Department of Linguistics Events

Back to Listing

Linguistics Seminar: Prof. Randall Sadler on 'Critical Perspectives on Teacher Education: A Pedagogical Proposal for the Digital Age'

Event Type
Seminar/Symposium
Sponsor
Linguistics Department
Location
Lucy Ellis Lounge, 1080FLB
Date
Feb 20, 2017   4:00 pm  
Originating Calendar
Linguistics Event Calendar

Critical Perspectives on Teacher Education:  A Pedagogical Proposal for the Digital Age

New concepts such as ‘shareconomy’, ‘collaborative consumption’, and ‘peer economy’ are transforming the way in which ‘global citizens’ mediate their personal and professional lives. Predictions about future critical job skills now include telecollaboration, crowd-sourcing and efficiently participating in cloud-driven communities. Many jobs that exist today will disappear, to be replaced by professions we cannot yet envision. Teachers must make decisions about what to teach and how to teach it based on objectives and competences that they cannot even imagine; at most, they can make an educated guess. This must be reflected in the way we prepare teachers today.  

This presentation describes a twelve year telecollaborative exchange between two teacher educator programs in the United States and Spain that endeavors to prepare future teachers for these challenges. Over these years the partners have continuously reviewed their approaches in order to work towards their goal of opening up future teachers’ eyes to new understanding of what constitutes knowledge and how this knowledge is acquired and operationalized.  
The presenter will briefly outline the program evolution, followed by a more in-depth discussion of the current iteration underscoring how we utilize the five central components of the KARDS model (Kumaravadivelu 2012) for teacher education (Knowing, Analysing, Recognizing, Doing, and Seeing).  These KARDS model components serve both as criteria for the ‘goal’ of their teacher education program, as well as a means of evaluating the telecollaboration itself. An examination of the results from student-teacher output in the first, middle, and most recent years will demonstrate how their integrated flipped classroom materials and telecollaboration as principle elements of the learning process support the student-teachers’ ability to draw efficiently from their personal, procedural, and professional knowledge to become educators prepared for the ever changing future of learning.

link for robots only