发布求助
文献互助 智能选刊 最新文献

Journal of Teacher Education最新文献

筛选
英文 中文
Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-01-30 DOI: 10.1177/00224871251314883
Michelle Kwok, Eleanor Su-Keene, Ambyr Rios
{"title":"Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches","authors":"Michelle Kwok, Eleanor Su-Keene, Ambyr Rios","doi":"10.1177/00224871251314883","DOIUrl":"https://doi.org/10.1177/00224871251314883","url":null,"abstract":"Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and exploring the degree to which PSTs fluctuate between technical and humanist conceptualizations in their definitions of equal and equitable instruction. In this large-scale qualitative study using data collected between 2022 and 2024, we analyzed 1,528 PST responses about their conceptualizations of equity and equality. We found that PSTs harbor various conceptualizations of equity that are robust around resource-based teaching attributes such as materials, instruction, and accommodations. However, PSTs presented paradoxical understandings of equity related to treatment and opportunities, revealing tensions between technical and humanizing approaches to education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"27 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071511","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
Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography 监督、指导和培养双语双语教育教师：合作自述
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-01-13 DOI: 10.1177/00224871241312351
Lisa M. Domke, Christian Valdez, Cathy Amanti
{"title":"Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography","authors":"Lisa M. Domke, Christian Valdez, Cathy Amanti","doi":"10.1177/00224871241312351","DOIUrl":"https://doi.org/10.1177/00224871241312351","url":null,"abstract":"Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative autoethnography to determine how our identities and experiences with language and DLBE related to our feedback and supervision of DLBE PSTs. We analyzed and discussed the narratives we wrote about our experiences and the feedback we provided while supervising 13 Spanish–English bilingual PSTs in elementary DLBE classrooms. Our identities and experiences, which were influenced by families, education, language histories, geography, and sociopolitical contexts, influenced our feedback. Considering identities and experiences illuminates what is (sometimes unconsciously) prioritized and ignored in feedback. Engaging in deep reflection is important for continued support of supervisors and PSTs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"90 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142974722","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
Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach 教师教育的cristemologies：以学习教学中的残疾认识方式为中心
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-12-13 DOI: 10.1177/00224871241301996
Molly Baustien Siuty, Kathryn M. Meyer
{"title":"Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach","authors":"Molly Baustien Siuty, Kathryn M. Meyer","doi":"10.1177/00224871241301996","DOIUrl":"https://doi.org/10.1177/00224871241301996","url":null,"abstract":"Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidates (TCs). This study used DisCrit Classroom Ecology and cripistemology as a conceptual frame to examine how four disabled TCs engaged in culture circles to implement anti-ableist and antiracist pedagogy. Our findings show that disabled and multiply-marginalized TCs offered significant insight into the process of learning to teach but also highlighted the ways in which ableism gets normalized as a standard for teaching proficiency, thus creating unique challenges for disabled TCs to navigate. Implications for teacher education and future research are explored.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"47 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820664","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
What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders? 导师作为知识动员者的重要性：他们是轻车熟路的人吗？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-11-15 DOI: 10.1177/00224871241286349
Lily Orland-Barak, Cheryl J. Craig, Valerie Hill-Jackson
{"title":"What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders?","authors":"Lily Orland-Barak, Cheryl J. Craig, Valerie Hill-Jackson","doi":"10.1177/00224871241286349","DOIUrl":"https://doi.org/10.1177/00224871241286349","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642998","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
Leading Teacher Education: Navigating the Tension Between Past and the Future 引领师范教育：驾驭过去与未来之间的紧张关系
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-26 DOI: 10.1177/00224871241284086
Tahnee L. Wilder, Megan Madigan Peercy, Lily Orland-Barak, Suzanne Wilson
{"title":"Leading Teacher Education: Navigating the Tension Between Past and the Future","authors":"Tahnee L. Wilder, Megan Madigan Peercy, Lily Orland-Barak, Suzanne Wilson","doi":"10.1177/00224871241284086","DOIUrl":"https://doi.org/10.1177/00224871241284086","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490916","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 感谢审稿人
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-26 DOI: 10.1177/00224871241290916
{"title":"Reviewer Appreciation","authors":"","doi":"10.1177/00224871241290916","DOIUrl":"https://doi.org/10.1177/00224871241290916","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"237 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490946","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
Preservice Teachers’ Reflecting on Reflections of Critical Incidents: Effects on Professional Development and Identity Construction 职前教师对关键事件的反思：对专业发展和身份构建的影响
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-23 DOI: 10.1177/00224871241286088
Muhammad Kamarul Kabilan, Abdul Karim, Shahin Sultana, Mohammad Mosiur Rahman
{"title":"Preservice Teachers’ Reflecting on Reflections of Critical Incidents: Effects on Professional Development and Identity Construction","authors":"Muhammad Kamarul Kabilan, Abdul Karim, Shahin Sultana, Mohammad Mosiur Rahman","doi":"10.1177/00224871241286088","DOIUrl":"https://doi.org/10.1177/00224871241286088","url":null,"abstract":"This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study involved nine PSTs who were specializing in TESOL and doing their teaching practicum. The main instrument of the study was reflective writing, which required the PSTs to report CIs, write reflections, and share these for receiving peers’ reflections to further reflect on self-reflection and reflection of peers. The process enabled the participants to pursue professional development and conceive identity as TESOL teachers. This seemingly engaging, thought-provoking and meaningful reflective practice can be additive to the existing reflective practices, which have been questioned and debated in the literature. In pursuit of professional development and teacher identity, PSTs can be assigned to reflect on reflections with diverse elements of focus alongside CIs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488727","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 Was Nice To Be Able To Talk to Them Like They Were Family.”: A Mexican American Preservice Teacher’s Testimonio "能和他们像家人一样交谈真好"：一位墨西哥裔美国在职教师的证言
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-22 DOI: 10.1177/00224871241286479
Cori Salmerón
{"title":"“It Was Nice To Be Able To Talk to Them Like They Were Family.”: A Mexican American Preservice Teacher’s Testimonio","authors":"Cori Salmerón","doi":"10.1177/00224871241286479","DOIUrl":"https://doi.org/10.1177/00224871241286479","url":null,"abstract":"A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"62 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487519","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
Curriculum Punishment in Teaching 教学中的课程惩罚
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-20 DOI: 10.1177/00224871241286066
H. Richard Milner
{"title":"Curriculum Punishment in Teaching","authors":"H. Richard Milner","doi":"10.1177/00224871241286066","DOIUrl":"https://doi.org/10.1177/00224871241286066","url":null,"abstract":"Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and robust diversity among young people, families, and communities. Although curriculum practices should honor, reflect, speak from the point of view of, deepen knowledge about, nuance myopic and mundane notions of, and enhance student identity, motivation, interests, and needs, curriculum punishment does the opposite by presenting one-dimensional, under-substantiated, and untruthful narratives and themes of individuals, communities, and nation-states. Tenets that explicate practices that Milner describes through curriculum punishment are (a) Avoiding, (b) Scripting, (c) Narrowing, (d) Distorting, and (e) Banning. Although some of these practices are beyond the control of teachers, teachers are encouraged to Study, Collaborate with others about, Reflect on, Advocate against, and Transform (SCRAT) Curriculum Punishment.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"79 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486893","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
Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia 培养职前教师使用数据：弗吉尼亚州中学教育工作者准备课程研究
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-10-20 DOI: 10.1177/00224871241286798
Michelle Hock, Tonya R. Moon, Coby V. Meyers
{"title":"Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia","authors":"Michelle Hock, Tonya R. Moon, Coby V. Meyers","doi":"10.1177/00224871241286798","DOIUrl":"https://doi.org/10.1177/00224871241286798","url":null,"abstract":"Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs’ data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, we analyzed survey, document, and interview data from Virginia EPPs to determine what present practices for DIDM preparation are taking place across the state. Results point to a lack of uniformity among EPPs for how preparation is undertaken, and that PSTS seem to have limited coursework on data use. Additionally, there appears to be minimal collaboration between EPPs and clinical partners, such that PSTs infrequently have opportunities to engage in DIDM during field experiences.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142452059","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信