The Teacher Educator最新文献_第10页

Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey 调查土耳其幼儿职前教师的个人教学效能与可持续发展教育的结果期望信念

The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2020.1767742

Hasret Köklü Yaylacı, Refika Olgan

{"title":"Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey","authors":"Hasret Köklü Yaylacı, Refika Olgan","doi":"10.1080/08878730.2020.1767742","DOIUrl":"https://doi.org/10.1080/08878730.2020.1767742","url":null,"abstract":"Abstract This study investigates teaching efficacy beliefs of Turkish early childhood preservice teachers toward education for sustainable development (ESD), as well as their personal efficacy and outcome-expectancy beliefs regarding ESD. The study also examines whether or not significant life experiences, year of undergraduate study, and taking courses regarding sustainable development influence students’ ESD teaching efficacy beliefs. In the pilot study the structure of the Turkish version of the Education for Sustainable Development Teaching Beliefs Scale (EfSD-B) was explored within a sample comprised of 158 early childhood preservice teachers. Then, 541 early childhood preservice teachers participated in the main study and completed an adapted version of the EfSD-B scale. The study results revealed a moderate sense of ESD teaching efficacy with its two constructs. Further, the participants’ responses did not significantly correspond with significant life experiences, taking ESD or sustainable development course, and preservice teachers’ year in undergraduate study.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133320230","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

The Many Faces of Teacher Differentiation: Using Q Methodology to Explore Teachers Preferences for Differentiated Instruction 教师差异化的多面性:用Q方法论探究教师对差异化教学的偏好

The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2020.1785068

Brian P. Godor

{"title":"The Many Faces of Teacher Differentiation: Using Q Methodology to Explore Teachers Preferences for Differentiated Instruction","authors":"Brian P. Godor","doi":"10.1080/08878730.2020.1785068","DOIUrl":"https://doi.org/10.1080/08878730.2020.1785068","url":null,"abstract":"Abstract Differentiated instruction occurs when teachers use students’ level of readiness, interests, and learning preferences to adjust the content, process, or products, which increases engagement and academic performance. However, teachers cannot offer every form of differentiation to every student all the time. There exist limits of resources as well as an essential balance that teachers need to make in terms of benefits for student learning on the one hand and classroom efficiency on the other. Additionally, the choices teachers make in terms of differentiation are also rooted in and stem from their personal beliefs systems. The goal of this research was to investigate teachers’ preferences for differentiating their instruction by using Q methodology. 32 teachers, coming from a single Dutch secondary school, completed a paper version of a Q sort containing 33 statements. Three groups of teachers were identified who emphasized 1) content mastery over students’ interests, 2) offering options over content growth, and 3) students’ interests or experiences over deliberate teaching. Therefore investigating teacher’s personal differentiation preferences will offer insight into what teachers choose to focus on in their differentiation, as well as, what teachers to not to emphasize. Each cluster is explored in terms of possible effects on student learning. Additionally, the implications for teacher development are also discussed per cluster.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128745075","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: 6

Teacher Professional Development: Approaches and Lessons from a Pilot Study in Ethiopia 教师专业发展:埃塞俄比亚试点研究的方法和经验教训

The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2020.1767743

M. Cho, Seongmi Lim, Hongseop Hwang

引用次数: 0

Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program 照我说的去教，而不是照我做的去教:职前教师如何理解他们期望的教学方式与他们在专业培训项目中被教导的方式之间的不匹配

The Teacher Educator Pub Date : 2020-12-02 DOI: 10.1080/08878730.2020.1847225

Christopher P. Brown, David P. Barry, D. Ku, K. Puckett

{"title":"Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program","authors":"Christopher P. Brown, David P. Barry, D. Ku, K. Puckett","doi":"10.1080/08878730.2020.1847225","DOIUrl":"https://doi.org/10.1080/08878730.2020.1847225","url":null,"abstract":"Abstract A challenge for teacher educators is providing preservice teachers with the opportunity to develop the confidence and efficacy required to address their future students’ sociocultural, academic, and social-emotional needs in this era of standardization, accountability, and limited resources. This case study investigated this issue by examining how a sample of preservice teachers made sense of how their coursework supported them in becoming teachers who center their practices on the needs and interests of their current and future students while attending to policymakers’ reforms. By analyzing the findings of this study, it becomes apparent that these preservice teachers questioned whether the coursework in their program supported their development in becoming classroom teachers in a manner that reflected how their instructors expected them to teach their students. Interpreting these findings provides insight into how teacher educators and their programs can better support preservice teachers’ confidence and efficacy as they enter their future classrooms.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123307988","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: 8

How Do Prospective Teachers Understand Educational Research? 准教师如何理解教育研究?

The Teacher Educator Pub Date : 2020-11-11 DOI: 10.1080/08878730.2020.1846831

Haylén Perines, Georgeta Ion

引用次数: 3

“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University “一个学习过程与一个时刻”:杰克逊州立大学黑人男性教师教育候选人参与文化可持续教学法

The Teacher Educator Pub Date : 2020-11-10 DOI: 10.1080/08878730.2020.1846830

Alice E. Ginsberg, Marybeth Gasman, Andrés Castro Samayoa

引用次数: 3

Committing to Pragmatic Informed Pedagogical Action: Theory and Practice Considered 致力于务实的知情教学行动:理论与实践的考虑

The Teacher Educator Pub Date : 2020-10-23 DOI: 10.1080/08878730.2020.1838018

M. Thorburn

引用次数: 3

Analyzing Barriers, Innovating Pedagogy: Applying Universal Design for Learning in a Teacher Residency 分析障碍，创新教学法:通用设计在教师实习学习中的应用

The Teacher Educator Pub Date : 2020-10-17 DOI: 10.1080/08878730.2020.1828520

Beth S. Fornauf, Thomas Higginbotham, Bryan Mascio, Kathryn Mccurdy, E. Reagan

{"title":"Analyzing Barriers, Innovating Pedagogy: Applying Universal Design for Learning in a Teacher Residency","authors":"Beth S. Fornauf, Thomas Higginbotham, Bryan Mascio, Kathryn Mccurdy, E. Reagan","doi":"10.1080/08878730.2020.1828520","DOIUrl":"https://doi.org/10.1080/08878730.2020.1828520","url":null,"abstract":"Abstract Over the last two decades, Universal Design for Learning (UDL) has emerged as a pedagogical framework for inclusive teaching and learning. UDL builds on learner variability as a starting point for instructional and curricular design, and aims to minimize barriers in the learning environment. In addition to its widespread use in K12 settings and its endorsement in federal education policy, UDL has also gained momentum in teacher education research and practice. Although a number of scholars have explored the use of UDL in preservice teacher education curricula, there are limited descriptions of how teacher educators apply concepts of UDL in their own pedagogy and practice. The purpose of this paper is to describe the process of applying UDL as a pedagogical innovation in a teacher residency (preparation) program. We share examples of how turning the lens on our own practice as teacher educators has allowed us to redesign multiple aspects of our curriculum, instructional practice, and program at large. We conclude by highlighting the iterative nature of UDL application, and by making recommendations for future research and inquiry on UDL in teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126960995","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: 5

Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching 数学野外体验设计:教学实验与一年后的课堂研究在学生教学中的作用

The Teacher Educator Pub Date : 2020-10-03 DOI: 10.1080/08878730.2020.1825891

Julie M. Amador, Enrique Galindo

引用次数: 3

Professional Dispositions of Teacher Candidates: Measuring Dispositions at a Large Teacher Preparation University to Meet National Standards 教师候选人的专业倾向:在一所大型师范预备大学测量教师候选人的专业倾向以达到国家标准

The Teacher Educator Pub Date : 2020-09-09 DOI: 10.1080/08878730.2020.1817217

M. N. Saltis, Brea Giancaterino, Corey D. Pierce

引用次数: 2