Journal of Teacher Education最新文献

Strengthening Teacher Residencies for Paraprofessionals in Special Education: Building Identity from Within 加强特殊教育辅助专业人员的教师实习：从内部建立认同

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-31 DOI: 10.1177/00224871251364265

Anne M. Butler, Barbara S. Rieckhoff, Roxanne F. Owens, Jordan Humphrey

引用次数: 0

Expanding the “Field” in Fieldwork: Fostering an Equity-Oriented Science Teacher Identity Across Three Museum- and School-Based Experiences in an Urban Teacher Residency 拓展田野考察中的“场域”：城市教师驻留的博物馆与学校三种体验中公平导向的科学教师身份培养

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-31 DOI: 10.1177/00224871251363956

Marisa Olivo, Karen Hammerness, Jamie Wallace, Rosamond Kinzler, Linda Curtis-Bey

{"title":"Expanding the “Field” in Fieldwork: Fostering an Equity-Oriented Science Teacher Identity Across Three Museum- and School-Based Experiences in an Urban Teacher Residency","authors":"Marisa Olivo, Karen Hammerness, Jamie Wallace, Rosamond Kinzler, Linda Curtis-Bey","doi":"10.1177/00224871251363956","DOIUrl":"https://doi.org/10.1177/00224871251363956","url":null,"abstract":"Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including observations, document analysis, and interviews, this paper explores how a science teacher residency program expanded fieldwork experiences to include three different settings for teacher learning. It explores how those three fieldwork experiences are paced, how they cohere around a theory of change, and the ways they gradually build content knowledge and learning experiences. Together, experiences in these three “fields” contribute to teachers’ deeper learning of science practices and science content and foster an identity as an equity-oriented teacher of science.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"19 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Paired for Success: Enhancing the Teacher Residency Experience Through Intentional Mentor-Mentee Matching 配对成功：透过有意的师徒配对，提升教师实习经验

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-25 DOI: 10.1177/00224871251364268

Laura Eicher, Virginia Clark, Christy Brown

{"title":"Paired for Success: Enhancing the Teacher Residency Experience Through Intentional Mentor-Mentee Matching","authors":"Laura Eicher, Virginia Clark, Christy Brown","doi":"10.1177/00224871251364268","DOIUrl":"https://doi.org/10.1177/00224871251364268","url":null,"abstract":"This study examines the influence of personality-based matching in mentor-mentee pairings within a teacher residency program. Using the Big Five Personality traits, we investigated whether personality similarity and perceived similarity within mentor teacher (MT) and teacher resident (TR) dyads are associated with satisfaction in the mentoring partnership. Findings indicate that perceived similarity significantly enhances satisfaction, and when MT-TR pairs share at least one dominant Big Five personality trait, satisfaction with the match further increases. In addition, TRs report higher satisfaction when paired with MTs whose dominant personality trait is agreeableness, characterized by interpersonal warmth and collaboration. These results underscore the importance of considering personality traits in formal matching processes, providing actionable insights for residency program administrators. Intentional personality-based pairings may enhance the quality of mentoring relationships, fostering greater collaboration, communication, and support, contributing to improved mentoring outcomes and teacher development.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"15 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking Urban Teaching Residents’ Mental Constructs: Supporting the Professional Identity Development of Teachers of Color 拆解城市教学居民的心理构念：支持有色教师的专业认同发展

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-25 DOI: 10.1177/00224871251363951

Sharon Chang, Sibel Akin-Sabuncu, Laura Vernikoff, Colleen Horn, A. Lin Goodwin

{"title":"Unpacking Urban Teaching Residents’ Mental Constructs: Supporting the Professional Identity Development of Teachers of Color","authors":"Sharon Chang, Sibel Akin-Sabuncu, Laura Vernikoff, Colleen Horn, A. Lin Goodwin","doi":"10.1177/00224871251363951","DOIUrl":"https://doi.org/10.1177/00224871251363951","url":null,"abstract":"When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed program archival data through the lens of perezhivanie , a mental model that individuals establish to resolve dissonances. Narrative analyses of admissions essays, interviews, journals, and autobiographies revealed that participants’ personal histories inform their equity pedagogy. Specifically, participants constructed their own professional identities in the UTR program via cultural filters shaped by their life experiences being historically minoritized, particularly to (a) develop their teacher-selves to construct practical knowledge and (b) transform their personal-selves to foster equity pedagogy. The implications for supporting the professional identity development of teachers of color are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Unexplored Bond: K–8 Learners’ Reflections on Their Classroom Relationships With Urban Teacher Residents 未开发的纽带：K-8学习者对他们与城市教师居民课堂关系的反思

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-25 DOI: 10.1177/00224871251363949

Victoria Theisen-Homer, Jessica Manzone, Thomas J. Weaver

引用次数: 0

Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency 行动：运用责任渐增模型指导实习教师

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-25 DOI: 10.1177/00224871251364263

Vicki S. Collet, Savannah Gragg, Amanda Leggett

{"title":"Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency","authors":"Vicki S. Collet, Savannah Gragg, Amanda Leggett","doi":"10.1177/00224871251364263","DOIUrl":"https://doi.org/10.1177/00224871251364263","url":null,"abstract":"Teaching residencies offer opportunities for sustained support within schools as a liminal space for novice teachers, and school-based mentor teachers significantly impact residency outcomes. Mentoring improves when mentors have clear expectations for their role and support for meeting those expectations. This mixed-method case study investigates the effects of a model for mentor training, its impact on residents’ learning, and the perceptions of mentors and residents regarding support provided. Quantitative findings showed a statistically significant difference in growth for residents whose mentors were trained in the Gradual Increase of Responsibility mentoring model compared with those who were not. Qualitative analysis offers support for differentiated use of the mentoring moves of modeling, recommending, questioning, affirming, and praising (with this sequence expressing de-escalating levels of support). Findings suggest that when mentoring varies based on residents’ differing and changing skill levels, teaching improves. Centering dialogue in mentor/resident interactions supports change and growth.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144905778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preview of Two New AACTE Publications 两本AACTE新出版物预览

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-08-11 DOI: 10.1177/00224871251366349

Jacqueline E. King, Chen-Su Chen

引用次数: 0

Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention? 在学校实践中实施形成性评估：构建干预的问题？

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-07-10 DOI: 10.1177/00224871251350680

Larissa Aust, Jeanne-Celine Linker, Luise Eichholz, Jana Schiffer, Marcus Nührenbörger, Christoph Selter, Elmar Souvignier

{"title":"Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?","authors":"Larissa Aust, Jeanne-Celine Linker, Luise Eichholz, Jana Schiffer, Marcus Nührenbörger, Christoph Selter, Elmar Souvignier","doi":"10.1177/00224871251350680","DOIUrl":"https://doi.org/10.1177/00224871251350680","url":null,"abstract":"Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered over one school year and implemented one of the two approaches in their classrooms. Implementation success was assessed via teachers’ self-reports. Hierarchical linear models for repeated measurement revealed higher ratings for CE for the initial phase of implementation. Over time, differences between the approaches decreased for feasibility and cooperation, but remained quite constant in terms of acceptability, fidelity and perceived learning outcome. The approaches did not significantly differ regarding sustainability. Thus, for implementing FA, it seems worthwhile to provide teachers with clear guidelines and an explicit structure.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"69 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“It Changed Continuously, and I Don’t Know When”: Thai Preservice Biology Teachers’ Orientations to Teaching Science “不断变化，不知何时”：泰国职前生物教师的科学教学取向

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-06-19 DOI: 10.1177/00224871251344913

Luecha Ladachart, Ladapa Ladachart

{"title":"“It Changed Continuously, and I Don’t Know When”: Thai Preservice Biology Teachers’ Orientations to Teaching Science","authors":"Luecha Ladachart, Ladapa Ladachart","doi":"10.1177/00224871251344913","DOIUrl":"https://doi.org/10.1177/00224871251344913","url":null,"abstract":"This research examines changes in orientations to teaching science among 37 preservice biology teachers, who primarily intend to work in secondary education, during a 5-year program of science teacher education in Thailand. Data were collected twice, in the first and fourth years of the program, using the same Pedagogy of Science Teaching Test, in which participants quantitatively chose their preferred approaches to instruction, while qualitatively providing the reasons for choosing these instructional approaches in a written format. Quantitative data were analyzed using inferential statistics, whereas qualitative data were analyzed using content analysis. The results indicate that participants’ orientations toward inquiry-based instruction improved, primarily due to their understanding of the nature of students’ learning. This result supports the idea that conceptions relating to students’ learning are critical in shaping orientations toward teaching science. Experiences that reinforced inquiry-based orientations to teaching science are discussed based on follow-up interviews with the five participants with the highest improvements.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144328813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study 教师注意对学生的科学内容学习成果有影响吗？来自大规模实证研究的证据

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-05-27 DOI: 10.1177/00224871251336875

Kennedy Kam Ho Chan, Jianyun She, Jan van Driel, Xiang Hu

引用次数: 0