The Teacher Educator最新文献_第8页

Exploring Differences in Teacher Preparation by Content Area: edTPA Scores and Subject Matter Expert Perspectives 探讨教师准备在内容领域的差异:edTPA分数和主题专家的观点

The Teacher Educator Pub Date : 2021-09-17 DOI: 10.1080/08878730.2021.1974626

Ashlee Hover, Lando Carter, Nancy G. Caukin

引用次数: 0

-Practice before Practicum: Simulation in Initial Teacher Education ——实习前的实践:教师初级教育中的模拟

The Teacher Educator Pub Date : 2021-09-10 DOI: 10.1080/08878730.2021.1973167

John Fischetti, S. Ledger, D. Lynch, D. Donnelly

引用次数: 8

Relationships between Course Taking and Teacher Self-Efficacy and Anxiety for Data-Driven Decision Making 选修课程与教师自我效能感及数据驱动决策焦虑的关系

The Teacher Educator Pub Date : 2021-08-20 DOI: 10.1080/08878730.2021.1965682

Valerie Hamilton, T. Reeves

引用次数: 3

Voices in Education: Considering the Impact of COVID-19 on Teacher Education: What Really Matters? 教育之声:考虑COVID-19对教师教育的影响:什么才是真正重要的?

The Teacher Educator Pub Date : 2021-08-10 DOI: 10.1080/08878730.2021.1938849

Linda E. Martin, Thalia M. Mulvihill

{"title":"Voices in Education: Considering the Impact of COVID-19 on Teacher Education: What Really Matters?","authors":"Linda E. Martin, Thalia M. Mulvihill","doi":"10.1080/08878730.2021.1938849","DOIUrl":"https://doi.org/10.1080/08878730.2021.1938849","url":null,"abstract":"Around the world, the pandemic has affected every facet of our lives in these unprecedented times. In this same instance, we in teacher education have attempted to maintain the quality of instruction in the preparation of new teachers across the many educational fields of study, while dealing with the various issues the pandemic has generated. We know, for example, that the pandemic has affected the kinds of experiences students receive and how this in turn affects their ability to acquire the knowledge and skill needed to be successful. This has delayed some students’ graduation (Aucejo et al., 2020). We also have some indication of how the pandemic has affected university students psychologically. For example, students are experiencing increased levels of stress and anxiety, e.g., too much time on virtual platforms, and some students have become depressed which can lead to depressive thoughts e.g., fear for their own health as well as their families’ health and wellbeing (Browning, et al., 2021; Son et al., 2020). While teacher educators have continued to support their students, their own levels of stress and anxiety has been elevated. Working and teaching during the pandemic this past year is something teacher educators will not forget. When the schools closed, we went to work in an attempt to solve the various issues that could inhibit our students from success. As a result, we learned much about how to maintain a high level of instruction by differing classroom teaching experiences, and virtual instructional platforms. We wonder if our educational system and teaching experiences have been altered somewhat and a new ‘norm’ has been created in education. Please join us as members of our editorial advisory board consider the state of teacher education in today’s universities through these questions:","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134265225","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

Peering through a Looking Glass: Deconstructing Teacher Candidate Assumptions Using Dispositions 透过镜子窥视:用性格解构教师候选人的假设

The Teacher Educator Pub Date : 2021-07-06 DOI: 10.1080/08878730.2021.1946228

Deborah L. Schussler, Lynne A. Bercaw

引用次数: 3

An Interview with Dr. Gloria Ladson-Billings 专访格洛丽亚·拉森-比林斯医生

The Teacher Educator Pub Date : 2021-07-03 DOI: 10.1080/08878730.2021.1938848

Linda E. Martin, Thalia M. Mulvihill

{"title":"An Interview with Dr. Gloria Ladson-Billings","authors":"Linda E. Martin, Thalia M. Mulvihill","doi":"10.1080/08878730.2021.1938848","DOIUrl":"https://doi.org/10.1080/08878730.2021.1938848","url":null,"abstract":"Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of two fields of study, culturally relevant pedagogy and critical race theory as well as their impact on today's teachers, students, and classroom dynamics. Within her numerous publications, her passion for children who are disadvantaged in public schools is evident. Dr. Ladson-Billings developed the theory Education Debt to depict the historical significance of inequality and its pervasiveness within our culture and educational institutions. This article presents a conversational interview with Dr. Gloria Ladson-Billings that was conducted on February 20, 2021. In this interview, Dr. Gloria Ladson-Billings discusses: (1) who mentored her or inspired her;(2) her thoughts about how the dual pandemics (COVID-19 and structural racism) are impacting teacher education;(3) her ideas about how teacher educators might help teachers encountering stressful circumstances;(4) her thoughts on educating new teachers and what might be needed to further galvanize those interested in public education, and the role it plays in our democracy, to take action;and (5) what she envisions for herself during retirement.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"66 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134426675","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

Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers’ Planning Competence 满足教案的认知需求:引入CODE-PLAN模型描述和分析教师的教案能力

The Teacher Educator Pub Date : 2021-06-28 DOI: 10.1080/08878730.2021.1938324

J. König, Matthias Krepf, Albert Bremerich-Vos, Christiane Buchholtz

{"title":"Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers’ Planning Competence","authors":"J. König, Matthias Krepf, Albert Bremerich-Vos, Christiane Buchholtz","doi":"10.1080/08878730.2021.1938324","DOIUrl":"https://doi.org/10.1080/08878730.2021.1938324","url":null,"abstract":"Abstract This article proposes a new research approach to teachers’ lesson planning. While numerous guidelines have been dominating lesson planning as an object of teacher education, we utilize teacher cognition and expertise research to view lesson planning from a different perspective: We argue that lesson planning typically demands specific cognitive skills that teachers must master to create high quality instructional practice. The so-called CODE-PLAN model (cognitive demands of lesson planning) forms the general theoretical framework for our conceptualization of six demands (content transformation, task creation, adaptation to student learning dispositions, clarity of learning objectives, unit contextualization, and phasing) to empirically describe and analyze teachers’ planning competence. We investigate how these demands are met through content analysis of 337 plans for demonstration lessons written by teacher candidates during induction in Germany. Statistical findings on the construct, curricular, and predictive validity of planning competence measures show that the CODE-PLAN model may open new empirical research perspectives on teacher planning competence and stimulate curriculum design in teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1998 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128797463","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: 26

Preservice Teachers’ Self-Efficacy for Teaching LGBTQ Youth 职前教师教学LGBTQ青年的自我效能感

The Teacher Educator Pub Date : 2021-06-07 DOI: 10.1080/08878730.2021.1927275

Martin H. Jones, M. Hershberger, Kristopher M. Goodrich, Tara S. Hackel, Abigail M. A. Love

引用次数: 2

Faculty Co-Teaching with Their Teacher Candidates in the Field: Co-Planning, Co-Instructing, and Co-Reflecting for STEM Education Teacher Preparation 教师与教师候选人共同教学:STEM教育教师准备的共同规划、共同指导和共同反思

The Teacher Educator Pub Date : 2021-06-07 DOI: 10.1080/08878730.2021.1930310

Michelle M. Dubek, C. Doyle-Jones

{"title":"Faculty Co-Teaching with Their Teacher Candidates in the Field: Co-Planning, Co-Instructing, and Co-Reflecting for STEM Education Teacher Preparation","authors":"Michelle M. Dubek, C. Doyle-Jones","doi":"10.1080/08878730.2021.1930310","DOIUrl":"https://doi.org/10.1080/08878730.2021.1930310","url":null,"abstract":"Abstract Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university faculty and teacher candidates. The research questions included: (1) How do teacher candidates experience and perceive a co-teaching model with their faculty? and (2) What elements of teacher candidates’ experiences during co-teaching reflect the cognitive apprenticeship model of learning? Through this study it was identified that teacher candidates co-teaching with their faculty led to strengthened understanding of integrated STEM education, particularly in STEM content and PCK. Making thinking visible using cognitive apprenticeship through co-teaching led to teacher candidates developing an understanding of STEM education in their personal teaching practice and building their capacity to become confident and resourceful STEM educators.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"438 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116017393","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

Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences 适应新冠肺炎大流行期间的学生教学:观点与经验的比较

The Teacher Educator Pub Date : 2021-05-24 DOI: 10.1080/08878730.2021.1925382

Diana L. Piccolo, Stefanie D. Livers, Sara L. Tipton

引用次数: 8