Journal of Teacher Education最新文献

Where Have All the Schoolteachers Gone? 学校的老师都到哪里去了？

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-04-03 DOI: 10.1177/00224871261419998

Andrew Kwok, Cheryl J. Craig

引用次数: 0

Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools 调整职前教师和在职教师的专业发展以支持小学多语种英语学习者

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-03-24 DOI: 10.1177/00224871261422201

Sabina Rak Neugebauer, Lia E. Sandilos, Tamara Sniad, Karen Liebner, Megeara Mabry

{"title":"Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools","authors":"Sabina Rak Neugebauer, Lia E. Sandilos, Tamara Sniad, Karen Liebner, Megeara Mabry","doi":"10.1177/00224871261422201","DOIUrl":"https://doi.org/10.1177/00224871261422201","url":null,"abstract":"Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explored with 14 pre-service teachers and 14 matched in-service mentor teachers at four schools and contrasted with eight in-service teachers at four demographically matched schools not receiving PD and their 680 students. Results showed statistically significant growth and differences on evidence-based language and literacy strategies for teachers receiving the PD compared to teachers not receiving the PD as well as statistically significant growth in student performance for classrooms with PD receiving teachers. The current study provides promise for the potential of this approach and promotes porousness in university–school partnerships.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507963","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

Access and Relationships: Investigating What Predicts Student Teaching With a Highly Effective Teacher 接触与关系：探究高效教师对学生教学的预测

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-03-19 DOI: 10.1177/00224871261421133

Kevin C. Bastian, Tom Swiderski, Diana B. Lys, Camille Mikkelsen

引用次数: 0

Not the Students They Were: U.S. Preservice Educators’ Changing Perspectives on Teaching English Learners Through a Study Abroad Experience 《不再是过去的学生：美国职前教育工作者通过海外留学经历教授英语学习者的视角变化》

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-03-16 DOI: 10.1177/00224871261427010

Joan A. Rhodes, Virginia R. Massaro, JK Lepri-Stringer

{"title":"Not the Students They Were: U.S. Preservice Educators’ Changing Perspectives on Teaching English Learners Through a Study Abroad Experience","authors":"Joan A. Rhodes, Virginia R. Massaro, JK Lepri-Stringer","doi":"10.1177/00224871261427010","DOIUrl":"https://doi.org/10.1177/00224871261427010","url":null,"abstract":"This qualitative study examines the perspectives of 27 U.S. preservice teachers who participated in a 2-week study abroad program in Italy designed to immerse participants in diverse educational settings. Study abroad experiences are valuable as they increase pedagogical understanding and cultural competence which further supports the development of a culturally responsive pedagogy. Specific aims were to build upon existing research by capturing participants’ perceptions of differing pedagogical approaches, exploring how participants’ experiences abroad shaped their pedagogical understanding, and learning how these experiences molded participants’ perceptions for working with students from differing cultural and linguistic backgrounds. Data indicated that participants experienced personal change in three key areas: pedagogical, social interactions, and philosophy related to U.S. schooling. Implications suggest that study abroad may increase understanding of instructional methods and school structures, enhance cultural sensitivity, and therefore, should be included in teacher preparation programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147462003","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

Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations 探讨挪威师生在同伴辅导对话中使用课堂视频时的推理

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-03-15 DOI: 10.1177/00224871261424913

Katrine Nesje, Torunn Aanesland Strømme

引用次数: 0

Equity-Focused Coaching: Negotiating Teachers’ Interpretations of Racialized and Gendered Participation Patterns 以公平为中心的辅导：协商教师对种族化和性别化参与模式的解释

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-03-13 DOI: 10.1177/00224871261417322

Sunghwan Byun, Linsey Brennan, Julie Christensen, Nickolaus Ortiz, Niral Shah, Daniel Reinholz, David Stroupe, Marcos D. Caballero

{"title":"Equity-Focused Coaching: Negotiating Teachers’ Interpretations of Racialized and Gendered Participation Patterns","authors":"Sunghwan Byun, Linsey Brennan, Julie Christensen, Nickolaus Ortiz, Niral Shah, Daniel Reinholz, David Stroupe, Marcos D. Caballero","doi":"10.1177/00224871261417322","DOIUrl":"https://doi.org/10.1177/00224871261417322","url":null,"abstract":"Equity-focused coaching—coaching that centers racism, patriarchy, and other oppressive systems—is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and EQUIP analytics. The analysis applied theoretical constructs from conversation analysis: attribution of responsibility and attribution of knowledge in interaction. Findings show that whereas coaches tended to explain inequitable patterns in terms of broader social patterns, teachers tended to base their interpretations on the perceived deficits of minoritized students. The turn-by-turn analysis illustrates fine-grained details of discursive moves coaches leveraged to successfully facilitate shifts in teachers’ interpretative orientations. These findings highlight that steering coaching conversations toward equity-focused interpretations is an essential element of equity-focused coaching, and such work comprises subtle and skillful discursive moves.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147454677","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

Let’s Stop Asking Whether Teachers Are Professionals: Let’s Ask What Kinds of Professionals We Want Teachers to Be* 不要再问老师是不是专业人士：让我们问问自己，我们希望老师成为什么样的专业人士

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-02-20 DOI: 10.1177/00224871261419995

Emilie Mitescu Reagan, A. Lin Goodwin

引用次数: 0

Teacher Candidate Preparation for Inclusion: Coverage of Students with Disabilities in Mathematics Methods Syllabi 教师候选人的包容性准备：残疾学生在数学方法教学大纲中的覆盖

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-02-16 DOI: 10.1177/00224871251412016

Nathan Daniel Jones, Julie Cohen, Tashnuva Shaheen, Ingrid Ristroph, Rose Sebastian, Susan Aigotti

引用次数: 0

Clinical Experiences and (Unexpected Findings on) Job Placements: Experimental Evidence From Student Teaching Interventions 临床经验与工作安置（意外发现）：来自学生教学干预的实验证据

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2026-01-27 DOI: 10.1177/00224871251412010

Dan Goldhaber, Matt Ronfeldt, James Cowan, Emanuele Bardelli, Trevor Gratz, Matt Truwit

{"title":"Clinical Experiences and (Unexpected Findings on) Job Placements: Experimental Evidence From Student Teaching Interventions","authors":"Dan Goldhaber, Matt Ronfeldt, James Cowan, Emanuele Bardelli, Trevor Gratz, Matt Truwit","doi":"10.1177/00224871251412010","DOIUrl":"https://doi.org/10.1177/00224871251412010","url":null,"abstract":"We implemented two reforms to student teaching in randomized controlled trials designed to test improvements to preservice preparation. Although neither reform affected overall teacher employment, we find significant effects on other labor market outcomes. The first-placed student teachers are planned with more effective mentors and in more effective schools for their clinical experiences. We find that treated candidates tended to find employment in higher-income and less diverse schools, an effect that appears to operate primarily among teachers not hired into their placement sites. The second intervention provided detailed reports to teacher candidates, their field instructors, and their school-based mentor teachers about performance on clinical evaluations during the clinical experience. Treated candidates in this experiment were more likely to obtain teaching positions in the schools in which they completed their student teaching. Overall, the results suggest that student teaching reforms may have important and unexpected effects on the teacher labor market.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048479","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

Reviewer Appreciation 评论家赞赏

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-12-17 DOI: 10.1177/00224871251390633

引用次数: 0