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Walking the Talk: Engendering a “Community of Teachers” in an Educator Preparation Program in the Southern United States 说到做到：在美国南部的一个教育工作者预备课程中培养 "教师共同体 "意识
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-08-24 DOI: 10.1177/00224871241275244
Nicholas D. Hartlep, Jon C. Saderholm, Julian Viera, Maggie Robillard, Keesha Greer-Effs, Lisa Rosenbarker, Shaniqua Robinson, Cinda Holland, Herbie Brock, Collis R. Robinson, Angela J. Cox, Heather Chapman, Joshua Woodward, Noé R. Guevara, Jennifer Whitt, Julia Allen
{"title":"Walking the Talk: Engendering a “Community of Teachers” in an Educator Preparation Program in the Southern United States","authors":"Nicholas D. Hartlep, Jon C. Saderholm, Julian Viera, Maggie Robillard, Keesha Greer-Effs, Lisa Rosenbarker, Shaniqua Robinson, Cinda Holland, Herbie Brock, Collis R. Robinson, Angela J. Cox, Heather Chapman, Joshua Woodward, Noé R. Guevara, Jennifer Whitt, Julia Allen","doi":"10.1177/00224871241275244","DOIUrl":"https://doi.org/10.1177/00224871241275244","url":null,"abstract":"In this article, the Education Studies Department (ESD) at Berea College shares lessons learned while becoming an inclusive, justice-focused, and democratic Education Preparation Program (EPP) together with its “Community of Teachers” (CoT). ESD values diversity, equity, inclusion, and belonging (DEI+B) and democratic relationships. These values influence how we do our work. We begin by sharing how the theoretical framework of Community of Practice (CoP) frames our case study. After explaining how a CoP applies to ESD’s approach to educator preparation, we give an overview of Berea College. We share some of its history and its eight Great Commitments. We detail how ESD is a unique EPP compared with other more traditional EPPs. Next, we chronicle the story of how ESD “walks its talk” and invests in the teacher profession. We detail the participants of the case study, outline our methodology of the case study, and share the data we analyzed for this article. Data were analyzed and three emergent themes were discovered about the praxis of ESD: (a) community-engaged and justice-focused teacher preparation, (b) community building within teacher preparation programs, and (c) diversity, equity, inclusion, and belonging. The article concludes by sharing implications for EPPs and a conclusion.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050605","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
Rethinking Contradictions and Inconsistencies in Teachers’ Sensemaking and Actions 反思教师感性认识和行动中的矛盾和不一致之处
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-08-15 DOI: 10.1177/00224871241268593
Thomas M. Philip, Veer B. Kothari, Andy Castro
{"title":"Rethinking Contradictions and Inconsistencies in Teachers’ Sensemaking and Actions","authors":"Thomas M. Philip, Veer B. Kothari, Andy Castro","doi":"10.1177/00224871241268593","DOIUrl":"https://doi.org/10.1177/00224871241268593","url":null,"abstract":"Teacher education research, by and large, has been profoundly influenced by psychological interpretations of beliefs, particularly the assumption that teachers attempt to reconcile, rationalize, minimize, or avoid contradictions. Building on research across multiple disciplines, which demonstrates that people live harmoniously with contradictions in many situations, we argue that suppositions that people feel compelled to address contradictions have obscured the multitude of inconsistencies that teachers navigate without notice in their everyday lives. Through a multisited, in-depth analysis of a teacher across planning, teaching, debrief and interview contexts, we show that what appears to be contradictory from the perspective of researchers is not necessarily inconsistent for teachers. We explore the theoretical, methodological, and professional learning implications of this shift in interpreting teacher contradictions and inconsistencies.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"23 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141991794","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
From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning During Student Teaching 从意图到行动：职前教师如何在学生教学过程中使用技术辅助学习
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-08-13 DOI: 10.1177/00224871241268577
Jessica Herring Watson
{"title":"From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning During Student Teaching","authors":"Jessica Herring Watson","doi":"10.1177/00224871241268577","DOIUrl":"https://doi.org/10.1177/00224871241268577","url":null,"abstract":"This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level education majors at a mid-size public teaching university in the southeastern United States during their student teaching experience (spring 2021). Ajzen’s Theory of Planned Behavior (TPB) guided this qualitative inquiry. Interviews, observations, and analysis of teaching artifacts (e.g., lesson plans, lesson reflections, and TEL artifacts) were conducted to support data triangulation. In addition to applying theory-based qualitative codes to the data, open coding was conducted to identify themes across the body of evidence. Findings extended previous TPB research regarding preservice teachers’ intention to use TEL in application use cases and yield practical implications for teacher educators seeking to increase TEL intention and use in preservice teacher populations.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"93 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141980703","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
Holding our Ground in the Face of Public Mistrust: The Future of Professionalism in Teaching and Teacher Education 在公众的不信任面前坚守阵地：教学和师范教育专业精神的未来
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-08-10 DOI: 10.1177/00224871241268552
Ayelet Becher
{"title":"Holding our Ground in the Face of Public Mistrust: The Future of Professionalism in Teaching and Teacher Education","authors":"Ayelet Becher","doi":"10.1177/00224871241268552","DOIUrl":"https://doi.org/10.1177/00224871241268552","url":null,"abstract":"Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students’ educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust and external threats, this conceptual paper aims to envision the future of TE in light of the complexities inherent to the notion of professionalism. To this end, two competing ideals of teaching, which represent co-existing conceptions of professional work in education are examined: The teacher as an expert clinician ideal entrenched in expertise-driven professionalism and the teacher as a democratic pedagogue grounded in democratic professionalism. I offer ways in which these competing discourses could be fused to set the discussion about professionalism in teaching and its implications for TE on firmer grounds.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"61 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141915264","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
A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities 初始教师培训课程素养框架：政策、实践与可能性
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-07-26 DOI: 10.1177/00224871241263803
Molly Marek, Lizeth Lizárraga-Dueñas, Sarah Woulfin, Melissa Mosley Wetzel, Ernesto Muñoz
{"title":"A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities","authors":"Molly Marek, Lizeth Lizárraga-Dueñas, Sarah Woulfin, Melissa Mosley Wetzel, Ernesto Muñoz","doi":"10.1177/00224871241263803","DOIUrl":"https://doi.org/10.1177/00224871241263803","url":null,"abstract":"Across the United States, current curricular reforms are centering high-quality instructional material (HQIM) as a lever for improving classroom instruction and student achievement. While multiple legislative definitions of HQIM attend primarily to the degree of standards alignment, we expand quality to encompass rigor and cultural responsiveness. As teachers make decisions about curriculum materials, they demonstrate curriculum literacy. We conceptualize curriculum literacy as the capacity to navigate teacher identities, learner and community assets, and instructional materials. We survey the literature related to curriculum, curriculum literacy, and teacher education. We then present a framework for curriculum literacy in initial teacher preparation and describe three instructional tools for developing preservice teachers’ curriculum literacy. These tools support teachers’ practices of critically reflecting on their identities in relation to curriculum, contextualizing curricular decisions, and evaluating existing instructional materials. Implications for policy, practice, and future research are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"11 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768472","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
Disrupting Niceness in Literacy Teacher Education: Non-Linear Trajectories Toward Culturally Relevant Pedagogy 扫盲教师教育中的 "破坏性"：实现文化相关教学法的非线性轨迹
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-07-25 DOI: 10.1177/00224871241263337
Amy Tondreau, Wendy L. Gardiner, Tierney B. Hinman, Tess M. Dussling, Elizabeth Y. Stevens, Kristen L. White, Nance S. Wilson
{"title":"Disrupting Niceness in Literacy Teacher Education: Non-Linear Trajectories Toward Culturally Relevant Pedagogy","authors":"Amy Tondreau, Wendy L. Gardiner, Tierney B. Hinman, Tess M. Dussling, Elizabeth Y. Stevens, Kristen L. White, Nance S. Wilson","doi":"10.1177/00224871241263337","DOIUrl":"https://doi.org/10.1177/00224871241263337","url":null,"abstract":"Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of collaborative journal entries, we interpret tensions between what niceness and whiteness demand of us and what enactment of CRP requires: (a) between centering equity in our courses and addressing equity on the margins, (b) between enactment of critical pedagogy and maintaining status as “nice” educators, and (c) between the expectation of expertise and the necessity of a learning stance. We argue that teacher educators might use SSCoP spaces to navigate the complex interplay between their identities and the sociopolitical context of teacher education to more fully enact CRP.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"78 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141764189","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
From Classroom to Community: A Commentary on Preparing Educators for Family and Community Engagement 从课堂到社区：关于为教育工作者参与家庭和社区活动做好准备的评论
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-06-22 DOI: 10.1177/00224871241259782
Margaret Caspe, Reyna Hernandez
{"title":"From Classroom to Community: A Commentary on Preparing Educators for Family and Community Engagement","authors":"Margaret Caspe, Reyna Hernandez","doi":"10.1177/00224871241259782","DOIUrl":"https://doi.org/10.1177/00224871241259782","url":null,"abstract":"Preparing educators to engage families and communities is one of the most promising ways to improve student learning and build equitable schools. In this commentary, authors from the National Association for Family, School, and Community Engagement explore the landscape of educator preparation for family and community engagement and describe a framework created to reimagine how educators are prepared for this important work. The commentary also highlights outcomes and promising practices from nine collaboratives of educator preparation programs and family, school, and community partners redesigning coursework, clinical experiences, programs, and systems to bring families and communities to the center of the educator preparation process.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"21 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448439","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
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study 教师专业发展动机分析：全国性研究
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-05-08 DOI: 10.1177/00224871241247777
Eric Richter, Tim Fütterer, Arthur Eisenkraft, Christian Fischer
{"title":"Profiling Teachers’ Motivation for Professional Development: A Nationwide Study","authors":"Eric Richter, Tim Fütterer, Arthur Eisenkraft, Christian Fischer","doi":"10.1177/00224871241247777","DOIUrl":"https://doi.org/10.1177/00224871241247777","url":null,"abstract":"Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of n<jats:sub>t1</jats:sub> = 2,369 and n<jats:sub>t2</jats:sub> = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"50 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895755","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
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators? 整体政策制定的 5P：让师范教育工作者参与进来的出路？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-04-02 DOI: 10.1177/00224871241236001
James O’Meara, Meher Rizvi, Maria Assunção Flores, Cheryl J. Craig, John H. Samuels, Valerie Hill-Jackson
{"title":"The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?","authors":"James O’Meara, Meher Rizvi, Maria Assunção Flores, Cheryl J. Craig, John H. Samuels, Valerie Hill-Jackson","doi":"10.1177/00224871241236001","DOIUrl":"https://doi.org/10.1177/00224871241236001","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"54 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533211","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
The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study 费城教育工作者的社会正义核心实践：修改后的德尔菲研究
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-03-25 DOI: 10.1177/00224871241239040
Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler
{"title":"The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study","authors":"Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler","doi":"10.1177/00224871241239040","DOIUrl":"https://doi.org/10.1177/00224871241239040","url":null,"abstract":"To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the SJCPs of Philadelphia educators and how they characterize their contextuality. A modified Delphi study drawing on the expertise of 27 local social justice educators revealed group consensus on 13 SJCPs. Further qualitative analysis surfaced four patterns related to contextuality: SJCPs as responses to macrosociopolitical inequities, manifesting critical praxis; the role of school, district, and professional constraints; the need to situate and adapt SJCPs for the subject area and grade level; and the inseparability of identity and positionality from enactment. From this site-specific approach positioning local educators as experts, implications for teacher education’s role in shaping a more justice-oriented profession are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"17 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291884","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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