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Journal of Teacher Education最新文献

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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
Literacy Intervention in Secondary Schools: Exploring Educators’ Beliefs and Practices about Supporting Adolescents’ Literacy Learning 中学扫盲干预:教育工作者支持青少年扫盲学习的信念与实践
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-09 DOI: 10.1177/00224871231156371
Sarah M. Lupo, Katherine K. Frankel, Mark A. Lewis, Alina Wilson
{"title":"Literacy Intervention in Secondary Schools: Exploring Educators’ Beliefs and Practices about Supporting Adolescents’ Literacy Learning","authors":"Sarah M. Lupo, Katherine K. Frankel, Mark A. Lewis, Alina Wilson","doi":"10.1177/00224871231156371","DOIUrl":"https://doi.org/10.1177/00224871231156371","url":null,"abstract":"There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators’ beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students’ situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65203878","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
Exploring Resources for Responsiveness to Student Thinking in Practice 探索在实践中响应学生思维的资源
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-03 DOI: 10.1177/00224871231157327
J. Richards
{"title":"Exploring Resources for Responsiveness to Student Thinking in Practice","authors":"J. Richards","doi":"10.1177/00224871231157327","DOIUrl":"https://doi.org/10.1177/00224871231157327","url":null,"abstract":"Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, is highly contextualized and often fleeting. This study conceptualizes and examines what functioned as “resources for responsiveness” within and across nine sustained cases of responsiveness in three science teachers’ inquiry-oriented classrooms. Analyses demonstrated how a diverse range of personal, social, and material/structural resources facilitated teachers’ responsiveness, with some commonalities but also much variation across teachers. These findings contribute to the field’s understanding of what may support teachers’ attention and responsiveness to student thinking and suggest the importance of (a) responsiveness in the design and facilitation of professional learning and (b) increased attention to teachers’ affect.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"481 - 494"},"PeriodicalIF":3.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036264","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
Support for Diverse Students Through Teacher Education Still Needs Presidential Leadership 通过教师教育支持多样化学生仍需总统领导
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231160384
C. Sleeter
{"title":"Support for Diverse Students Through Teacher Education Still Needs Presidential Leadership","authors":"C. Sleeter","doi":"10.1177/00224871231160384","DOIUrl":"https://doi.org/10.1177/00224871231160384","url":null,"abstract":"In this article, Sleeter reflects on her previous article, “An Invitation to Support Diverse Students through Teacher Education.” She argues that her earlier recommendations are still valid, but changing conditions have lent them greater urgency. Research has made clear the positive impact of culturally relevant curriculum and pedagogy on students of color. Although White teachers still dominate the profession, White students are no longer in the majority. But schools are still highly racially segregated, with unequal access to resources, and school closures coupled with increased online education have only widened racial gaps. Because of these conditions, she argues that public education needs federal leadership.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"188 - 190"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41461859","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’s the “Problem of Teacher Education” in the 2020s? 20世纪20年代的“教师教育问题”是什么？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231160373
Marilyn Cochran-Smith
{"title":"What’s the “Problem of Teacher Education” in the 2020s?","authors":"Marilyn Cochran-Smith","doi":"10.1177/00224871231160373","DOIUrl":"https://doi.org/10.1177/00224871231160373","url":null,"abstract":"This article is a rejoinder, some 20 years later, to a JTE editorial, titled “The Problem of Teacher Education.” The previous piece suggested that in response to unprecedented attention by high-level policy makers to “fixing” the “broken” system of teacher education, teacher education was treated as what I called a “policy problem” during the late 1990s and 2000s From this perspective, the goal was to identify which of the broad aspects of teacher education that could be controlled by policymakers was most likely to have a positive impact on teacher quality, defined primarily in terms of teachers’ effectiveness at producing a strong workforce for the new economy. In this new article, the author argues that now—during the 2020s—teacher education should be constructed as an “equity problem.” This means acknowledging that, despite many important and powerful multicultural and other initiatives over the last two decades, dominant educational and social policies, practices, and frames coupled with deeply institutionalized and intransigent racism, linguicism, and homophobia continue to produce educational inequality and inequity and continue to impede the recognition and representation of minoritized groups in determining shared educational values and purposes. A short list of contemporary scholarship and preparation programs/projects that construct teacher education as an “equity problem” is included.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"127 - 130"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531147","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: 4
Lost in Translation in the Study of Mentoring 17 Years Later 17年后导师研究中的翻译迷失
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231160377
L. Orland‐Barak
{"title":"Lost in Translation in the Study of Mentoring 17 Years Later","authors":"L. Orland‐Barak","doi":"10.1177/00224871231160377","DOIUrl":"https://doi.org/10.1177/00224871231160377","url":null,"abstract":"In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"140 - 143"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849457","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
Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage 再版：问题、过程和承诺：对合作解决少数民族教师短缺问题的思考
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231161452
A. Goodwin
{"title":"Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage","authors":"A. Goodwin","doi":"10.1177/00224871231161452","DOIUrl":"https://doi.org/10.1177/00224871231161452","url":null,"abstract":"This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and control, (d) sufficient time, (e) energy, (f) effective communication, (g) resources, (h) leadership, and (i) ongoing evaluation. The analysis resulted in the identification of three additional factors that support successful collaboration: (a) levels of collaboration, (b) continual redefinition, and (c) avoidance of interinstitutional conflicts.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"160 - 166"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144535","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
Rejoinder to The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers’ Beliefs 同理心在多元文化学生教学中的作用:教师信念的质性研究
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231160376
Gretchen McAllister
{"title":"Rejoinder to The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers’ Beliefs","authors":"Gretchen McAllister","doi":"10.1177/00224871231160376","DOIUrl":"https://doi.org/10.1177/00224871231160376","url":null,"abstract":"After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"200 - 201"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465381","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: 6
The “Turn Once Again Toward Practice-Based Teacher Education” Revisited 再论“教师教育再次转向实践”
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2023-03-01 DOI: 10.1177/00224871231160401
Kenneth M. Zeichner
{"title":"The “Turn Once Again Toward Practice-Based Teacher Education” Revisited","authors":"Kenneth M. Zeichner","doi":"10.1177/00224871231160401","DOIUrl":"https://doi.org/10.1177/00224871231160401","url":null,"abstract":"This paper provides an analysis of how work on practice-based teacher education has evolved and remained the same since 2012.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"178 - 180"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534098","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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