in developing global competencies and transformative leadership skills among teacher candidates/ undergraduates;
  • highlights the role of multiple literacies (e.g. information, technology, media literacy) in developing global competencies and 21st century skills among pre-service teachers,
  • demonstrates creative strategies and possibilities for engaging teacher candidates (undergraduates) in project-based globally connected activities integrating new media and technologies;
  • investigates the innovative resources and curriculum such as Universal Design for Learning (UDL), Massive Open Online Courses (MOOCs), wikibook projects and interactive games as a means to promote heutagogy among teacher candidates,
  • outline the best practices, assessment tools, and curriculum models that engage teacher candidates into transformative leadership skills,
  • showcases teacher candidate’ innovative curriculum projects across content areas (e.g. math, geography, world languages, cultural studies) in P-12 curriculum across content areas.

A pedagogy of plenty provides a media literacy-rich learning environment containing a wide variety of high-quality resources and exposes students to an inquiry-based approach to instruction that emphasizes making meaning, not just getting the right answer as apposed to “pedagogy of poor” where poor and minority students are often denied access to challenging coursework. A “pedagogy of plenty” is teaching at its best.

 

By conducting this participatory action research (PAR), we (a) engaged the teacher candidates in inquiry into their own practice, (b) promoted critical reflection in a collaborative learning environment. Results underscore the importance of teacher candidates critically reflecting to gain insights into teaching and student learning as they are engaged in action research. In participatory action research curriculum, participants are encouraged to learn through a process where they generate their own questions and integrate new ideas into their lesson plans and classroom practice. The study outlines the difficulties and unique characteristics of participatory action research through online and focus group dialogue.

 

We will share the lessons learned from the teacher education faculty and teacher candidates: Teacher candidates’ voices and their experiences developing innovative transdisciplinary UDL model, global education projects.

This presentation will be guided by these questions:

  • What are the teacher candidates’ personal experiences and reactions in transdisciplinary project based learning approach to curriculum design?
  • What common problems and discoveries do they share during the process of preparing inclusive and globally connected UDL model/ Pedagogy of Plenty curriculum projects?
  • What suggestions do teacher candidates provide in order to improve teaching and learning?
  • What skills, assessment methods, strategies, and tools do we need to provide to our teacher candidates to improve their leadership skills and global competencies?
  • How do we design and implement community based globally connected inclusive instruction models with limited resources and equipment and prepare the future teachers to be the transformative leaders for the 21st century classrooms?

 

We will discuss the term “Pedagogy of Plenty” to broaden our perspectives to address equity and social justice in global dimension. In our innovative transdisciplinary projects, pre-service teachers had a chance to deconstruct the media, develop leadership and critical thinking skills while developing 21st century skills. Through their re-discovery process, they explored, designed, and created the strategies, curricula, and programs for improving P12 students’ outcomes, and they gained alternative points of view on integrating global literacies into their teaching and renewed interest and commitment to culturally and linguistically responsive curriculum design.

 

This presentation will accomplish three main goals: (1) promoting cultural and linguistically responsive curriculum through developing global competencies and transformative leadership skills in teacher education programs; (2) describing teacher candidates reactions, discoveries, and experiences with integrating innovative educational technologies into the K12 curriculum; and (3) showcasing innovative and transdisciplinary multilingual multicultural multimedia projects.

It will address the following:

  • Technology to move multicultural education: In this presentation, we will share our research based on “Pedagogy of Plenty” that we had developed with my undergraduate students. We explored creative strategies to integrate new media and technologies into the multicultural curriculum with limited resources and equipment. We will share pre-service teachers’ digital stories, exploration of and rediscovery on transdisciplinary and globally connected teaching and learning.
  • Culturally relevant and responsive classroom practices: Classroom teachers, teacher education faculty and teacher candidates deconstructed and assessed the national curriculum and standards; and documented the K12 students’ stories in order to articulate the realities of conditions in their schools through their research, analysis, and dialog and developed culturally responsive global education curriculum integrating 21st century skills.

By actively involving teacher candidates in producing media (e.g. voicethread, communitywalk, toondoo, wikis, blogs and digital stories), they understood the conventions of the medium, developed innovative curriculum projects and gained alternative points of view on world issues and developed global competencies and renewed interest and commitment to culturally and linguistically responsive and inclusive curriculum design.

 

 

 

 



[i]  Universal Design of Learning (UDL) http://cast.org/


Websites / URLs Associated with Your Session:

Our presentation slides and online resources will be posted at http://myildiz.weebly.com/leadership.html

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