Journal of Teacher Education最新文献_第10页

Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs 建构主义与传递性师徒:对教师自我效能感、情绪管理的影响及初心信念的作用

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-07-11 DOI: 10.1177/00224871231185371

J. Burger

{"title":"Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs","authors":"J. Burger","doi":"10.1177/00224871231185371","DOIUrl":"https://doi.org/10.1177/00224871231185371","url":null,"abstract":"Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. Focusing on novice teachers’ self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers’ professional development, and how these approaches interact with the novices’ initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees’ mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices’ emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45613604","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 English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum 职前英语教师的教学准备:教学实习中利益相关者的感知

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-07-05 DOI: 10.1177/00224871231185369

H. Çelik, Ece Zehir Topkaya

引用次数: 0

Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth 成为公平的教育者:支持教师性格成长的实际措施

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-30 DOI: 10.1177/00224871231183090

Bryant Jensen, E. Whiting, Jimmy Hernández, Xiaohang Zhang, Diego A. Pliego, R. Sudweeks

{"title":"Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth","authors":"Bryant Jensen, E. Whiting, Jimmy Hernández, Xiaohang Zhang, Diego A. Pliego, R. Sudweeks","doi":"10.1177/00224871231183090","DOIUrl":"https://doi.org/10.1177/00224871231183090","url":null,"abstract":"Animating equity in teaching and learning depends on teacher dispositions—orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in “measuring to improve” teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Integrating Messick’s “unified validity framework” with Janssen et al.’s notion of “practicality” (as face validity), we find through an iterative, mixed-methods analysis of interviews with equitable educators and survey responses from teacher candidates that incorporating recognizability, relevance, and feasibility concerns of equity disposition concepts (i.e., Social Awareness, Meekness, Advocacy for Students) within survey items enhances item-to-factor structure of a self-report measure. We discuss implications (a) to develop and appraise formative measures and (b) to support teacher learning and development to become equitable educators.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"299 - 314"},"PeriodicalIF":3.9,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45434542","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: 2

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review 公平教育与技术整合在保留教师教育中的交叉：一个范围综述

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-23 DOI: 10.1177/00224871231182129

Lauren Weisberg, K. Dawson

引用次数: 1

“Motivated To Teach, but Stressed Out by Teacher Education”: A Content Analysis of Self-Reported Sources of Stress and Motivation Among Preservice Teachers “教书有动力，但受教师教育压力很大”：自报压力和动机来源的内容分析

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-23 DOI: 10.1177/00224871231181374

Fernando Núñez-Regueiro, Géraldine Escriva-Boulley, S. Azouaghe, Nadia Leroy, Santiago Núñez-Regueiro

{"title":"“Motivated To Teach, but Stressed Out by Teacher Education”: A Content Analysis of Self-Reported Sources of Stress and Motivation Among Preservice Teachers","authors":"Fernando Núñez-Regueiro, Géraldine Escriva-Boulley, S. Azouaghe, Nadia Leroy, Santiago Núñez-Regueiro","doi":"10.1177/00224871231181374","DOIUrl":"https://doi.org/10.1177/00224871231181374","url":null,"abstract":"Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis ( N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers’ wellbeing and thus limit attrition rates.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42263435","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: 1

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations 数学教师培养中内部课程措施与高风险教师许可措施的关系——课程设计考虑

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-21 DOI: 10.1177/00224871231180214

Jeremy Zelkowski, Tye G. Campbell, A. Moldavan

{"title":"The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations","authors":"Jeremy Zelkowski, Tye G. Campbell, A. Moldavan","doi":"10.1177/00224871231180214","DOIUrl":"https://doi.org/10.1177/00224871231180214","url":null,"abstract":"Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292815","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

Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context 发展以公平为中心的实践：保护环境下的教师研究小组

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-15 DOI: 10.1177/00224871231180536

A. R. Firestone, Rebecca A. Cruz, Darcie Massey

引用次数: 3

When Shutting the Door Won’t Do: Teaching With the Specter of Community Backlash and the Implications for Teacher Education 当关上门不行:社区反弹的幽灵教学和对教师教育的影响

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-14 DOI: 10.1177/00224871231180831

Rachel Ranschaert

引用次数: 0

“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum “有很多蹒跚前行”：白人对教师教育者重新认识基于文化的英语教育课程的影响

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-06-05 DOI: 10.1177/00224871231178249

Crystasany R. Turner, D. Pasternak, Kelly R. Allen, Leanne M. Evans, K. M. Lize

{"title":"“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum","authors":"Crystasany R. Turner, D. Pasternak, Kelly R. Allen, Leanne M. Evans, K. M. Lize","doi":"10.1177/00224871231178249","DOIUrl":"https://doi.org/10.1177/00224871231178249","url":null,"abstract":"Practices incorporating students’ cultures and communities are foundational to effective teaching. However, teacher candidates often do not effectively incorporate culturally based practices into their instruction. This article describes the perceptions of English education instructors as they reconceptualized their curriculum to cultivate culturally based practices. Findings show three major factors impacted the instructors’ reconceptualization of curriculum: (a) the instructors’ cultural roots; (b) the pervasiveness of whiteness—systems and processes that preference white identities, assumptions, and privileges that accompany the white experience; and (c) deep-seated tensions between culturally based practices and the practices of the university operating within the institution of English education. The authors assert that no individual who has matriculated through white-centric educational institutions and broader societal structures can be excluded from the call to unlearn whiteness. They urge teacher educators to dismantle oppressive, white-centric practices by reflecting on the interplay of biases and socio-political beliefs that they and their teacher candidates bring into educational spaces.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49670203","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: 1

Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education 中介组织、技术官僚话语与教师教育问责制度的兴起

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2023-05-17 DOI: 10.1177/00224871231174835

Elena Aydarova

引用次数: 1