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The Teacher Educator最新文献

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Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support 职前教师科学与数学教学效能、挑战与支持调查
The Teacher Educator Pub Date : 2021-12-29 DOI: 10.1080/08878730.2021.2007560
Shiyi Chen, Rachael Geesa, Burcu Izci, Hyuksoon S. Song
{"title":"Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support","authors":"Shiyi Chen, Rachael Geesa, Burcu Izci, Hyuksoon S. Song","doi":"10.1080/08878730.2021.2007560","DOIUrl":"https://doi.org/10.1080/08878730.2021.2007560","url":null,"abstract":"Abstract In this study, we explored early childhood and elementary preservice teachers’ science and mathematics teaching efficacy to elucidate pathways to improve teacher preparation programs. Quantitative survey and open-ended responses data were collected from 180 preservice teachers from four universities in the United States. Multilevel ANCOVA and regression suggested that the number of science and mathematics courses taken by preservice teachers was associated with teaching efficacy beliefs, but not with outcome expectancy. Together with evidence from open-ended responses, we argue that besides science and mathematics content courses, preservice teachers also need pedagogical knowledge, hands-on teaching experiences, specialized training opportunities (e.g., workshops), and teaching-related resources (e.g., curriculum, technology) in order to increase the confidence in their potential impacts on students’ science and mathematics learning.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129452088","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
Examining the Impact of Structured Clinical Experiences within a School-University Partnership on Student-Teacher Candidate Instructional Interactions 研究校校合作关系中结构化临床经验对学生-教师候选人教学互动的影响
The Teacher Educator Pub Date : 2021-12-11 DOI: 10.1080/08878730.2021.2014006
S. Putman, A. Cash, Drew Polly
{"title":"Examining the Impact of Structured Clinical Experiences within a School-University Partnership on Student-Teacher Candidate Instructional Interactions","authors":"S. Putman, A. Cash, Drew Polly","doi":"10.1080/08878730.2021.2014006","DOIUrl":"https://doi.org/10.1080/08878730.2021.2014006","url":null,"abstract":"Abstract Educator preparation programs are under pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. This manuscript describes the development of an intensive, structured field experience delivered in partnership with a local district. Using the CLASS observation instrument (Pianta et al., Upper elementary/secondary CLASS manual. Teachstone, 2012), the investigation compared student-teacher candidate interactions between those who participated in the experience and those who participated in the traditional preparation program. Results revealed that candidates who participated in the structured clinical experience scored higher than their peers on the CLASS observation instrument in the areas of supporting students’ emotional needs, providing instructional opportunities, and learner engagement during the student teaching semester. Recommendations for future research include longitudinal analyses that utilize direct student-growth data as well as principal observations to measure direct impact on student learning.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125154150","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
Ready and Able? Perceptions of Confidence and Teaching Support for First-Year Alternatively Certified Teachers 准备好了吗?对第一年交替认证教师的信心和教学支持的看法
The Teacher Educator Pub Date : 2021-12-07 DOI: 10.1080/08878730.2021.2003496
J. Keese, H. Waxman, L. Kelly
{"title":"Ready and Able? Perceptions of Confidence and Teaching Support for First-Year Alternatively Certified Teachers","authors":"J. Keese, H. Waxman, L. Kelly","doi":"10.1080/08878730.2021.2003496","DOIUrl":"https://doi.org/10.1080/08878730.2021.2003496","url":null,"abstract":"Abstract To investigate the influence of preservice and in-service supports on teacher perceptions of their confidence to teach and of being supported, this study employed qualitative and quantitative approaches to analyze survey responses and interviews from teachers who received their preparation from a university-led alternative teacher certification program. Survey responses revealed that, prior to entering their classrooms for the first time, participants felt very confident in their ability to teach content, address student differences, manage student behavior, use instructional technology, and meet student needs. This confidence decreased upon entering their classrooms as full-time teaching interns, but survey responses indicated increasing confidence as those internships progressed. In interviews, teachers reported that while their preparation program was influential in shaping their early career experiences and future career plans, it was in-service supports and having a positive relationship with their school administrators which were more meaningful.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132327063","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
Meaning Making and Self-Efficacy: Teacher Reflections through COVID-19 意义创造与自我效能:教师在新冠肺炎中的反思
The Teacher Educator Pub Date : 2021-10-28 DOI: 10.1080/08878730.2021.1990455
Madhu Narayanan, Jill G. Ordynans
{"title":"Meaning Making and Self-Efficacy: Teacher Reflections through COVID-19","authors":"Madhu Narayanan, Jill G. Ordynans","doi":"10.1080/08878730.2021.1990455","DOIUrl":"https://doi.org/10.1080/08878730.2021.1990455","url":null,"abstract":"Abstract Teacher self-efficacy beliefs have been a topic of great interest because of their potential to positively influence teacher actions and student outcomes. This qualitatively-driven mixed methods study sought to better understand how such beliefs develop amongst the complex interplay of individuals, actions, and environments. With the challenges of COVID-19, such questions took on greater urgency. Our intent was to go beyond the survey ratings and learn more about the reasons, doubts, and perceptions behind judgments of teacher self-efficacy. In analyzing the words of our participants alongside their ratings, we saw how teachers considered themselves and their actions within the larger cultural contexts in which they worked. As the nature of teaching rapidly changed, teachers drew on their identity and their relationships with students and families to craft stories that shaped personal beliefs about what they could accomplish. From these findings, two important implications for the field emerged: (1) Self-reflection is part of a necessary meaning making process that supports teacher agency through great challenge; and (2) There is great value in gathering teacher elaborations on survey ratings to inform program development and curriculum design within teacher education programs.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115477361","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: 9
Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety 新冠肺炎期间的教师疲劳:探索管理者、自我效能感和焦虑的作用
The Teacher Educator Pub Date : 2021-10-27 DOI: 10.1080/08878730.2021.1995094
Tim Pressley, Cheyeon Ha
{"title":"Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety","authors":"Tim Pressley, Cheyeon Ha","doi":"10.1080/08878730.2021.1995094","DOIUrl":"https://doi.org/10.1080/08878730.2021.1995094","url":null,"abstract":"Abstract This study aimed to understand the relationships among administrative support, teacher self-efficacy, and teacher anxiety on teacher stress during COVID-19. The study explored United States teacher perceptions during Fall 2020 as teachers and schools returned to teaching in multiple online formats (hybrid and virtual). Teachers (N = 311) representing 16 states completed an electronic survey the first week of October 2020. To explain teachers’ stress during the COVID-19 pandemic period and based on previous literature, we developed an SEM model with the variables of engagement and instructional efficacy, teaching anxiety, school administrator support, and teacher stress. The path model showed that teachers’ psychological variables and administrative support were related to teachers’ stress. In the final SEM model, the path results showed the complex indirect effects of teacher efficacy between the school administrative support and teachers’ stress. The current results can guide schools in supporting teacher stress during an unprecedented time.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127198609","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: 15
Student teachers’ situational engagement during teaching practice in Finland and South Africa 芬兰和南非学生教师在教学实践中的情境投入
The Teacher Educator Pub Date : 2021-10-22 DOI: 10.1080/08878730.2021.1991539
Anni Loukomies, N. Petersen, S. Ramsaroop, E. Henning, J. Lavonen
{"title":"Student teachers’ situational engagement during teaching practice in Finland and South Africa","authors":"Anni Loukomies, N. Petersen, S. Ramsaroop, E. Henning, J. Lavonen","doi":"10.1080/08878730.2021.1991539","DOIUrl":"https://doi.org/10.1080/08878730.2021.1991539","url":null,"abstract":"Abstract This article reports the outcomes of research on student teachers' situational engagement during their third-year teaching practice in university-affiliated teaching schools (teacher training schools) at the universities of Helsinki, Finland and Johannesburg, South Africa. We have explored situations that possibly engage the student teachers during the teaching practice related to learning, social interaction, working with different domains of teacher knowledge and sourcing from different origins. We have approached the experience of engagement the in the context of flow theory. For the experience sampling measurement, we operationalised engagement as a state of involvement in a learning task identified by higher-than-average individual states of interest, skill and challenge in a situation. In Johannesburg, 42% of all situations were engaging for students compared to 29% in Helsinki. The results emphasise the significance of personal interaction with mentors and university lecturers in supporting engagement. The student teachers found teaching, planning and reflecting on their lessons more engaging than other activities or informal discussions. Students at both universities experienced similar amounts of SMK, PCK and GPK and found working with these categories of knowledge engaging. It is important to include teaching practice in teacher education programmes and organise it in university-affiliated teacher training schools, where mentors can scaffold the students' reflection process, support the students in combining theoretical and practical perspectives of the teaching profession and guide students to seek information from various knowledge sources.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123598963","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
Developing Student Teachers’ Skills at Eliciting Students’ Mathematical Thinking Using the Coaching Cycle 利用辅导周期培养学生教师的数学思维引导能力
The Teacher Educator Pub Date : 2021-10-18 DOI: 10.1080/08878730.2021.1990454
Luke T. Reinke, Leslie W. Schmidt, A. Myers, Drew Polly
{"title":"Developing Student Teachers’ Skills at Eliciting Students’ Mathematical Thinking Using the Coaching Cycle","authors":"Luke T. Reinke, Leslie W. Schmidt, A. Myers, Drew Polly","doi":"10.1080/08878730.2021.1990454","DOIUrl":"https://doi.org/10.1080/08878730.2021.1990454","url":null,"abstract":"Abstract Eliciting students’ thinking is a key component of effective student-centered mathematics instruction, and research demonstrates promising approaches to developing this skill in pre-service teachers [PSTs] during methods courses. However, few studies have provided insight into how PSTs can be supported in continuing to develop the skill of eliciting thinking during student teaching internships. This case study describes the development of two PSTs as they worked to fully elicit their students’ thinking during their internship, with the support of a coach. The PSTs’ development generally aligned with an emergent trajectory synthesized from the literature; however, additional specificity was needed to fully interpret the data. Both PSTs learned to effectively probe the thinking of students who provided correct answers to initial prompts but made less progress in probing students’ incorrect answers. The article concludes with an analysis of the learning opportunities presented by the coaching moves, as well as missed opportunities.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130704757","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 Well-Being and Perceived School Climate during COVID-19 School Closure: The Case of Physical Education in Switzerland 2019冠状病毒病学校关闭期间教师幸福感和感知的学校气候:以瑞士体育为例
The Teacher Educator Pub Date : 2021-10-15 DOI: 10.1080/08878730.2021.1991540
Valérian Cece, E. Guillet‐Descas, Vanessa Lentillon‐Kaestner
{"title":"Teacher Well-Being and Perceived School Climate during COVID-19 School Closure: The Case of Physical Education in Switzerland","authors":"Valérian Cece, E. Guillet‐Descas, Vanessa Lentillon‐Kaestner","doi":"10.1080/08878730.2021.1991540","DOIUrl":"https://doi.org/10.1080/08878730.2021.1991540","url":null,"abstract":"Abstract School closure and distance learning during the COVID-19 lockdown had the potential to affect teachers’ perception of their well-being and of the school climate. Within the teaching community, physical education (PE) teachers particularly redesigned their activities during school closures, posing both opportunities and threats. The study aim was to contribute to the understanding of the teachers’ well-being experiences (burnout and engagement) and school climate perceptions during the lockdown for PE teachers in comparison with those of teachers of other subjects. The results from 188 teacher questionnaire responses revealed better psychological experiences among PE teachers in 2020 compared to those in a traditional year and compared to those of teachers of other subjects. School closure was related to higher collaboration, vigor scores and lower levels of physical fatigue for PE teachers. These positive effects for the PE teachers suggest using some profits of the COVID-19 period in normal teaching conditions","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130669362","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: 6
South African Pre-Service Teachers’ Experiences of Remote Online Learning When Studying a Novel in the Context of the COVID-19 Pandemic 新冠肺炎疫情背景下南非职前教师远程在线学习小说的经验
The Teacher Educator Pub Date : 2021-09-29 DOI: 10.1080/08878730.2021.1983098
Ansurie Pillay, B. Campbell, Ayub Sheik, Maria Khosa, Nicholus Nyika
{"title":"South African Pre-Service Teachers’ Experiences of Remote Online Learning When Studying a Novel in the Context of the COVID-19 Pandemic","authors":"Ansurie Pillay, B. Campbell, Ayub Sheik, Maria Khosa, Nicholus Nyika","doi":"10.1080/08878730.2021.1983098","DOIUrl":"https://doi.org/10.1080/08878730.2021.1983098","url":null,"abstract":"Abstract This article argues that despite students facing obstacles when studying remotely and online through the COVID-19 pandemic, some are able to overcome barriers to achieve their academic goals. While formal methods are used to evaluate teaching and learning, the five teacher educator researchers in this study sought to understand pre-service teachers’ experiences of this form of engagement. The South African pre-service teachers are studying to become teachers of English, and the article focusses on their experiences of studying a novel via remote online learning. Using qualitative content analysis and underpinned by the Technology Acceptance Model, the study showed that the pre-service teachers found the lack of peer collaboration and mentoring difficult, and their efforts were hampered by a lack of material resources. However, some demonstrated agency and resilience in the face of obstacles and were able to relate their experiences of lockdown to the events in the novel.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122943074","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
Classroom Context Influence on Pre-Service Teacher Pupil Control Ideology 课堂情境对职前教师学生控制意识的影响
The Teacher Educator Pub Date : 2021-09-24 DOI: 10.1080/08878730.2021.1974627
Jason P. Herron, Maeghan N. Hennessey
{"title":"Classroom Context Influence on Pre-Service Teacher Pupil Control Ideology","authors":"Jason P. Herron, Maeghan N. Hennessey","doi":"10.1080/08878730.2021.1974627","DOIUrl":"https://doi.org/10.1080/08878730.2021.1974627","url":null,"abstract":"Abstract The purpose of this experimental study is to examine the extent to which changes in a classroom scenario influence participant reports of pupil control ideology (PCI). Pre-service teacher participants (n = 83) completed a measure of PCI. They were then randomly assigned into hypothetical classroom contexts (low time, low physical resources, and control conditions). An ANOVA procedure was used to examine group differences in PCI. Results of this study indicate that participants in the low time condition exhibited statistically significantly more custodial PCI than participants in the control condition, while participants in the low resources condition exhibited a near significant mean difference from participants in the control condition. Implications for practice are reported.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131865241","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
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