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Journal of Teacher Education最新文献

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Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience 从外围移动到从业者：在一年的临床经验调查实践社区的发展
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-02-28 DOI: 10.1177/00224871251321898
Michael S. Putman, Drew Polly, Miranda S. Fitzgerald
{"title":"Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience","authors":"Michael S. Putman, Drew Polly, Miranda S. Fitzgerald","doi":"10.1177/00224871251321898","DOIUrl":"https://doi.org/10.1177/00224871251321898","url":null,"abstract":"This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528304","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
Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome? 教学和教师教育中的死亡空间：它们是什么？如何克服它们？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-02-18 DOI: 10.1177/00224871251314921
Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson
{"title":"Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome?","authors":"Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson","doi":"10.1177/00224871251314921","DOIUrl":"https://doi.org/10.1177/00224871251314921","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143443388","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’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches 职前教师公平与平等的概念：技术化与人性化的张力
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
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