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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
Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning 通过基于实践的学习提高职前科学教师即时评估学生思维的技能
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-03-16 DOI: 10.1177/00224871241237497
Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß
{"title":"Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning","authors":"Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß","doi":"10.1177/00224871241237497","DOIUrl":"https://doi.org/10.1177/00224871241237497","url":null,"abstract":"Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142110","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
Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis 区分中学教师自我效能感的子类型：潜在特征分析
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-03-12 DOI: 10.1177/00224871241234872
Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong
{"title":"Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis","authors":"Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong","doi":"10.1177/00224871241234872","DOIUrl":"https://doi.org/10.1177/00224871241234872","url":null,"abstract":"Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114567","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
‘Where the Good Ideas Are’ 好主意在哪里
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2024-03-05 DOI: 10.1177/00224871241232033
Valerie Hill-Jackson, Cheryl J. Craig
{"title":"‘Where the Good Ideas Are’","authors":"Valerie Hill-Jackson, Cheryl J. Craig","doi":"10.1177/00224871241232033","DOIUrl":"https://doi.org/10.1177/00224871241232033","url":null,"abstract":"Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046699","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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