Samina Naseem

Fatima Jinnah women university, Education, Faculty Member

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I'm a PhD in Curriculum, Instruction, and Teacher Education from Michigan State University. I'm currently working as an assistant professor at Fatima Jinnah Women University, Rawalpindi-Pakistan.
Supervisors: Angela Calabrese-Barton, Corey Drake, Sharon Feiman-Nemser, Amita Chudgar, and Gail Richmond (Dissertation Director)

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Judith L Green

University of California, Santa Barbara

David E Gray

University of Greenwich

George K. # Zarifis

Aristotle University of Thessaloniki

Greg Simons

Turiba University

Mark Deuze

University of Amsterdam

Jo Tondeur

Vrije Universiteit Brussel

John R Goss

Shenandoah University

Anıl Rakıcıoğlu-Söylemez

Abant Izzet Baysal University, Bolu, Turkey

Mathias Urban

Dublin City University

David Seamon

Kansas State University

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Books by Samina Naseem

Click for updates Educational Review Cheerleading and cynicism of effective mentoring in current empirical research

This article presents the results of a review of current empirical research of effective practice... more This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective" mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.

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All about love by Bell Hooks

Caring: A feminine approach to ethics and moral education by Nell Noddings

Teaching Community: Pedagogy of hope by Bell Hooks

Papers by Samina Naseem

Creating Safe Virtual Spaces for Marginalized Minors in Education

LEARNING TO NOTICE: A STUDY OF PAKISTANI STUDENT TEACHERS' REFLECTION ON THEIR CLASSROOM VIDEOS

Pakistan Journal of Educational Research, 2021

This paper examines the use of videos of Student Teachers' (STs') classrooms to develop their not... more This paper examines the use of videos of Student Teachers' (STs') classrooms to develop their noticing skills as teachers in the Pakistani context. Data were collected from twenty-four students during two teaching practicums in the VII and VIII semesters of a four-year B.Ed program offered in Pakistan's public university. Analysis of STs' videos, reflections, and classroom observations show that the STs focused on discipline issues in their classroom during the VII semester. The following semester increased attention to their teaching was observed in very few STs. In addition, none of the STs focused on students' thinking in the classroom or connected events directly with larger principles of teaching per se. The findings highlight the importance of using videos to develop necessary skills in prospective teachers and underscore the significance of developing faculty members professionally who teach B.Ed programs with new ideas of teaching and learning.

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Relationship between Teacher Educators' Emotional Intelligence and their Teaching Practices

by Samina Naseem and Maleeha Hammad

Journal of Contemporary Teacher Education, 2021

The preparation of prospective teachers (PTs) significantly depends on teacher educators. Teacher... more The preparation of prospective teachers (PTs) significantly depends on teacher educators. Teacher educators' responsibility is to teach studentcentered teaching practices to PTs and model those practices in their classrooms. Teachers having higher emotional intelligence (EI) use student-centered teaching practices in their classrooms. Using a descriptive approach, this study focused on two aspects (i) documenting the level of EI of teacher educators and their practices in the Pakistani context, and (ii) finding out the relationship between teacher educators' EI and their teaching practices. It was hypothesized that teacher educators' emotional intelligence has no relationship with student-centered practices employed by teacher educators. Teacher educators teaching in B. Ed (Hons.) Elementary programs of Rawalpindi and Islamabad were the population of the study. Two survey questionnaires were administered to collect quantitative data. Quantitative results indicated that teacher educators possessed high EI and employed student-centered teaching practices to prepare PTs. The quantitative results also showed a significant relationship between EI and the teaching practices of teacher educators. The findings imply offering EI-focused professional development in teacher education programs.

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Teacher Quality Pakistans Educational Policy and Teacher Mentoring20200329 81892 1nzkcyk

Biannual Journal of Gender and Social Issues, 2017

With the recent policy developments initiated by the government of Pakistan, the issue of teacher... more With the recent policy developments initiated by the government of Pakistan, the issue of teacher quality has gained much more attention than ever before. In this paper, it is argued that teacher quality should be of concern for policy makers and teacher educators at both pre-service and in-service levels. By analyzing the policy actions stated in Educational Policy of Pakistan 2009 with respect to teacher education, the paper discusses three major issues lack of differentiation between in-service and pre-service teacher education, teacher preparation neglect, and defining and assessing teacher quality. Also taking on an andragogical approach to teacher development and initiation of formal mentoring are suggested as solutions to both professional development of teachers and improvement in teacher quality.

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Effects of Teacher Educators' Emotional Intelligence on their Teaching Practices

Research Article, 2019

Teacher educators play a significant role in preparing prospective teachers. They are not only re... more Teacher educators play a significant role in preparing prospective teachers. They are not only responsible for teaching student-centered teaching practices (TPs) to prospective teachers, but also for modeling those practices in their classrooms. Research suggests that teachers who are emotionally intelligent tend to employ student-centered TPs in their classrooms. Using an inferential approach, this study aimed at finding out the influence of teacher educators' emotional intelligence (EI) on their TPs. It was hypothesized that EI has no significant influence on teacher educators' TPs. The data was collected by administrating an EI Questionnaire and TP Questionnaire survey. Using total population sampling technique, all teacher educators were selected as sample of the study from the institutions offering B. Ed (Hons.) Elementary Program in Rawalpindi and Islamabad. The regression analysis showed significant influence of EI on TPs' of teacher educators. The paper also discusses the influencing and non-influencing competencies of EI. The study recommends professional development for teacher educators to upgrade and strengthen the knowledge about Emotional Intelligence and the teaching practices which are more student-centered-thus helping teacher educators to bridge the gap between theory and practice through modeling.

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Conceptualizing Core Practices for Professional Development of Novice Mentors Conceptualizing Core Practices for Professional Development of Novice Mentors

Purposeful and effective professional development of teacher mentors is often a proposed solution... more Purposeful and effective professional development of teacher mentors is often a proposed solution in many of the present debates about education, including teacher quality, teacher retention, and the student achievement gap. The literature about teacher mentoring suggests that if mentors in teacher education programs do not have significant professional development on mentoring, even a thoughtfully organized formal induction program can be ineffective in preparing good teachers, undermined by an unprepared mentor. The purpose of this conceptual paper is to propose a framework of professional development for veteran teachers who are to become mentors. Our framework will have a threefold effect. The framework is designed to (a) develop or strengthen supportive and collaborative partnerships between schools and teacher education programs; (b) prompt veteran teachers to identify, share, and deconstruct their teaching practices with colleagues and teacher educators; and (c) scaffold teacher learning into research on and best practices in effective mentoring. Ultimately, the framework's aim is to structure the preparation of effective teacher mentors, who will go on to have positive impacts on interns and novice teachers' long-term successes. Notably, based on the research, our Professional Development (PD) framework is situated in schools, about subject area knowledge, and focused on mastery of mentoring skills.

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Cheerleading and cynicism of effective mentoring in current empirical research

This article presents the results of a review of current empirical research of effective practice... more This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent “effective” mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.

Looking Ahead: Insights from the US for Pakistani Teacher Education

Pakistan teacher preparation programmmes (TE) have been criticised for not producing quality teac... more Pakistan teacher preparation programmmes (TE) have been criticised for not producing quality teachers like many developed and developing countries. Recently, a number of reforms have been introduced to improve teacher quality and teacher education by providing professional development to university and college faculties .It is assumed that developing TE faculties would move the TE system away from the tradition ways of teacher training and move toward a broader concept of teachers' professional development (PD)

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Click for updates Educational Review Cheerleading and cynicism of effective mentoring in current empirical research

Download

All about love by Bell Hooks

Caring: A feminine approach to ethics and moral education by Nell Noddings

Teaching Community: Pedagogy of hope by Bell Hooks

Creating Safe Virtual Spaces for Marginalized Minors in Education

LEARNING TO NOTICE: A STUDY OF PAKISTANI STUDENT TEACHERS' REFLECTION ON THEIR CLASSROOM VIDEOS

Pakistan Journal of Educational Research, 2021

Download

Relationship between Teacher Educators' Emotional Intelligence and their Teaching Practices

by Samina Naseem and Maleeha Hammad

Journal of Contemporary Teacher Education, 2021

Download

Teacher Quality Pakistans Educational Policy and Teacher Mentoring20200329 81892 1nzkcyk

Biannual Journal of Gender and Social Issues, 2017

Download

Effects of Teacher Educators' Emotional Intelligence on their Teaching Practices

Research Article, 2019

Download

Conceptualizing Core Practices for Professional Development of Novice Mentors Conceptualizing Core Practices for Professional Development of Novice Mentors

Download

Cheerleading and cynicism of effective mentoring in current empirical research

This article presents the results of a review of current empirical research of effective practice... more This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent “effective” mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.

Looking Ahead: Insights from the US for Pakistani Teacher Education

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