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Young students' perception of the health perspective in the Norwegian school subject Food and Health 挪威学校 "食品与健康 "学科中青年学生对健康观点的看法
Journal of the International Society for Teacher Education Pub Date : 2023-12-30 DOI: 10.26522/jiste.v27i2.4422
M. Helland, Camilla Sandvik, A. Ask, E. Aadland
{"title":"Young students' perception of the health perspective in the Norwegian school subject Food and Health","authors":"M. Helland, Camilla Sandvik, A. Ask, E. Aadland","doi":"10.26522/jiste.v27i2.4422","DOIUrl":"https://doi.org/10.26522/jiste.v27i2.4422","url":null,"abstract":"In Norway, Food and Health (FH) is taught throughout compulsory school. Data acquisition for this study consists of 15 interviews with teachers and 26 focus group interviews (FGI) with 4th grade students (9-10 years), from eleven different schools in five regions in Norway. The data provides insight into experiences with FH, perceptions of the health aspect of FH, and learning activities to achieve the subject’s competence aims. Students divided FH into \"practical sessions”, consisting of preparing, cooking, and eating food, and \"health sessions\", consisting of theory related to different health aspects of food and lifestyle habits. Most students reported that they had few FH sessions at school. Instead, they referred to activities at home, in after-school care, and what parents and grandparents had told them about the subject. High-quality education in school, focusing on dietary advice, food groups, and supporting physical health is important to promote healthier dietary habits in young students.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pre-Service Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom 职前学生作为未来数学教师在第二语言课堂中的自我效能感
Journal of the International Society for Teacher Education Pub Date : 2023-12-30 DOI: 10.26522/jiste.v27i2.4427
Linda Gurvin Opheim, K. Knutsen, Cornelia Brodahl
{"title":"Pre-Service Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom","authors":"Linda Gurvin Opheim, K. Knutsen, Cornelia Brodahl","doi":"10.26522/jiste.v27i2.4427","DOIUrl":"https://doi.org/10.26522/jiste.v27i2.4427","url":null,"abstract":"This study contributes to the field of research on teacher self-efficacy by investigating a group of multilingual pre-service teachers’ perceptions of self-efficacy in Norwegian mathematics classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualizations of self-efficacy across various contexts. Furthermore, the cultural and language dimensions related to self-efficacy are usually not addressed. Pertaining to this group of multilingual pre-service teachers, all enrolled in the multilingual teacher preparation program at the University of Agder, we found that it was not sufficient for them to focus solely on acquiring mathematical knowledge or developing their mathematics teaching skills. They also needed to navigate a different classroom culture and a language that is not their first language. As a result, this study contributes crucial insights to complement the theory of teacher self-efficacy.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms 调查不丹小学六年级课堂中教师的口头纠正反馈和学生的接受情况
Journal of the International Society for Teacher Education Pub Date : 2023-12-30 DOI: 10.26522/jiste.v27i2.4369
T. Wangchuk
{"title":"Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms","authors":"T. Wangchuk","doi":"10.26522/jiste.v27i2.4369","DOIUrl":"https://doi.org/10.26522/jiste.v27i2.4369","url":null,"abstract":"Oral corrective feedback (OCF) plays an important role in language teaching and learning, but little research has examined Bhutanese teachers’ practices of OCF on students’ speaking performance and uptake. This paper reports on a mixed-method approach to investigate the rate of students' uptake on teachers' OCF within an ESL setting in Bhutanese grade six primary classrooms. Convenience sampling was applied to gather data from observations of two teachers and fifty-seven students in a primary school. The results of content analysis from classroom observations indicate that the teachers used four types of OCF: explicit correction, recast, metalinguistic feedback, and repetition, with recast being the highest used. The results showed a high degree of student participation, which resulted in error correction following the teachers' OCF. It is suggested that different classes be studied to see if there are differences in the effects of OCF on students.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Increasing Self-Determination for Students with Disabilities Using the Ask.Explore.Connect Discussion Tool 使用 "询问.探索.连接 "讨论工具提高残疾学生的自决能力
Journal of the International Society for Teacher Education Pub Date : 2023-12-30 DOI: 10.26522/jiste.v27i2.4416
Shirley Dawson, Melanie Allen, Heather Chapman
{"title":"Increasing Self-Determination for Students with Disabilities Using the Ask.Explore.Connect Discussion Tool","authors":"Shirley Dawson, Melanie Allen, Heather Chapman","doi":"10.26522/jiste.v27i2.4416","DOIUrl":"https://doi.org/10.26522/jiste.v27i2.4416","url":null,"abstract":"Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve self-determination, a one-year randomized controlled trial design was utilized with high school students with high incidence disabilities (n = 198). These students matched on key variables before being randomly assigned to their respective groups. Both treatment and control groups received regular tiered transition services, activities, and support while the control group also received the Ask.Explore.Connect self-determination instruction and intervention. Results demonstrate that discussions are an effective practice to increase student self-determination. Treatment students had greater increases in self-determination than the control group across all disability categories and service levels. Benefits of the tool and intervention allowed for increased self-advocacy, self-determination, choice-making and social skills, field testing of evidence-based best practices, and use of authentic settings.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical Reflection on Cultural Competence: The Teacher as an Autoethnographic Researcher 文化能力的批判性反思:作为自我民族志研究者的教师
Journal of the International Society for Teacher Education Pub Date : 2023-07-31 DOI: 10.26522/jiste.v27i1.3844
Karren Amadio
{"title":"Critical Reflection on Cultural Competence: The Teacher as an Autoethnographic Researcher","authors":"Karren Amadio","doi":"10.26522/jiste.v27i1.3844","DOIUrl":"https://doi.org/10.26522/jiste.v27i1.3844","url":null,"abstract":"In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child’s teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner’s (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the importance of international children’s rights and may support non-Indigenous teachers’ understanding of Indigenous children. By combining these approaches, educators can foster a culturally aware and inclusive environment for their students.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131980662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Utah K-12 Teachers’ Perspective: Challenges and Changes with Technology Integration during COVID-19 Pandemic 犹他州K-12教师视角:新冠疫情期间技术整合带来的挑战与变化
Journal of the International Society for Teacher Education Pub Date : 2023-07-31 DOI: 10.26522/jiste.v27i1.4338
Katarina Pantic, N. Gonzalez, Ryan Cain
{"title":"Utah K-12 Teachers’ Perspective: Challenges and Changes with Technology Integration during COVID-19 Pandemic","authors":"Katarina Pantic, N. Gonzalez, Ryan Cain","doi":"10.26522/jiste.v27i1.4338","DOIUrl":"https://doi.org/10.26522/jiste.v27i1.4338","url":null,"abstract":"In March 2020, the global health emergency caused by the COVID-19 pandemic brought about significant changes in classrooms around the world. This paper is part of a larger study that investigated how Utah teachers across the state adapted to technology integration during that period. Specifically, we present interview findings from ten teachers in Utah, which we analyzed using open and axial coding. The study identified four distinct challenges that teachers faced at the onset of the COVID-19 outbreak: increased stress, difficulties in transitioning to digital formats, Technological Pedagogical Content Knowledge (TPACK) dissonance, and students’ lack of technological knowledge. As a result, teachers began to reassess their pedagogical approaches and incorporate greater care for themselves and their students. In terms of technology, teachers reported an increased willingness to utilize technology and videoconferencing, as well as a shift toward digital formats and platforms.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122998083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms 与英语学习者家长建立联系:促进课堂文化和语言的多样化
Journal of the International Society for Teacher Education Pub Date : 2023-07-31 DOI: 10.26522/jiste.v27i1.4231
Shernavaz Vakil, David R. Byrd, Lynn Atkinson Smolen
{"title":"Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms","authors":"Shernavaz Vakil, David R. Byrd, Lynn Atkinson Smolen","doi":"10.26522/jiste.v27i1.4231","DOIUrl":"https://doi.org/10.26522/jiste.v27i1.4231","url":null,"abstract":"Parents of English learners (ELs) must navigate new waters as their children enter schools in the US. These families are wonderful resources for their students’ education, but they may not know the norms of the new educational environment. Educators in the US tend to want parents to be involved in schools but feel that these families are distant. To bridge the gap of understanding between these groups, a survey was created and administered to 90 parents of ELs. The survey aimed to discover how parents of ELs supported their children’s learning at home and in the community. The findings were used to inform teachers about how parents of ELs view their children’s education with the goal of producing optimal collaboration between parents and teachers to promote EL students’ success. The results showed that parents were involved in ways that can be enlightening to both teachers and teacher educators.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129888550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Comparison of Teacher Competence Frameworks in the USA and Türkiye 美国与日本教师能力框架之比较
Journal of the International Society for Teacher Education Pub Date : 2023-07-31 DOI: 10.26522/jiste.v27i1.4165
Onur Ergünay, Seth A. Parsons
{"title":"A Comparison of Teacher Competence Frameworks in the USA and Türkiye","authors":"Onur Ergünay, Seth A. Parsons","doi":"10.26522/jiste.v27i1.4165","DOIUrl":"https://doi.org/10.26522/jiste.v27i1.4165","url":null,"abstract":"Teaching is a complex endeavor that requires deep knowledge of content, pedagogy, and students. Educational stakeholders design teacher competence frameworks to outline the knowledge, skills, and dispositions that teachers need to have to improve their teaching activity. These competence frameworks are guided by research and theory and tend to respond to local contexts and national efforts. In this article, we examine teacher competence frameworks in two national contexts, the United States of America and Türkiye, using Merriam’s (2009) approach to document analysis and Phillips and Schweisfurth’s (2014) framework for comparative inquiry. This analysis reveals much overlap but also distinct differences in educational structures. Our analysis is based upon four categories including overall structures, development, scope, and accountabilities of teacher competence frameworks. Given that the teacher competence frameworks in both countries are dated, we conclude our article with a call for updating such frameworks through participatory efforts, taking into account recent post-COVID pandemic needs in teacher competencies.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115638724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
About This Issue 关于这个问题
Journal of the International Society for Teacher Education Pub Date : 2023-07-31 DOI: 10.26522/jiste.v27i1.4414
L. Taylor
{"title":"About This Issue","authors":"L. Taylor","doi":"10.26522/jiste.v27i1.4414","DOIUrl":"https://doi.org/10.26522/jiste.v27i1.4414","url":null,"abstract":"From the editor.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130738247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influence of Study Abroad Experiences in Australia on Teacher Education in Bhutan’s Education Colleges 澳大利亚留学经历对不丹教育学院教师教育的影响
Journal of the International Society for Teacher Education Pub Date : 2022-12-31 DOI: 10.26522/jiste.v26i2.3924
Dolay Tshering, J. Berman, Judith Miller, Adele Nye
{"title":"Influence of Study Abroad Experiences in Australia on Teacher Education in Bhutan’s Education Colleges","authors":"Dolay Tshering, J. Berman, Judith Miller, Adele Nye","doi":"10.26522/jiste.v26i2.3924","DOIUrl":"https://doi.org/10.26522/jiste.v26i2.3924","url":null,"abstract":"Tertiary education in Bhutan has changed with the establishment of the Royal University of Bhutan in 2003, and the two constituent colleges of education have brought many developments in the education system in Bhutan. As the majority of the faculty members in the education colleges are Australian alumni, this case study was focused on how their Australian educational experiences have influenced professional practice in teacher education. This focus was part of a qualitative study which revealed influences in teacher education, research, and leadership as three critical changes that were attributed to the Australian educated faculty members of the education colleges. Inculcating international best practices in teaching pedagogy, curriculum development taking into account the Bhutanese context, and development of Early Childhood Care and Development curriculum are reported in this paper along with discussion of the implications for the Bhutanese education system.","PeriodicalId":321615,"journal":{"name":"Journal of the International Society for Teacher Education","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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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