The Teacher Educator最新文献

{"title":"Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact","authors":"Karen Koellner, Nanette Seago, Jennifer Jacobs","doi":"10.1080/08878730.2022.2067277","DOIUrl":"https://doi.org/10.1080/08878730.2022.2067277","url":null,"abstract":"Abstract This research study explored teachers’ self-reported uptake as well as observed instructional change after participating in a year-long professional development (PD) program focused on supporting the learning and teaching of transformations-based geometry. Analyses illuminate the degree and nature of the pedagogical shifts made by teachers who participated in this highly specified, videocase-based PD program. The treatment teachers’ lessons started out significantly lower on most aspects of their instructional quality relative to the control teachers’ lessons prior to the PD. However, the control teachers stayed the same or showed a decline in their instructional quality scores, whereas the treatment teachers made significant gains after the PD that brought them to the same level as the control teachers. The article concludes by considering how engagement with intentionally designed videocases during the PD may have contributed to the teachers' improvement in targeted dimensions of instructional quality.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123541517","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}

{"title":"Voices in Education: Successful Professional Development for Educators: What Does It Look Like and Who Should Be Involved?","authors":"Linda E. Martin, Thalia M. Mulvihill","doi":"10.1080/08878730.2023.2145716","DOIUrl":"https://doi.org/10.1080/08878730.2023.2145716","url":null,"abstract":"The aftermath of COVID has breached student learning and schools are struggling. Consequently, we have noticed an increase in professional development programs (across different educational settings) which are meant to improve teacher instructional effectiveness that will positively affect student learning outcomes (Darling-Hammond, 2010; Jackaria, P. M., Caballes, D. G., 2022; Lichtenstein, G., & Phillips, M. L., 2021). Student teachers’ understanding of how their own professional learning takes place has also been examined (Ribaeus, K., Enochsson, A., & Hultman, A. L., 2022). Even so, professional development is not always successful, and students continue to fail. We thought it may be helpful if we reflect on all that should be considered to engage in successful professional development that ultimately leads to changes within a school. Effective professional development is grounded in adult learning theory (Bandura, 1977) and transformational-learning theory (Mezirow, 1994), both of which view learning as a personal, developmental, and constructive learning process (Merriam, 2001; Desimone, 2011). Considering that learning is personal, adult learners (teachers in this case) may be at different stages of learning any specific new concept that will affect their classroom instructional routines. Transformational learning describes how teachers develop professionally over time. Teachers who have little background and their instructional practices do not align with the new professional development proposed, may need supplementary support for some time. New instruction needs to be practiced to permanently change any new instructional routine (Evans et al., 2012; Guskey & Yoon, 2009). The individual school culture (values, beliefs, and norms) will also need to be considered when implementing professional development (Firestone & Mangin, 2014; Sarason, 2004). The methods of professional development that work in one school context may need to be adapted for another school to succeed (Murphy, 2013, Taylor, 2009). For example, schools within a community where students are disadvantaged may have needs that are different from those whose needs are being met. Thus, for any school reform movement to be successful, all the educators in a school need to believe that instructional change through ongoing professional development is necessary to improve the learning outcomes for students (Darling-Hammond et al., 2009). And of course, effective school leadership is critical for this to happen (Bryk et al., 2010; Wheatley, 2002). By creating a professional learning environment, teachers","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130783192","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}

{"title":"The Pedagogical Content Knowledge of a Multiliteracies Survey Instrument for Preservice Teachers That Meets the Needs of Diverse Populations","authors":"Tala Michelle Karkar Esperat","doi":"10.1080/08878730.2022.2147615","DOIUrl":"https://doi.org/10.1080/08878730.2022.2147615","url":null,"abstract":"Abstract The diversity in classrooms has increased worldwide. An equitable learning experience is the desired outcome. When planning instruction teachers must attend to the varied needs of their diverse students. The study presents a survey that assesses preservice teachers’ use of different modalities of multiliteracies, new literacies, and literacy approaches in teaching nationally and globally via confirmatory factor analysis (CFA). The Pedagogical Content Knowledge of Multiliteracies (PCKM) was administered to a sample of preservice teachers; 251 preservice teachers participated in the validation of the instrument in this study, and an expert review panel was utilized. The CFA produced a good model fit. A coefficient omega within the range 0.82–0.93 shows the reliability of the constructs. The paper contributes to the literature on pedagogical content knowledge using 21st-century approaches. The discussion focuses on the practical implications of using the survey in teacher education programs. The PCKM is reliable and valid.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"39 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134394395","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}

{"title":"Stories of Teacher Candidates of Color in a Teacher Preparation Program: Using Community Cultural Wealth to Disrupt Majoritarian Narratives","authors":"Jennifer I. Perez, Jennifer Jacobs","doi":"10.1080/08878730.2022.2140238","DOIUrl":"https://doi.org/10.1080/08878730.2022.2140238","url":null,"abstract":"Abstract Society portrays a deficit perspective on teachers and communities of color. Our research serves as a tool to name these inequitable stereotypes and disrupt majoritarian narratives by highlighting the stories of former teacher candidates of color (TCoC). This qualitative research study utilized in-depth semi-structured interviews with each participant to capture their counter stories. This research focuses on the General Knowledge Test (GKT), a licensure examination, which must be passed to gain entrance to the College of Education. Although our participants continued to experience difficulties during their teacher preparation program, they resisted against gatekeeping mechanisms and refused to allow the GKT to dictate their goals of becoming educators. We came to this research with a critical lens to centralize the counter-stories of TCoC and to raise questions about equity and justice. Using Critical Race Theory and Community Cultural Wealth, we attempt to disrupt and dismantle majoritarian narratives regarding TCoC.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131185378","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}

{"title":"Preparing Antiracist Teachers: One Teacher Preparation Program’s Journey","authors":"S. Kaka, Michele M. Nobel, J. Lisy","doi":"10.1080/08878730.2022.2146245","DOIUrl":"https://doi.org/10.1080/08878730.2022.2146245","url":null,"abstract":"Abstract It is vital that teachers today eschew white supremacy and actively work toward being antiracist in both the content they teach in their classrooms and the ways in which they teach that content, now more than ever before. This paper chronicles the journey that one teacher preparation program has embarked upon to intentionally prepare antiracist prek-12 teachers who promote justice and equity in their classrooms. The authors describe the intentional scaffolding of experiences that their preservice teachers complete as they progress through their licensure programs. The focus is on the various ways in which the authors affect change, beginning with their actions within the larger university community, as well as shifts they have made within the Education Department. They also share the work they have done revising foundational education coursework, and then drill down to the changes made to methods courses for pk-12 preservice teachers, across content areas and licensure grade bands. Lessons learned and a thoughtful reflection on next steps are also included.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128660710","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}

{"title":"Long-Term Educator Professional Development in Online Instruction and Assessment during Pandemic Teaching","authors":"Denise K. Frazier, Joshua B. L. Tolbert","doi":"10.1080/08878730.2022.2145402","DOIUrl":"https://doi.org/10.1080/08878730.2022.2145402","url":null,"abstract":"Abstract Educators were forced into emergency remote teaching due to COVID-19. Educational grants through the Governor’s Emergency Education Relief (GEER) fund provided assistance. A regional university partnered with a local educational service center to use GEER funds to prioritize P-12 teacher professional development in online instruction. The partnership revamped a 12-credit hour four-course graduate certificate program in online learning and assessment, co-taught by university faculty and K-12 community partners, enrolling 58 local educators across 42 school districts in free graduate courses during the 2020-2021 academic year. With a 95% completion rate, this long-term professional development met educators’ needs, including how to simultaneously teach face-to-face and at-home students in changing school environments. This descriptive study gathered educator perceptions regarding how the courses impacted their ability to learn and use best practices in technology integration with their students, and support colleagues as they created district-specific professional development and developed into technology leaders.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125979556","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}

{"title":"Variations of Board Writing Styles in Japanese Schools: How Is It Related to the Teaching of School Subjects?","authors":"S. Tan","doi":"10.1080/08878730.2022.2140237","DOIUrl":"https://doi.org/10.1080/08878730.2022.2140237","url":null,"abstract":"Abstract Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it could serve as an asset to make a searching inquiry into teaching. This study aims to identify the variations of bansho styles in Japanese schools and draws its data from 10 lessons from a primary school in Japan. All lesson observations were recorded, photographed, and then analyzed. Results of data analysis suggest that there is a variation of bansho styles, which indicates the kind of teaching happening in the classroom, and it relates to the teacher’s beliefs and the type of knowledge valued in the lesson.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133095915","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}

{"title":"Competence in Digital Interaction and Communication—A Study of First-Year Preservice Teachers’ Competence in Digital Interaction and Communication at the Start of Their Teacher Education","authors":"Lisbeth Bergum Johanson, Tove Leming, Bjørn-Henrik Johannessen, Trond Solhaug","doi":"10.1080/08878730.2022.2122095","DOIUrl":"https://doi.org/10.1080/08878730.2022.2122095","url":null,"abstract":"Abstract This article explores the variation in first-year preservice teachers’ professional competence in digital sharing and communication tools (software) by applying social constructivist learning theory and relevant concepts. The data were obtained from questionnaires distributed to 395 preservice teachers at two Norwegian universities in the first semester of 2019. Correlation and multiple regression are used for the analysis. The results reveal that the students’ attitudes toward and experiences with virtual communication solutions were the main factors contributing to their competence in digital interaction and communication. The students’ mastery of and emotional engagement with virtual collaboration solutions also played a definite but smaller role in their digital competence.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125836428","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}

{"title":"Preservice Teacher Preparation for Second Language Writing Instruction: A Content Analysis","authors":"Stephanie M. Moody, Emily Holtz, Josselyne Saenz, Kyle Schichl","doi":"10.1080/08878730.2022.2126055","DOIUrl":"https://doi.org/10.1080/08878730.2022.2126055","url":null,"abstract":"Abstract Writing assessments in the United States show that young emergent bilinguals perform significantly below their English-only peers. Researchers have attributed this to underprepared teachers resulting from the lack of second language (L2) writing preparation in teacher education programs (TEPs). This study examines the positioning of writing within early childhood and elementary English as a Second Language (ESL) coursework in TEPs across the United States. Course titles and descriptions of all ESL coursework within public universities across the country were evaluated and used as an indicator of the overall focus of the course. Of the 398 ESL courses identified, only three included the word writing in the titles, and 47 included writing in the descriptions. When included, writing was typically only referenced alongside other linguistic domains (speaking, reading, and listening). This content analysis is intended as a call for action for teacher educators about preparing preservice teachers for L2 writing instruction.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126363680","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}

{"title":"Broadening Pre-Service English Language Teachers’ Perceptions of Differentiation Relying on the 5D Model","authors":"Anssi Roiha","doi":"10.1080/08878730.2022.2126054","DOIUrl":"https://doi.org/10.1080/08878730.2022.2126054","url":null,"abstract":"Abstract Differentiation has gained increasing attention in contemporary pedagogy as an approach to cater for student diversity. However, particularly novice and pre-service teachers seem to struggle with applying it in practice. The aim of this study was to increase pre-service English teachers’ understanding of differentiation in Finland. Differentiation was approached through the 5-Dimensional (5 D) model of differentiation created by the author (e.g., Roiha & Polso, 2021b). The data of the study are 14 students’ learning journals written at the end of the course in which they reflected on the course content. The data were analyzed following thematic analysis. The findings showed that some students had formed a fairly progressive and wide understanding of differentiation whereas others still perceived it in a more restricted way. While almost all students regarded differentiation as highly important, many voiced several challenges for its effective implementation. Overall, the findings of this study imply that although the 5 D model had provided the students with a basic understanding of differentiation, many students still viewed differentiation predominantly through teaching methods. Therefore, it would be important in the future to emphasize other dimensions of the model, such as assessment or learning environment, to expand students’ perceptions of differentiation even more.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131827556","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}