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The Teacher Educator最新文献

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Unpacking Survey Data within Critical Autoethnographic Study as a Quantitative Exercise 在关键的自我民族志研究中作为定量练习的调查数据
The Teacher Educator Pub Date : 2022-09-19 DOI: 10.1080/08878730.2022.2122097
Jeannette D. Alarcón, Jennifer Chauvot
{"title":"Unpacking Survey Data within Critical Autoethnographic Study as a Quantitative Exercise","authors":"Jeannette D. Alarcón, Jennifer Chauvot","doi":"10.1080/08878730.2022.2122097","DOIUrl":"https://doi.org/10.1080/08878730.2022.2122097","url":null,"abstract":"Abstract Teacher educators must embody an equity-focused orientation when working with preservice teachers. The article shares insights gained from a quantitative exercise as part of a critical autoethnography project. We situate this project as professional development for two teacher education researchers. The goals were to deepen knowledge of and adeptness with equity focused, culturally responsive teaching practices in teacher education and to investigate the usefulness of quantitative data for studying equity pedagogies in teacher education. Findings are shared as learning examples that spurred us to affirm the need for critical mixed methods and to inform next steps in our own teacher education research. We also describe the messiness and unease we grappled with throughout the exercise. This work contributes to the on-going call for purposeful and systematic teacher preparation programming informed by teacher educators’ deep knowledge of culturally responsive teaching practices as a pathway to realizing equity in education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121466429","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
Deans as Agents of Change for Inclusive Teacher Education 院长作为全纳教师教育变革的推动者
The Teacher Educator Pub Date : 2022-09-19 DOI: 10.1080/08878730.2022.2122093
A. Benedict, L. Blanton, Mary T. Brownell, J. West
{"title":"Deans as Agents of Change for Inclusive Teacher Education","authors":"A. Benedict, L. Blanton, Mary T. Brownell, J. West","doi":"10.1080/08878730.2022.2122093","DOIUrl":"https://doi.org/10.1080/08878730.2022.2122093","url":null,"abstract":"Abstract Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today’s context where issues of equity and Covid-19 are challenging educators to reexamine the content and delivery of programs, while also grappling with a myriad of other challenges (e.g., declining enrollment and fiscal demands). Little research examines the actions that deans take to lead change in their colleges or schools. This exploratory study employing grounded theory methods was designed to unpack what deans actually do when engaging their college or school in a reform effort. The results suggest that there are strategic actions deans take to facilitate change on their campuses, and these actions are reflected in an emerging theory of action.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134539756","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
Moving toward a Comprehensive Program of Critical Social Justice Teacher Education: A QuantCrit Analysis of Preservice Teachers’ Perceptions of Social Justice Education 迈向批判性社会正义教师教育的综合计划:职前教师对社会正义教育的看法的量化分析
The Teacher Educator Pub Date : 2022-09-13 DOI: 10.1080/08878730.2022.2122094
Meredith L. Wronowski, Brittany A. Aronson, Ganiva Reyes, R. Radina, Katherine E. Batchelor, Rachael M. Banda, G. Rind
{"title":"Moving toward a Comprehensive Program of Critical Social Justice Teacher Education: A QuantCrit Analysis of Preservice Teachers’ Perceptions of Social Justice Education","authors":"Meredith L. Wronowski, Brittany A. Aronson, Ganiva Reyes, R. Radina, Katherine E. Batchelor, Rachael M. Banda, G. Rind","doi":"10.1080/08878730.2022.2122094","DOIUrl":"https://doi.org/10.1080/08878730.2022.2122094","url":null,"abstract":"Abstract This study utilizes a QuantCrit framework to accomplish three goals: (1) describe a curricular and pedagogical redesign of teacher education courses grounded in social justice teaching (SJT), (2) discuss a Critical Social Justice Teaching instrument we used to measure attitudes and behaviors of preservice teachers (PSTs) as a result of these changes, and (3) present a quasi-experimental analysis to show changes in PSTs’ CSJ dispositions following engagement in our redesigned coursework and teaching efforts. Significant changes in PSTs’ CSJs’ dispositions were observed after completion of a single redesigned course and increased minimally after completing additional courses. However, changes were related to PSTs’ identity characteristics including race, gender, and religious practice.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122852707","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 Analysis of Teacher Education Mission Statements in the United States 美国教师教育使命宣言分析
The Teacher Educator Pub Date : 2022-09-12 DOI: 10.1080/08878730.2022.2122096
Thomas Misco, G. McIntyre, Estevan Molina, Andrea Bennett-Kinne, Michael Hughes
{"title":"An Analysis of Teacher Education Mission Statements in the United States","authors":"Thomas Misco, G. McIntyre, Estevan Molina, Andrea Bennett-Kinne, Michael Hughes","doi":"10.1080/08878730.2022.2122096","DOIUrl":"https://doi.org/10.1080/08878730.2022.2122096","url":null,"abstract":"Abstract This study analyzed all available teacher preparation program mission statements in the American Association of Colleges for Teacher Education (n = 475) using exploratory sequential mixed methods, intersecting theory with qualitative and quantitative analysis. First, we inductively constructed a five-tiered framework for categorizing mission statements and identified patterns of orientation with varying degrees of commitment to social justice. We then examined specific characteristics (religious affiliation, region, degree of urbanization, public versus private, nonprofit versus for-profit) of each institution using Pearson chi-square statistical tests of homogeneity, Monte-Carlo simulations, and pairwise comparisons using Fisher exact tests. We found that those programs located in urban areas, the Mid East, and Far West regions have a higher frequency of mission statements with justice characteristics when compared to those in rural areas and the Southeast region. However, analysis of religiously-affiliated and secular programs, as well as private and public teacher education institutions, revealed no meaningful frequency differences.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"20 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114119651","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
Supporting First-Generation College Students to Become Teachers in High-Needs Schools 支持第一代大学生成为高需求学校的教师
The Teacher Educator Pub Date : 2022-08-09 DOI: 10.1080/08878730.2022.2107128
Meghan E. Marrero, Latanya T. Brandon, Amanda M. Gunning, J. Riccio
{"title":"Supporting First-Generation College Students to Become Teachers in High-Needs Schools","authors":"Meghan E. Marrero, Latanya T. Brandon, Amanda M. Gunning, J. Riccio","doi":"10.1080/08878730.2022.2107128","DOIUrl":"https://doi.org/10.1080/08878730.2022.2107128","url":null,"abstract":"Abstract Extensive research exists on students who are the first in their families to pursue post-secondary education, i.e. first-generation college students. But what about first-generation students who pursue careers in education? This study highlights the experiences of first-generation college students, then graduate students, turned teachers and may shed light on how teacher preparation programs could improve persistence among first-generation college and graduate students and support this population as they embark on careers in K-12 settings. First-generation college students who become teachers frequently share demographic characteristics with students in high-need schools, i.e., many are of low socioeconomic status and/or are people of color. Thus, these teachers may help to fill a critical need as they may be more likely to persist as teachers in high-need schools, which are typically hardest to staff and have high turnover.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131885565","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
Mentoring in a University-based Induction Program 在以大学为基础的入门项目中提供指导
The Teacher Educator Pub Date : 2022-08-04 DOI: 10.1080/08878730.2022.2107131
Beth Maloch, Melissa Mosley Wetzel, Susan Tily, A. Daly, Jess Atkinson, Christine Krafka
{"title":"Mentoring in a University-based Induction Program","authors":"Beth Maloch, Melissa Mosley Wetzel, Susan Tily, A. Daly, Jess Atkinson, Christine Krafka","doi":"10.1080/08878730.2022.2107131","DOIUrl":"https://doi.org/10.1080/08878730.2022.2107131","url":null,"abstract":"Abstract While mentoring partnerships between new and more experienced educators have been shown to support early career teachers and improve retention, more research is needed to provide insight into how these mentoring partnerships work. In our study, we draw on sociocultural theory to examine the work of mentors supporting 15 novice teachers serving in high-needs areas across one school district. Using qualitative research methods and inductive analysis, we analyzed survey feedback, interviews with mentors and mentees, and mentoring summary reports collected across one school year. Analysis indicated the importance of the relationship between the mentor and mentee and the ways mentors worked to establish those relationships through stances of appreciation and co-learning. The mentors engaged in a number of mentoring approaches to support their mentees, tailoring these approaches to the needs of their mentee partners. Finally, analysis indicated several tensions related to mentoring.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126358824","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
Developing Preservice Mathematics Teachers' Self-Efficacy Through Peer Tutoring 通过同伴辅导培养职前数学教师的自我效能感
The Teacher Educator Pub Date : 2022-08-04 DOI: 10.1080/08878730.2022.2107132
D. DeFeo, Behailu Mammo, Trang C. Tran
{"title":"Developing Preservice Mathematics Teachers' Self-Efficacy Through Peer Tutoring","authors":"D. DeFeo, Behailu Mammo, Trang C. Tran","doi":"10.1080/08878730.2022.2107132","DOIUrl":"https://doi.org/10.1080/08878730.2022.2107132","url":null,"abstract":"Abstract In this single case study, we explore how four preservice math teachers developed their self-efficacy through a peer tutoring experience in a college math lab. Using pre- post self-efficacy assessments, faculty observations, researcher observations, faculty interviews, and interviews with the preservice teachers themselves, our analysis describes how reflection alongside vicarious experience, mastery experience, social persuasion, and psychological arousal supported self-efficacy development in the preservice teachers. We find that within the self-efficacy framework, social persuasion and psychological arousal were embedded in direct experience, and that different types of experiences spurred the preservice teachers to reflect on different aspects of their role. Our study suggests opportunities to cultivate teacher self-efficacy, self-awareness, and reflection through early field experiences.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132664600","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
Inquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identities 探究性教师写作小组作为专业学习与身份重建的场所
The Teacher Educator Pub Date : 2022-08-04 DOI: 10.1080/08878730.2022.2107130
Amy Tondreau, Kelly C. Johnston
{"title":"Inquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identities","authors":"Amy Tondreau, Kelly C. Johnston","doi":"10.1080/08878730.2022.2107130","DOIUrl":"https://doi.org/10.1080/08878730.2022.2107130","url":null,"abstract":"Abstract In this article, we use narrative inquiry to examine one teacher’s experiences of participating in an inquiry-based teacher writing group. Narrative inquiry centers teachers’ stories, revealing the complexities of teaching and writing identities. We argue that, despite the “cover story” of a binary writing identity, teachers’ stories about their lives and their practice reveal much more complex writing and teaching identities. Inquiry-based professional learning experiences invite teachers to bring in their lived experiences and collaborate with one another to (re)story themselves as professionals, writers, and teachers of writing. Rewriting these identities and crafting new storied selves is an important part of professionalizing teaching, fostering teacher agency and supporting sustained professional learning. The findings demonstrate the need for a re-envisioning of teachers’ positioning in professional learning, restructuring professional development to value the work teachers can produce together when given an opportunity to engage as learners in their everyday school contexts.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124749913","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
A Case Study of a Multi-Faceted Approach to Evaluating Teacher Candidate Ratings 教师候选人评等的多元评估方法之个案研究
The Teacher Educator Pub Date : 2022-07-27 DOI: 10.1080/08878730.2022.2104983
Elizabeth E. K. Jones, Stefanie A. Wind, J. Burcham, A. Hart, T. Dailey
{"title":"A Case Study of a Multi-Faceted Approach to Evaluating Teacher Candidate Ratings","authors":"Elizabeth E. K. Jones, Stefanie A. Wind, J. Burcham, A. Hart, T. Dailey","doi":"10.1080/08878730.2022.2104983","DOIUrl":"https://doi.org/10.1080/08878730.2022.2104983","url":null,"abstract":"Field experiences are employed by P-12 educator preparation programs (EPPs) through-out the world to provide preservice teachers authentic opportunities to link theory with real-life teaching (Darling-Hammond, 2010; Reagan et al., 2019). A common component of these experiences is the observation of teacher candidates by trained preservice teacher supervisors during field-based practicums, student teaching, and internships. These observations are conducted by a variety of educational personnel involved in the training and development of preservice teachers. EPP faculty, field experience supervisors, and classroom teachers who host teacher candidates may serve as supervisors to provide preservice teachers valuable feedback about their performance based on each supervisor ’ s educational expertise.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128647048","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
Professional Development Program Designed to Support Prospective Teachers’ Enactment of Instructional Strategies to Differentiate Instruction for English Learners 专业发展计划，旨在支持未来教师制定教学策略，以区分英语学习者的教学
The Teacher Educator Pub Date : 2022-06-17 DOI: 10.1080/08878730.2022.2088914
Denisse M. Hinojosa
{"title":"Professional Development Program Designed to Support Prospective Teachers’ Enactment of Instructional Strategies to Differentiate Instruction for English Learners","authors":"Denisse M. Hinojosa","doi":"10.1080/08878730.2022.2088914","DOIUrl":"https://doi.org/10.1080/08878730.2022.2088914","url":null,"abstract":"Abstract The increasing number of English learners (ELs) in U.S. public schools calls for teacher preparation programs to adequately prepare prospective teachers to meet the learning needs of ELs in general education classrooms, and to be culturally responsive to this growing population. This longitudinal study responds to the need to prepare prospective teachers to differentiate instruction for ELs in general education classrooms by sharing prospective teachers’ interactions with representations of practice and approximations of practice throughout their participation in a professional development program. This draws attention on the ways in which prospective teachers reflected on the enactment of instructional strategies used in English as-a-second language settings to differentiate instruction for ELs. Finally, this study describes the ways in which working on cases with detailed descriptions of ELs prompted prospective teachers to develop habits of mind to differentiate instruction for ELs on a one-on-one basis, and to consider ELs’ individual characteristics and learning needs.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122907056","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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