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Journal of Teacher Education最新文献

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“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
{"title":"Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context","authors":"A. R. Firestone, Rebecca A. Cruz, Darcie Massey","doi":"10.1177/00224871231180536","DOIUrl":"https://doi.org/10.1177/00224871231180536","url":null,"abstract":"Equity-centered preparation builds novice teachers’ capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators’ development of equity-centered practices. We examined 60 preservice teachers’ instruction prior to and following study group participation, embedded in a fieldwork support course, alongside related artifacts shared during weekly sessions. Using a convergent mixed-methods approach, we analyzed quantitative and qualitative data separately and then integrated findings using joint display analysis; in doing so, we generated meta-inferences regarding how teachers’ attitudes mediated growth in practice. We uncovered salient participatory experiences that influenced—and hindered—professional growth. Our findings have implications for programs interested in structuring professional learning in a manner that builds foundations for an equity-centered practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"343 - 358"},"PeriodicalIF":3.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226920","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: 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
{"title":"When Shutting the Door Won’t Do: Teaching With the Specter of Community Backlash and the Implications for Teacher Education","authors":"Rachel Ranschaert","doi":"10.1177/00224871231180831","DOIUrl":"https://doi.org/10.1177/00224871231180831","url":null,"abstract":"Recently, numerous news stories have detailed the ways teachers across the country have been disciplined for addressing issues of oppression and justice in their schools. This paper engages poststructural discourse analysis to consider data from a year-long study of recent graduates of a justice-oriented teacher education program during their first year teaching, examining the ways that stories of community backlash functioned to discipline early career teachers to behave in particular ways. I theorize that these stories serve to discourage teachers from pursuing justice-oriented work in the classroom and that such discourses must be addressed in teacher education programs to prepare preservice teachers for the political realities of entering classrooms in the United States in the current cultural moment.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"371 - 382"},"PeriodicalIF":3.9,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44397907","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
“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
{"title":"Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education","authors":"Elena Aydarova","doi":"10.1177/00224871231174835","DOIUrl":"https://doi.org/10.1177/00224871231174835","url":null,"abstract":"Intermediary organizations’ (IOs) involvement in teacher education policies has grown in recent years. Apart from advocating for the introduction of alternative routes into the teaching profession, IOs have facilitated the spread of outcomes-based teacher preparation accountability. While previous studies examined the neoliberal market-based logic of their proposals, less is known about technocracy as a discourse informing teacher education redesign. To address this gap, I use the tools of critical policy and critical discourse analysis to examine how IOs advocated for and participated in the construction of outcomes-based accountability regimes. This analysis captures key elements of technocracy, such as the depoliticization of social issues, scientism, and the dismissal of opposition on which accountability regimes are built. By attending to the assumptions and inherent contradictions of technocratic discourses, I shed light on the ways in which accountability regimes dismiss opposition and seek to refashion governance structures in teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126009","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
Mapping How Teachers Become Culturally Responsive 绘制教师如何对文化做出反应
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-04-28 DOI: 10.1177/00224871231168076
H. Parkhouse, Robyn Lyn, Elizabeth Severson-Irby, Erin Drulis, Jesse Senechal, Fantasy T. Lozada
{"title":"Mapping How Teachers Become Culturally Responsive","authors":"H. Parkhouse, Robyn Lyn, Elizabeth Severson-Irby, Erin Drulis, Jesse Senechal, Fantasy T. Lozada","doi":"10.1177/00224871231168076","DOIUrl":"https://doi.org/10.1177/00224871231168076","url":null,"abstract":"Research on how teachers become culturally responsive tends to focus on preservice teachers or on the professional development activities that are associated with change for inservice teachers. Little is known about how the various elements of culturally responsive teaching—including knowledge, skills, and fundamental orientations—interact with one another as teachers change. This case study followed 19 educators across four schools and over 2 years as they conducted action research to enhance their cultural responsiveness. We found four zones of development that characterized the teachers’ change: consciousness-raising, consciousness- and relationship-building, knowledge- and practice-building, and practice-refining. Within each zone, two or three elements of culturally responsive teaching appeared to change most dramatically and to mutually reinforce one another as teachers developed. Professional development experiences should attend to these different zones and to the gradual nature of this process.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"383 - 397"},"PeriodicalIF":3.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47341337","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
Teacher Shortages: What Are We Short Of? 教师短缺：我们缺少什么？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-04-18 DOI: 10.1177/00224871231166244
C. Craig, Valerie Hill-Jackson, Andrew Kwok
{"title":"Teacher Shortages: What Are We Short Of?","authors":"C. Craig, Valerie Hill-Jackson, Andrew Kwok","doi":"10.1177/00224871231166244","DOIUrl":"https://doi.org/10.1177/00224871231166244","url":null,"abstract":"In October 2016, UNESCO (2017) officially announced that the world was facing a global teacher shortage. The international organization declared that 70 million more teachers would be needed to provide every primary and secondary student with an equitable and inclusive education according to its definition. Four years later, the Covid-19 pandemic struck, further complicating the already complex, longstanding challenge. Because of the ubiquitous nature of teacher shortages, more clarity is needed with how the term is defined, when the problem originated, the conditions that complicate the tenure of teachers, and the ways in which this crisis can be avoided—or at least managed (Cuban, 2001). Otherwise, teacher shortages will perpetuate because resources fall short (Cowan et al., 2016).","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"209 - 213"},"PeriodicalIF":3.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433754","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
Preparing Cherokee Language Teachers: Lessons Learned From an Innovative Licensure Program 准备切罗基语言教师:从创新执照计划中学到的教训
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-04-17 DOI: 10.1177/00224871231165478
Scott Kissau, K. Davin, Kristen Moore
{"title":"Preparing Cherokee Language Teachers: Lessons Learned From an Innovative Licensure Program","authors":"Scott Kissau, K. Davin, Kristen Moore","doi":"10.1177/00224871231165478","DOIUrl":"https://doi.org/10.1177/00224871231165478","url":null,"abstract":"Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward, little is known about this program and the extent to which it meets the needs of Cherokee language teacher candidates. In response, we conducted a year-long case study to chronicle the experiences of a Cherokee language teacher as he completes this program. Results confirmed that teachers of Indigenous languages may still be developing language proficiency and may lack resources, rendering instruction more challenging. Findings also shed light on beneficial program characteristics (e.g., attention to lesson and unit plan design) and emphasized the need for greater involvement of the Indigenous community in teacher preparation programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45357164","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
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession 元反射与教师专业化：促进多元分化的教师教育实现面向未来的专业
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-04-02 DOI: 10.1177/00224871231162295
Colin Cramer, Christopher R. Brown, D. Aldridge
{"title":"Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession","authors":"Colin Cramer, Christopher R. Brown, D. Aldridge","doi":"10.1177/00224871231162295","DOIUrl":"https://doi.org/10.1177/00224871231162295","url":null,"abstract":"The present work discusses the relevance of meta-reflexivity, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an essential element characterizing the act of teaching. Inherent rationales of specific theories and empirical findings are made explicit, thus creating a referential framework for situation-specific interpretations and professional action. Based on a theoretical reconstruction, we propose meta-reflexivity as an essential element of pedagogic practice and, consequently, teacher professionalism. Such professionalism is characterized by teachers being able to undertake exemplary-typifying interpretations of situations, based on a deep understanding of multiple approaches. While assessing specific situations in school, a teacher can refer to these interpretations. Possible principles of a meta-reflexive teacher education are proposed that can potentially enrich the practice of teacher education for a future-proof profession.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"467 - 480"},"PeriodicalIF":3.9,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162973","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: 3
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