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Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland 总结性评估教学：瑞典和芬兰职前语言教师教育的课程分析
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-12-07 DOI: 10.1177/00224871231214799
Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl
{"title":"Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland","authors":"Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl","doi":"10.1177/00224871231214799","DOIUrl":"https://doi.org/10.1177/00224871231214799","url":null,"abstract":"The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"58 29","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592893","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
Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs 研究项目领导者对连贯性的看法以及创建连贯教师教育项目的策略
1区 教育学
Journal of Teacher Education Pub Date : 2023-11-10 DOI: 10.1177/00224871231208683
Oddvar Aalde, Inga Staal Jenset
{"title":"Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs","authors":"Oddvar Aalde, Inga Staal Jenset","doi":"10.1177/00224871231208683","DOIUrl":"https://doi.org/10.1177/00224871231208683","url":null,"abstract":"Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" 736","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186753","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 Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health 建立青少年心理健康教育工作者技能(BEAM)计划对提高中学教育工作者对学生心理健康的信心、行为、知识和态度的有效性的整群随机对照试验
1区 教育学
Journal of Teacher Education Pub Date : 2023-11-03 DOI: 10.1177/00224871231208684
Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey
{"title":"A Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health","authors":"Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey","doi":"10.1177/00224871231208684","DOIUrl":"https://doi.org/10.1177/00224871231208684","url":null,"abstract":"Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868932","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
Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond? 沉默公平的教师准备:教师教育者如何应对?
1区 教育学
Journal of Teacher Education Pub Date : 2023-10-23 DOI: 10.1177/00224871231203926
Joni S. Kolman, Carol Battle, Laura Vernikoff, Jenna Kamrass Morvay
{"title":"Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?","authors":"Joni S. Kolman, Carol Battle, Laura Vernikoff, Jenna Kamrass Morvay","doi":"10.1177/00224871231203926","DOIUrl":"https://doi.org/10.1177/00224871231203926","url":null,"abstract":"This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"28 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412873","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
Toward Inquiry and Problem Posing in Teacher Education 论教师教育中的探究与问题提出
1区 教育学
Journal of Teacher Education Pub Date : 2023-10-14 DOI: 10.1177/00224871231202828
Bugrahan Yalvac, Cheryl Craig, Valerie Hill-Jackson, Chelsea Cole
{"title":"Toward Inquiry and Problem Posing in Teacher Education","authors":"Bugrahan Yalvac, Cheryl Craig, Valerie Hill-Jackson, Chelsea Cole","doi":"10.1177/00224871231202828","DOIUrl":"https://doi.org/10.1177/00224871231202828","url":null,"abstract":"Inquiries in teaching help teachers to continually monitor, evaluate, and revise their practice (Hill-Jackson et al., 2019) as well as generate new knowledge (Bailey & Van Harken, 2014). What is lacking in teacher education is the requisite for preservice and inservice teachers to engage in healthy skepticism about the art of teaching and learning so they can question certain taken-for-granted teaching practices (Craig et al., 2022). In teacher education programs, preservice teachers (PSTs), for example, are typically expected to assume a passive role when learning about the best teaching methods and techniques (van Katwijk et al., 2022). Pedagogical procedures and content knowledge are delivered to them via a one-way conduit (Clandinin & Connelly, 1995; Craig, 2002) for which the exchange of knowledge and ideas is not the expectation or solicited. Teacher educators often deposit the best teaching techniques and methods onto PSTs who function as compliant receptacles. These unidirectional transmissions of knowledge are devoid of inquiry and mirror Freire’s (2000) concept of education as a process of depositing knowledge. Freire (2000) noted:","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803374","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 评论家赞赏
1区 教育学
Journal of Teacher Education Pub Date : 2023-10-14 DOI: 10.1177/00224871231206439
{"title":"Reviewer Appreciation","authors":"","doi":"10.1177/00224871231206439","DOIUrl":"https://doi.org/10.1177/00224871231206439","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803356","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
Community-Based Teacher Education: The Experiences of Teacher Candidates Learning Alongside Grassroots Youth Organizers 基于社区的教师教育:候选教师与基层青年组织者一起学习的经验
1区 教育学
Journal of Teacher Education Pub Date : 2023-09-30 DOI: 10.1177/00224871231201838
Kaitlin E. Popielarz
{"title":"Community-Based Teacher Education: The Experiences of Teacher Candidates Learning Alongside Grassroots Youth Organizers","authors":"Kaitlin E. Popielarz","doi":"10.1177/00224871231201838","DOIUrl":"https://doi.org/10.1177/00224871231201838","url":null,"abstract":"This community-based action research (CBAR) project acknowledges and disrupts existing systemic barriers to bring teacher candidates and grassroots youth organizers together through dialogue and reflection for transformative action. The practice of community-based pedagogy is described and utilized to demonstrate how critical understandings of community may imagine new ways of learning in conventional teacher education programs. This process enhances teacher candidates’ understanding and use of community-based pedagogy while supporting youth organizers in social justice initiatives within schools and communities. The findings, which draw from the CBAR project of a white, cis-gender woman who is a teacher educator-scholar-community organizer, provide implications for teacher educators aiming to foster collaborative partnerships with youth-centered grassroots community organizations and intergenerational community members. Teacher educators are invited to engage in paradigm shifts to curate community-based teacher education programs that are stimulated by and benefit local schools and communities.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279622","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
Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards 职前教育工作者准备好实施个性化学习了吗?教育工作者准备标准的一致性分析
1区 教育学
Journal of Teacher Education Pub Date : 2023-09-30 DOI: 10.1177/00224871231201367
Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora
{"title":"Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards","authors":"Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora","doi":"10.1177/00224871231201367","DOIUrl":"https://doi.org/10.1177/00224871231201367","url":null,"abstract":"Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341611","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
Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design 预备专家新手:职前教师思考与探究设计效能
1区 教育学
Journal of Teacher Education Pub Date : 2023-09-27 DOI: 10.1177/00224871231202956
Kristy A. Brugar, Amy Allen, Kathryn L. Roberts, Kamrin Ratcliff, Caitlin Capps
{"title":"Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design","authors":"Kristy A. Brugar, Amy Allen, Kathryn L. Roberts, Kamrin Ratcliff, Caitlin Capps","doi":"10.1177/00224871231202956","DOIUrl":"https://doi.org/10.1177/00224871231202956","url":null,"abstract":"In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135472712","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
Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession 重构高质量的师徒关系:教师师徒关系与教学职业观之间的关系
1区 教育学
Journal of Teacher Education Pub Date : 2023-09-25 DOI: 10.1177/00224871231200276
Tal Carmi
{"title":"Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession","authors":"Tal Carmi","doi":"10.1177/00224871231200276","DOIUrl":"https://doi.org/10.1177/00224871231200276","url":null,"abstract":"Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor–teachers’ work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that accomplished mentor-teachers promoted and their practices and found four mentoring styles that characterized these mentors. After, it interrogated how the mentoring styles interrelated with three distinct visions of teacher professionalism (teachers as intellectuals, craftspeople, or artists). Findings challenge the idea that mentor-teachers’ work can be evaluated as either advancing or degrading teacher professionalism. The study questions this framing of mentoring literature and suggests that a bipolar logic could mislead us to forsake essential aspects of mentoring, for instance, ones associated with apprenticeship relations. The study concludes by offering to replace the bipolar logic with a more balanced consideration of the different aspects of teacher mentoring.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815558","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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