The Teacher Educator最新文献

{"title":"Voices in Education: The Social–Emotional Impact on Teachers in a COVID-19 World: How Can Teacher Education Lend a Hand?","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2022.2076389","DOIUrl":"https://doi.org/10.1080/08878730.2022.2076389","url":null,"abstract":"Teachers across sectors of education have been impacted by COVID-19 (Cardona, 2021). The anxiety and stress teachers have endured while attempting to maintain affective instruction for all their students in a safe environment has overwhelmed teachers and administrators. Budget cuts brought on by the pandemic and schools’ struggle to sustain the quality of instruction needed to prepare students has added to teachers’ stress. This of course has affected more severely Black, Indigenous, and Latino students and students from low-income households (Lachlan et al., 2020). As a result, there is a significant increase in the teacher shortage not only in the general elementary and secondary education classrooms, but also in other various critical areas of teaching, such as special education, science, technology, engineering, and bilingual education (Cardona, 2021; Carver-Thomas et al., 2022). In these circumstances and with a lack of substitutes, schools are asking others to act as substitutes to maintain classroom instruction for students. Examples include university student teachers who have not completed the teaching degree being asked to help (Carver-Thomas et al., 2022; Mauriello, 2022), parents who have been asked to substitute (Hahn, 2022), retired teachers who have been asked to return to the classroom (Flannery, 2019), and in some cases, full-time teachers have lost planning and training time to fill in for those who are absent (Pfankuch, 2022). Even the National Guard has been asked to help (Fordham, 2022). Teacher shortage has been an issue for some time. However, as has been revealed, the most recent teacher shortage is at an all-time crisis in our schools. How can teacher education help beyond the development of alternative paths to licensure? DarlingHammond and Hyler (2020) pointed out that teacher education programs need to begin with strong research-based standards for teaching and school leadership in today’s schools. These standards should also be reflected in the state licensure requirements. The standards should include social, emotional, and cognitive development, as well as culturally responsive pedagogies, and trauma-informed practices. Further, DarlingHammond and Hyler noted the importance of aligning teacher education programs with teachers’ current professional needs, as well as providing teacher mentoring support and collaboration to assure success.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114240235","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":"Developing Teacher Candidates’ Multicultural Lenses through Disciplinary Writing Assignments","authors":"Kristie S. Gutierrez, Jori S. Beck, KaaVonia Hinton, K. Rippard, Yonghee Suh","doi":"10.1080/08878730.2022.2079036","DOIUrl":"https://doi.org/10.1080/08878730.2022.2079036","url":null,"abstract":"Abstract The purpose of this study was to explore the effectiveness of providing scaffolded disciplinary writing assignments to develop teacher candidates’ multicultural lenses. This study was set in a secondary education program at one mid-Atlantic university. Faculty in this program focused on five dimensions of multicultural education (ME) to better serve teacher candidates within their program through the development of ME-focused disciplinary writing assignments. In required courses within the program, teacher candidates (TCs) completed assignments such as a student shadow experience, infographic, journal, community mapping activity, and practitioner journal article. Qualitative data were collected to explore TCs’ understanding of the ME dimensions through reflections and focus group transcripts and provide insight on TCs’ understanding of multicultural education and pedagogical strategies, as well as their perceptions of the generated disciplinary writing assignments. The researchers found TCs focused on some dimensions of ME more than others, such as content integration and prejudice reduction. We make recommendations for practice based on these findings.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114607901","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":"How Teacher Educators’ Lived Experiences Affect Teaching for Social Justice1","authors":"Lydia Menna, Pooja Dharamshi, Clare Kosnik","doi":"10.1080/08878730.2022.2079037","DOIUrl":"https://doi.org/10.1080/08878730.2022.2079037","url":null,"abstract":"Abstract This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy courses to address social justice, race, and race related issues. Each of the LTEs recalled transformative experiences that shaped their views not only of literacy, but the interconnections between schooling, social justice, and race.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125859863","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":"An Interview with Dr. Pedro Noguera","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2022.2076386","DOIUrl":"https://doi.org/10.1080/08878730.2022.2076386","url":null,"abstract":"","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128447327","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":"What Analysis Reveals about Teacher Educators’ Understanding of Culturally Responsive Instruction and Translation into Practice","authors":"Katia Ciampa, Dana M. Reisboard, N. Mchenry","doi":"10.1080/08878730.2022.2066742","DOIUrl":"https://doi.org/10.1080/08878730.2022.2066742","url":null,"abstract":"Abstract This descriptive research study examined the quality of undergraduate coursework and the extent to which teacher educators teach culturally responsive practices to teacher candidates. Six teacher educators completed a survey, content analysis of all course syllabi in the program, and an interview. Findings highlight a mismatch between the teacher educators and the culturally responsive content and pedagogy they intend to teach. This study highlights the need for ongoing culturally responsive faculty professional development.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123547072","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":"Collaborative Learning through Online Professional Development","authors":"Ye He, Dawn Bagwell","doi":"10.1080/08878730.2022.2051155","DOIUrl":"https://doi.org/10.1080/08878730.2022.2051155","url":null,"abstract":"Abstract It is critical to prepare all teachers, including both English as a Second Language specialists and all other educators, to support the growing number of English learners (ELs) in the United States. Using an online platform established through a partnership among the university, the state educational agency, and local partner school districts, we explore how participating teachers engage in collaborative learning beyond their local school settings. Based on survey responses and participants’ online engagement, we examine how teachers engage in dialogic interactions to develop their professional capitals to work with ELs and their families. The findings also revealed the potential of interactions among teachers from different backgrounds through online learning communities. Implications are provided to expand such online space to invite teachers to engage in collaborative learning and professional development across disciplines and school contexts.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811507","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":"Teacher Educator and In-Service Teachers’ Self-Efficacy and Professional Literacy Knowledge in the Context of the Science of Reading Era","authors":"Catherine Lammert, Kathryn Allen, A. Van Wig, Brittany Worthen","doi":"10.1080/08878730.2022.2034199","DOIUrl":"https://doi.org/10.1080/08878730.2022.2034199","url":null,"abstract":"Abstract Debates over the impact of preservice literacy teacher education on teachers’ professional knowledge have found new life inside of contemporary disagreements over what constitutes a Science of Reading. Drawing on understandings of literacy teachers’ self-efficacy as influenced over time and through experiences, we conducted two surveys to determine the self-efficacy and professional knowledge of preservice literacy teacher educators and early-career in-service teachers. Findings indicate that both groups had relatively high self-efficacy, as well as alignment between the theories and practices they promoted and valued. However, teacher educators reported a higher value of phonics instruction than did in-service teachers.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133474195","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":"“Who Am I to Question Them?” Pre-Service Teachers and Provisional Teacher Testing Policy under COVID-19","authors":"May Hara","doi":"10.1080/08878730.2021.2003917","DOIUrl":"https://doi.org/10.1080/08878730.2021.2003917","url":null,"abstract":"ABSTRACT In this qualitative study, I examine a provisional teacher testing policy designed and implemented in response to the COVID-19 pandemic. Survey and focus data from a public teacher education program in Massachusetts in the spring of 2021 shows that provisional teacher testing policy eased financial, logistical, and emotional pressure for teacher candidates. In spite of the affordances of the provisional policy, many respondents supported a return to the pre-COVID-19 testing policy. Data point to a tension between respondents’ view of the benefits of the provisional policy and the influence of powerful norms of individual responsibility, meritocracy, and compliance. Importantly, respondents described how changes due to the COVID-19 pandemic led to a broader view of what might be possible in teacher testing policy and pre-service teacher policy engagement as a whole. Using one case study, I offer recommendations for increasing professional policy training and more inclusive policy processes in teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122796528","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":"COVID-19 and Global Teacher Education","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2022.2004682","DOIUrl":"https://doi.org/10.1080/08878730.2022.2004682","url":null,"abstract":"This special issue of The Teacher Educator provides a collection of research articles related to the impacts of COVID-19 and Global Teacher Education. We have asked our esteemed editorial advisory board to consider the previously published 2021 interview with Dr. Gloria Ladson-Billings where she identified four interconnected pandemics and to respond to the following question as a way to help us enter into a broader and more diverse conversation about the impacts of COVID-19 on teacher education around the world:","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"25 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125617804","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":"Distance Learning Amidst the COVID-19 Pandemic: Moroccan University Students’ Perceptions","authors":"Mohamed Belamghari","doi":"10.1080/08878730.2021.2003918","DOIUrl":"https://doi.org/10.1080/08878730.2021.2003918","url":null,"abstract":"Abstract In March 2020 and following the outbreak of the corona virus pandemic, Morocco decided to stop classroom learning and replace it with distance learning, thus ensuring the continuity of learning for all Moroccan students. The challenge for the Moroccan legislator, now and then, is to institutionalize the practice of education through mediated forms of technology, thereby encouraging both teachers and students to integrate technology in their teaching and learning practices. While adopting a qualitative case study method, this article highlights the experience of 113 students of a Moroccan English department with distance learning during the COVID-19 lockdown. Four themes emerged from the dataset: uncertainty, technical and logistical hurdles, inequality, and lack of intimacy. Though this research takes as its case study an example of an experience rather than a unique experience, it has international relevance in considering students’ experience, which can help improve and maximize the application of distance learning and teaching in places with the same conditions such as Morocco.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132306593","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}