Journal of Teacher Education最新文献

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

Teacher Education in the Age of Generative Artificial Intelligence: Introducing the Special Issue 生成式人工智能时代的教师教育：特刊导论

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-04-24 DOI: 10.1177/00224871251324713

Punya Mishra, Jon Margerum-Leys, Guy Trainin, Valerie Hill-Jackson, Laurie Bobley, Peña L. Bedesem, John A. Williams, Cheryl J. Craig

引用次数: 0

“Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning “我们去问机器人吧！”：候选教师对人工智能在数学教案中的认知立场

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-30 DOI: 10.1177/00224871251325079

Eunhye Flavin, Sunghwan Hwang, Melita Morales

{"title":"“Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning","authors":"Eunhye Flavin, Sunghwan Hwang, Melita Morales","doi":"10.1177/00224871251325079","DOIUrl":"https://doi.org/10.1177/00224871251325079","url":null,"abstract":"Generative artificial intelligence (AI)-powered conversation agents such as ChatGPT are increasingly being used in teacher education. Although ChatGPT can provide ample resources for lesson planning, little attention has been paid to how teacher candidates construct prompts and evaluate AI-generated outputs in real time to develop lesson plans. Taking up Bisconti et al.’s conceptualization of generative AI as a social agent in a sociotechnical system, this article investigates how knowledge construction is dynamic and negotiated through interaction when using ChatGPT to develop lesson plans. We applied conversation analysis through Heritage’s gradient model of epistemic stance––which captures moment-to-moment expressions of social relationships––to analyze how teacher candidates position their knowledge in relation to that acquired from ChatGPT, as managed through their prompts and questions. Our findings aim to offer insights to help teacher educators develop scaffolds for teacher candidates to critically curate content from AI-powered agents and identify areas needing further instructional support.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"28 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736536","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

How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design (A)我如何研究这个？生成式人工智能在研究、教学和教学设计中的自我民族学探索

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-30 DOI: 10.1177/00224871251325065

Stefanie Panke

引用次数: 0

Uncovering the Hidden Curriculum in Generative AI: A Reflective Technology Audit for Teacher Educators 发现生成人工智能中的隐性课程：教师教育工作者的反思性技术审计

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-24 DOI: 10.1177/00224871251325073

Melissa Warr, Marie K. Heath

引用次数: 0

Designing GenAI Tools for Personalized Learning Implementation: Theoretical Analysis and Prototype of a Multi-Agent System 设计用于个性化学习的GenAI工具：多智能体系统的理论分析与原型

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-19 DOI: 10.1177/00224871251325109

Ling Zhang, Zijun Yao, Arya Hadizadeh Moghaddam

{"title":"Designing GenAI Tools for Personalized Learning Implementation: Theoretical Analysis and Prototype of a Multi-Agent System","authors":"Ling Zhang, Zijun Yao, Arya Hadizadeh Moghaddam","doi":"10.1177/00224871251325109","DOIUrl":"https://doi.org/10.1177/00224871251325109","url":null,"abstract":"Educator preparation, personalized learning (PL) implementation, and applications of Generative AI converge as three interrelated systems that, when carefully designed, can help achieve the long-sought goal of providing inclusive education for all learners. However, realizing this potential comes with challenges resulting from theoretical complexities and technological constraints. This article provides a theoretical analysis of the complex interconnectedness among these systems guided by the Cultural-Historical Activity Theory (CHAT). Building on the analysis, we introduce CoPL, a multi-agent system consisting of multiple agents with distinct functions that facilitate the complex PL design and engage pre-service teachers (PSTs) in dynamic conversations while prompting them to reflect on the inclusivity of agent-generated instructional suggestions. We describe the affordances and limitations of the system as a professional learning tool for PSTs to develop competencies for designing inclusive PL to meet diverse learning needs of all learners. Finally, we discuss future research on refining CoPL and its practical applications.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661355","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

Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education 社会情感学习与生成式人工智能：教师教育的批判性文献综述与框架

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-18 DOI: 10.1177/00224871251325058

Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy

{"title":"Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education","authors":"Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy","doi":"10.1177/00224871251325058","DOIUrl":"https://doi.org/10.1177/00224871251325058","url":null,"abstract":"This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through tools like real-time emotional feedback and personalized learning experiences. However, the integration of GenAI into SEL also presents significant challenges, including risks of depersonalization, algorithmic bias, and privacy concerns. This paper introduces a conceptual framework designed to prepare both pre-service and in-service teachers to navigate these complexities, emphasizing ethical considerations, human oversight, and cultural sensitivity. The framework highlights strategies to operationalize cultural sensitivity within AI systems, recognizing the limitations of current technologies in accounting for diverse social and emotional norms. By addressing both opportunities and risks, we aim to provide a balanced analysis of GenAI’s potential in SEL as well as guidance for teacher education programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653935","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

AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery 教师教育中的人工智能素养：通过批判性的共同发现赋予教育工作者权力

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-18 DOI: 10.1177/00224871251325083

Melis Dilek, Evrim Baran, Ezequiel Aleman

引用次数: 0