The Teacher Educator最新文献_第2页

COVID Conversations: A Collaborative Self-Study of Four Teacher Educators COVID对话:四位教师教育工作者的协作自学

The Teacher Educator Pub Date : 2023-10-23 DOI: 10.1080/08878730.2023.2273368

Amy Burns, Linda K. Taylor, Erica R. Hamilton, Alison E. Leonard

{"title":"COVID Conversations: A Collaborative Self-Study of Four Teacher Educators","authors":"Amy Burns, Linda K. Taylor, Erica R. Hamilton, Alison E. Leonard","doi":"10.1080/08878730.2023.2273368","DOIUrl":"https://doi.org/10.1080/08878730.2023.2273368","url":null,"abstract":"AbstractThis collective self-study chronicles the experiences and reflections of four women teacher educators living and working during the COVID-19 pandemic. Data collected between March 2020 and December 2021 centered on the following question: what were we, as teacher educators, experiencing professionally and personally as a result of the pandemic? The COVID-19 context presented a unique set of challenges and an additional layer of complexity highlighting intersections of policy, teacher education, and societal expectations. Findings connected to our professional identities as teacher educators included the need to reframe professional expectations and the impacts to historical narratives in teacher education. Personally, the complexity of mixing the personal and professional spheres and increased personal responsibilities emerged. Findings from this study reaffirm that when we have opportunities to access and learn from the lived experiences of others, we are better positioned to understand ourselves and the personal and professional roles we take on. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411641","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

I've Got Your Back! the Importance of Care in Student Teaching in Urban Environments 我支持你!城市环境下学生教学中关怀的重要性

The Teacher Educator Pub Date : 2023-10-23 DOI: 10.1080/08878730.2023.2270991

Kirsten Robbins, Veronica Fife-Demski, Jerry Woodward

引用次数: 0

Using Epistemic Emotions to Support Canadian Pre-Service Teachers Learning about Classroom Assessment 运用认知情绪支持加拿大职前教师学习课堂评估

The Teacher Educator Pub Date : 2023-10-18 DOI: 10.1080/08878730.2023.2270278

Lia M. Daniels, Kendra Wells

{"title":"Using Epistemic Emotions to Support Canadian Pre-Service Teachers Learning about Classroom Assessment","authors":"Lia M. Daniels, Kendra Wells","doi":"10.1080/08878730.2023.2270278","DOIUrl":"https://doi.org/10.1080/08878730.2023.2270278","url":null,"abstract":"AbstractStudents feel epistemic emotions like surprise or frustration when they encounter content that conflicts with their beliefs or previous knowledge in a way that can facilitate or hinder learning. Pre-service teachers may find that professional perspectives on assessment conflict with their previous knowledge of assessment, creating epistemic emotions. The purpose of this research was to evaluate how frustration, curiosity, and surprise felt during two learning experiences related to self-reported learning of assessment and application to practice. N = 205 pre-service teachers consented for their responses to questions associated with two learning activities to be analyzed. Participants reported experiencing moderate levels of curiosity in both activities, but one garnered more frustration and the other more surprise. Frustration was negatively associated with self-reported learning and application. Whereas, curiosity and surprise had statistically significant positive associations with the outcomes. We discuss the role of epistemic emotions in learning about assessment and offer recommendations for instructors. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by a Social Sciences and Humanities Council of Canada Insight Grant #435-2022-1075 to the first author.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883039","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

Reflecting on Practice: Using Video to Promote Preservice Teacher Development of Professional Noticing and Ambitious Pedagogy 实践反思:利用视频促进职前教师专业关注与抱负教学法的发展

The Teacher Educator Pub Date : 2023-10-18 DOI: 10.1080/08878730.2023.2270948

Paula Jakopovic, Jennifer Lemke, Andrea Karpf, Kristina Stamatis

引用次数: 0

“Most of His Teachers Had ‘Given Up’”: Preparing Future Educators to Critically Examine Their Multifaceted Instructional Demands “他的大多数老师都‘放弃了’”:培养未来的教育工作者批判性地审视他们多方面的教学需求

The Teacher Educator Pub Date : 2023-10-09 DOI: 10.1080/08878730.2023.2265347

Loren Jones, Carmen Durham, Sharon Smith

{"title":"“Most of His Teachers Had ‘Given Up’”: Preparing Future Educators to Critically Examine Their Multifaceted Instructional Demands","authors":"Loren Jones, Carmen Durham, Sharon Smith","doi":"10.1080/08878730.2023.2265347","DOIUrl":"https://doi.org/10.1080/08878730.2023.2265347","url":null,"abstract":"AbstractThis article presents an approach to teacher education that combines case-based pedagogy, action research, and communities of practice, which ultimately conceptualizes preservice teachers (PSTs) as problem solvers. Eleven PSTs conducted research and authored reports during their student teaching experiences in a large, metropolitan school district. This study examined the PSTs’ reports to better understand how they deepened their understanding of the multifaceted demands of teaching in diverse classrooms. The findings demonstrate how PSTs used their research to navigate their role as students/teachers, identify classroom limitations and resources, and persist through challenges. These findings contribute implications for teacher education and new directions for research, including increasing PSTs’ opportunities to collaborate within a professional learning community, providing spaces to self-reflect on actions and biases, and supporting strategic problem-solving. Ultimately, this approach to teacher education reinforced the idea of teachers as continuous learners who partner with their community of educators to meet the fundamental goal of improving student learning in urban schools. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135045885","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

Teacher Motivation Nuances: A Latent Profile Analysis of Personal Utility Value, Civic Mindedness, and Future Professional Development 教师动机的细微差别:个人效用价值、公民意识与未来专业发展的潜在特征分析

The Teacher Educator Pub Date : 2023-10-09 DOI: 10.1080/08878730.2023.2263854

Benjamin M. Torsney, Timothy J. Patterson, Joseph I. Eisman

引用次数: 0

The Power of Teacher Voice: Developing Agency, Advocacy, and Efficacy amid COVID-19 教师声音的力量:COVID-19背景下的发展机构、倡导和效力

The Teacher Educator Pub Date : 2023-08-10 DOI: 10.1080/08878730.2023.2246705

Jill G. Ordynans, Madhu Narayanan, Devin Rice, Alexandra Vasquez, S. Wierzbowski, Kristen Ferrari, Sky Hobbs, Tashay Pratt, Amalia Vazquez

引用次数: 0

Investigating How Preservice Teachers Talk and Teach about Race: The Role and Expression of an Antiracist Lexicon 调查职前教师如何谈论和教授种族:反种族主义词汇的作用和表达

The Teacher Educator Pub Date : 2023-06-21 DOI: 10.1080/08878730.2023.2224321

K. Rombach, K. Barber, Kim Wieczorek