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The Teacher Educator最新文献

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Exploring Changes in Teacher Self-Efficacy Through Neuroeducation Professional Development 通过神经教育专业发展探讨教师自我效能感的变化
The Teacher Educator Pub Date : 2023-06-05 DOI: 10.1080/08878730.2023.2214555
R. JohnBull, Mariale M. Hardiman
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引用次数: 0
Paraeducators’ Journey to Teacher Licensure: Critical Supports and Challenges 辅助教育工作者的教师执照之旅:关键的支持和挑战
The Teacher Educator Pub Date : 2023-06-02 DOI: 10.1080/08878730.2023.2219249
Ritu V. Chopra, Peggy A. Yates, Sarah N. Douglas, Stephanie Morano, Emily E. Sobeck, William K. Hepworth
{"title":"Paraeducators’ Journey to Teacher Licensure: Critical Supports and Challenges","authors":"Ritu V. Chopra, Peggy A. Yates, Sarah N. Douglas, Stephanie Morano, Emily E. Sobeck, William K. Hepworth","doi":"10.1080/08878730.2023.2219249","DOIUrl":"https://doi.org/10.1080/08878730.2023.2219249","url":null,"abstract":"","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133425600","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
Exploring Virtual and in-Person Learning: Considering the Benefits and Issues of Both 探索虚拟和面对面学习:考虑两者的好处和问题
The Teacher Educator Pub Date : 2023-05-25 DOI: 10.1080/08878730.2023.2213474
Thalia M. Mulvihill, Linda E. Martin
{"title":"Exploring Virtual and in-Person Learning: Considering the Benefits and Issues of Both","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2023.2213474","DOIUrl":"https://doi.org/10.1080/08878730.2023.2213474","url":null,"abstract":"For two years, COVID-19 changed the way teaching was implemented across schools (K-12) and university campuses around the world. Schools shut down and teaching and learning took place virtually. As a result, much was learned about online instruction and the positive impact it can have on learning as our knowledge and use of technology continually grows. However, in many situations, students struggled to focus on content that was presented virtually. Thus, K-12 students’ grades suffered as was revealed by mandated tests. Further, teacher candidates from the university setting have also struggled. They were more apt to be absent from virtual sessions, often lacked the ability to focus on course content, and some came to sessions unprepared. This led to an increase in incompletes and failures among teacher candidates. Consequently, students were brought back to the university to attend their programs on campus in physical classrooms. This led to a variety of discussions about the place of online instruction and whether it can replace or supplement in-person instruction for teacher candidates.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125413394","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
An Interview with Dr. Kirsi Tirri 采访Kirsi Tirri博士
The Teacher Educator Pub Date : 2023-05-18 DOI: 10.1080/08878730.2023.2213483
Thalia M. Mulvihill, Linda E. Martin
{"title":"An Interview with Dr. Kirsi Tirri","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2023.2213483","DOIUrl":"https://doi.org/10.1080/08878730.2023.2213483","url":null,"abstract":"On March 8, 2023Dr. Thalia Mulvihill and Dr. Linda Martin engaged in a conversational interview with Dr. Kirsi Tirri, Professor of Education at the Faculty of Educational Sciences at the University of Helsinki. She is also a Visiting Professor at St. John’s University, New York, USA. Tirri has been the President of ECHA (European Council for High Ability) for the years 2008–2012, the President of the SIG International Studies at AERA (American Educational Research Association) for the years 2010–2013 and the President of the Finnish Academy of Science and Letters for the years 2016–2017. She was a Research Director at the Helsinki Collegium for Advanced Studies for the years 2017–2019. The edited transcript of that conversation is below. Dr. Kirsi Tirri is a long-serving member of The Teacher Educator Editorial Advisory Board and cares deeply about teachers and teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116450428","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 Educators’ Learning in Mediated Field Experiences 中介领域经验中的教师教育学习
The Teacher Educator Pub Date : 2023-03-10 DOI: 10.1080/08878730.2023.2184888
Jennifer Heckathorn, Charlotte J. Sharpe
{"title":"Teacher Educators’ Learning in Mediated Field Experiences","authors":"Jennifer Heckathorn, Charlotte J. Sharpe","doi":"10.1080/08878730.2023.2184888","DOIUrl":"https://doi.org/10.1080/08878730.2023.2184888","url":null,"abstract":"Abstract Many teacher educators (TEs) see their role as influencing radical change in K-12 classroom teaching. And yet, many TEs might characterize their own growth as steady and measured experimentation. In this paper, we explore sudden and drastic changes to praxis that TEs experienced when reorganizing their courses and programs around Mediated Field Experiences (MFEs). Using an open-ended questionnaire data from 13 TEs having recently adopted MFEs, we utilize Shulman and Shulman’s (2004) framework for teacher learning as a lens for analyzing how TEs developed in praxis – understanding, motivation, vision, practice, reflection, and community - when enacting MFEs in their contexts.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127013490","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
Design Thinking: How Preservice Teachers Develop Capacity for Designing Inquiry-Based Lessons 设计思维:职前教师如何培养设计探究性课程的能力
The Teacher Educator Pub Date : 2023-03-03 DOI: 10.1080/08878730.2023.2184889
O. M. Odebiyi
{"title":"Design Thinking: How Preservice Teachers Develop Capacity for Designing Inquiry-Based Lessons","authors":"O. M. Odebiyi","doi":"10.1080/08878730.2023.2184889","DOIUrl":"https://doi.org/10.1080/08878730.2023.2184889","url":null,"abstract":"Abstract This study examines how elementary preservice teachers (PSTs) develop the capacity to design inquiry-based lessons in social studies and how this capacity changes over time. Using convergent parallel mixed methods, the findings indicate that PSTs had inherent and varied content design approaches fitting their perception of lesson design as they attended the social studies methods course. PSTs developed and improved their pedagogical design capacity for inquiry-based lessons when engaged in designing lesson plans. However, teachers’ interactions with specific curricular, personal, and contextual resources affected how they developed an understanding of inquiry methods and the extent of their competence to construct inquiry lesson plans. The implications highlight a priority for educators to develop educationally sound design thinking and critical reflection on design ability among PSTs.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114789406","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 Case for Adaptability: Exploring the Impact of the COVID-19 Pandemic on Preservice Teachers’ Culminating Field Experiences 适应性案例:探讨COVID-19大流行对职前教师最终实地经验的影响
The Teacher Educator Pub Date : 2023-03-02 DOI: 10.1080/08878730.2023.2183296
M. Whitacre, Amanda Aldridge, Ricardo García
{"title":"A Case for Adaptability: Exploring the Impact of the COVID-19 Pandemic on Preservice Teachers’ Culminating Field Experiences","authors":"M. Whitacre, Amanda Aldridge, Ricardo García","doi":"10.1080/08878730.2023.2183296","DOIUrl":"https://doi.org/10.1080/08878730.2023.2183296","url":null,"abstract":"Abstract The purpose of this qualitative study was to gain insight into the lived experiences of preservice teachers amid the Covid-19 pandemic, including how such experiences impacted their perceptions of self-efficacy and pedagogical readiness. The participants were preservice teachers (both graduate and undergraduate) enrolled in an educator preparation program who fulfilled their student teaching requirements during the fall 2020 semester. Data collection included an initial survey, semi-structured interviews, and a focus group discussion. Findings from our data suggest that teacher candidates taught in a variety of highly nuanced configurations. While some were teaching in strictly virtual or face-to-face settings, the majority were teaching across multiple modalities and therefore, carrying an increased workload. Findings also point to the importance of adaptability and self-efficacy as participants integrated health and safety protocols into their classroom practices, navigated altered modes of teaching, and overcame concerns for their personal safety.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121979750","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
Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress Among First Year Teachers 初任教师辅导:一年级教师辅导经验与压力的关系
The Teacher Educator Pub Date : 2023-02-17 DOI: 10.1080/08878730.2023.2175402
Kristen C. Mosley, Christopher J. Mccarthy
{"title":"Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress Among First Year Teachers","authors":"Kristen C. Mosley, Christopher J. Mccarthy","doi":"10.1080/08878730.2023.2175402","DOIUrl":"https://doi.org/10.1080/08878730.2023.2175402","url":null,"abstract":"Abstract Supporting and retaining U.S. K-12 beginning teachers remains a problem and has been linked to early career stress. Although teacher induction programs for beginning teachers have flourished in recent decades, beginning teacher stress persists and can undermine their occupational health. Teacher mentoring has been identified as an important way to support beginning teachers. To add to the literature in this area, the present study examines associations between mentoring experiences and first-year teacher stress. Using 1,980 responses to the 2007-08 Beginning Teacher Longitudinal Survey, scale scores were created for teacher appraisals of demands and resources and mentoring frequency and helpfulness. Teachers who identified classroom demands as exceeding resources (32.8%) reported significantly fewer (d = .20) and less helpful mentoring experiences (d = .19) than teachers rating demands and resources as equal. Teachers with higher resources than demands (21.9%) reported significantly greater (d = .20) and more helpful mentoring experiences (d = 0.32).","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130933697","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: 1
Challenges to Israeli Teachers during the Fifth Wave of the COVID-19 Pandemic: How Did They Cope When the Schools Reopened? 在第五波COVID-19大流行期间，以色列教师面临的挑战:当学校重新开放时，他们如何应对?
The Teacher Educator Pub Date : 2023-02-08 DOI: 10.1080/08878730.2023.2175400
Inbar Levkovich, Shiri Shinan-Altman, Tim Pressley
{"title":"Challenges to Israeli Teachers during the Fifth Wave of the COVID-19 Pandemic: How Did They Cope When the Schools Reopened?","authors":"Inbar Levkovich, Shiri Shinan-Altman, Tim Pressley","doi":"10.1080/08878730.2023.2175400","DOIUrl":"https://doi.org/10.1080/08878730.2023.2175400","url":null,"abstract":"Abstract The COVID-19 pandemic has placed significant demands on teachers. After the state of emergency was lifted, schools reopened and teachers began teaching face-to-face classes while maintaining safety precautions. Insufficient empirical research has examined the situation of teachers since the schools reopened. This study aimed to assess the association between coping resources (resilience and social support) and psychological outcomes (loneliness, depression) among teachers using cross-sectional assessment data from 250 Israeli schoolteachers during the fifth wave of the pandemic in Israel (January 2022). The findings show that depression and loneliness were negatively associated with resilience and social support, while fear of COVID-19 was positively associated with depression and loneliness. Multiple regression models were significant, explaining 37% of the variance in depression and 29% of the variance in loneliness. Further research is needed to explore the impact of coping resources on psychological outcomes to improve teachers’ emotional well-being during emergencies.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131887777","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: 3
Addressing the Challenges of Preparing Teachers to Teach about the Climate Crisis 应对教师应对气候危机的挑战
The Teacher Educator Pub Date : 2023-02-03 DOI: 10.1080/08878730.2023.2175401
R. Beach
{"title":"Addressing the Challenges of Preparing Teachers to Teach about the Climate Crisis","authors":"R. Beach","doi":"10.1080/08878730.2023.2175401","DOIUrl":"https://doi.org/10.1080/08878730.2023.2175401","url":null,"abstract":"Abstract Teachers often lack adequate teacher preparation in knowledge and practices for engaging their students to address the climate crisis, suggesting the need for an increased focus on climate change in teacher education programs. This review of theory and research on preparing preservice teachers for addressing the climate crisis examines seven challenges facing teacher educators: (1) coping with the variation in state standards and requirements related to teaching climate change in schools, (2) providing valid knowledge and beliefs about climate change, (3) acquiring positive attitudes and self-efficacy about teaching climate change, (4) providing transdisciplinary curriculum teacher preparation, (5) addressing environmental justice issues, (6) adopting systems thinking for addressing climate change, and (7) using case-study methods for teaching about for organizing instruction around specific, local instances of climate change effects. Climate change represents a challenging predicament that requires transforming societies’ systemic, status-quo practices to generate adaptation and mitigation solutions to address the climate crisis (Stibbe, 2021). Four out of five students, ages 13–17, perceive climate change (CC) as a “crisis” or “major problem,” and 6 out of 7 posit the need for change given that “human activity is causing climate change” (Males, 2019). Fostering these transformations implies the need for teachers to engage students in activities to address the need for change to address the CC.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125365828","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: 2
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