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The Teacher Educator最新文献

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I Can Tell You Stories: Teacher Education during Educational Disruption 我可以给你讲故事:教育中断时期的教师教育
The Teacher Educator Pub Date : 2021-05-21 DOI: 10.1080/08878730.2021.1918302
Leah Panther, Karyn A. Allee-Herndon, Katherine Perrotta, S. Cannon
{"title":"I Can Tell You Stories: Teacher Education during Educational Disruption","authors":"Leah Panther, Karyn A. Allee-Herndon, Katherine Perrotta, S. Cannon","doi":"10.1080/08878730.2021.1918302","DOIUrl":"https://doi.org/10.1080/08878730.2021.1918302","url":null,"abstract":"Abstract This phenomenological case study defined and described College of Education (COE) students’ perceptions of educational disruption during the COVID-19 pandemic and how that disruption shaped their understandings of education. Participants defined educational disruptions as the phenomenon when a plan is created by an individual or school and interrupted by the unplanned with overlapping and intersecting effects along a continuum of physical, social, and emotional well-being that potentially result in individualized trauma. Participants experienced educational disruption through their understandings of: (1) the purpose of education, (2) beliefs about education, (3) curriculum, (4) instruction, (5) assessment, and (6) child guidance and classroom community. Our findings highlight the need for COEs to understand the role of education within community and societies during educational disruptions to meet the needs of diverse students in an ethical and equitable manner. We recommend future studies consider how community-based relationships can inform institutional responses to educational disruptions.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131215306","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
Whose Research Counts? Teacher Research and the Practitioner-Academic Divide 谁的研究有价值?教师研究与实践-学术鸿沟
The Teacher Educator Pub Date : 2021-05-17 DOI: 10.1080/08878730.2021.1927274
Christopher C. Martell, M. M. Carney, K. Marin, Erin A. Hashimoto-Martell
{"title":"Whose Research Counts? Teacher Research and the Practitioner-Academic Divide","authors":"Christopher C. Martell, M. M. Carney, K. Marin, Erin A. Hashimoto-Martell","doi":"10.1080/08878730.2021.1927274","DOIUrl":"https://doi.org/10.1080/08878730.2021.1927274","url":null,"abstract":"Abstract Scholars have theorized about the growing movement of teacher research, where school-based practitioners engage in systematic examinations of their own work. They have argued that teacher research challenges relationships of knowledge and practice, as teacher-researchers are likely to ask different questions and offer different perspectives compared to university-based researchers. Synthesizing teacher research studies published in peer-reviewed journals across the content areas of mathematics, science, social studies, and literacy/language arts, this review compares the questions asked and the results reported on content area studies done by PreK–12 teacher- and university-based researchers. This review provides a critical examination of our understanding of classroom instruction and student learning, revealing the important potential of practitioner research to inform educational change.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122083722","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
Using Reflective Journals to Characterize Pre-Service Teacher Professional Noticing Skills 运用反思日志表征职前教师专业注意技能
The Teacher Educator Pub Date : 2021-05-04 DOI: 10.1080/08878730.2021.1914255
Leigh A. van den Kieboom
{"title":"Using Reflective Journals to Characterize Pre-Service Teacher Professional Noticing Skills","authors":"Leigh A. van den Kieboom","doi":"10.1080/08878730.2021.1914255","DOIUrl":"https://doi.org/10.1080/08878730.2021.1914255","url":null,"abstract":"Abstract This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflective journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the well-defined mathematics content and associated trajectory of student strategies for the meaning of addition and subtraction. A three-point rubric was designed and utilized to analyze PST attending, interpreting, and deciding responses. Results characterize what PSTs “could do” relative to each skill as well as development of noticing skills over time. Results also highlight how PSTs included a rationale and next steps in deciding responses that related to supporting student understanding of the meaning of addition and subtraction, providing additional practice, and teaching solution strategies. Implications for teacher education are discussed.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116060777","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
Teaching as Mediation: The Influence of Professional Development on Teacher Identity in Mexico City Public Schools 教学作为中介:墨西哥城公立学校专业发展对教师认同的影响
The Teacher Educator Pub Date : 2021-04-26 DOI: 10.1080/08878730.2021.1916141
L. Teeters, Michelle Shedro, Adriana Álvarez, Caitlin McKimmy, Sona Dimidjian
{"title":"Teaching as Mediation: The Influence of Professional Development on Teacher Identity in Mexico City Public Schools","authors":"L. Teeters, Michelle Shedro, Adriana Álvarez, Caitlin McKimmy, Sona Dimidjian","doi":"10.1080/08878730.2021.1916141","DOIUrl":"https://doi.org/10.1080/08878730.2021.1916141","url":null,"abstract":"Abstract In the context of a study investigating a teacher learning program, DIA, designed to encourage practices of mediation and promote teacher well-being and holistic learning for students, we evaluated changes in teachers’ practices and perspectives following training in the DIA program. We used qualitative measures, including focus groups, writing samples, drawing samples, classroom observations, and lesson plans and workbooks. Our analysis found that teachers who participated in DIA expanded their identity as a teacher, conceptualizing their role as mediators of learning. The DIA training provided ideational, material, and relational resources that supported this expansion of teachers’ identities, allowing them to access new learning and implement new practices of holistic instruction.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"18 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114031695","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
Adding Social Emotional Awareness to Teacher Education Field Experiences 在教师教育领域经验中加入社会情感意识
The Teacher Educator Pub Date : 2021-03-08 DOI: 10.1080/08878730.2021.1890291
Deborah McCarthy
{"title":"Adding Social Emotional Awareness to Teacher Education Field Experiences","authors":"Deborah McCarthy","doi":"10.1080/08878730.2021.1890291","DOIUrl":"https://doi.org/10.1080/08878730.2021.1890291","url":null,"abstract":"Abstract In spring 2019, senior methods teacher candidates at Southeastern Louisiana University designed and implemented social emotional learning (SEL) assignments in grades 1–8. This study investigated the usefulness of assignments and impact on classroom environment. Research shows integrating SEL into school curricula reduces disruptive behavior and dropout rates while increasing self-control and academic achievement. Twenty-seven teacher candidates completed a questionnaire containing Likert-style items and open-ended responses. Percentages and rating averages were calculated. The results revealed that teacher candidates strongly agreed (74%) that SEL assignments were relevant to their growth and development and useful in classroom situations. A cross-case thematic analysis was conducted on items addressing benefits, disadvantages of application, and teacher candidate self-reflections. One advantage was student self-reflection on emotions. A disadvantage was student honesty on formative assessments. Validated usefulness of these SEL assignments appears to justify their continuance in these methods courses and possibly in other teacher education programs.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"1933 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127458492","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: 4
Professional Learning for Teachers of Nonacademic Disciplines Working in Underperforming Secondary Schools 落后中学非学科教师的专业学习
The Teacher Educator Pub Date : 2021-02-26 DOI: 10.1080/08878730.2021.1892250
Julie Smit, S. Millett
{"title":"Professional Learning for Teachers of Nonacademic Disciplines Working in Underperforming Secondary Schools","authors":"Julie Smit, S. Millett","doi":"10.1080/08878730.2021.1892250","DOIUrl":"https://doi.org/10.1080/08878730.2021.1892250","url":null,"abstract":"Abstract This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master’s level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army Junior Reserve Officers’ Training Corps instructor who initially experienced difficulties implementing content area literacy approaches in his curriculum. These approaches were mandated by a nonprofit organization working with his school to improve test scores. The same organization also collaborated with and monitored the online graduate course to ensure that specific approaches were taught to teachers. Our goal was to use disciplinary literacy approaches to explore the unique literacy needs of subject area teachers. This study speaks to the gap between disciplinary and content area literacy approaches in in-service teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125820947","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
On the Path to Becoming a Teacher: Student Teachers’ Competency in Instructional Planning 在成为教师的道路上:学生教师在教学规划中的胜任力
The Teacher Educator Pub Date : 2021-01-29 DOI: 10.1080/08878730.2021.1876195
N. Yurtseven
{"title":"On the Path to Becoming a Teacher: Student Teachers’ Competency in Instructional Planning","authors":"N. Yurtseven","doi":"10.1080/08878730.2021.1876195","DOIUrl":"https://doi.org/10.1080/08878730.2021.1876195","url":null,"abstract":"Abstract The purpose of the study is to examine how the student teachers’ perceptions of instructional planning competency predict their competency in instructional planning. The study was carried out through explanatory mixed method design. The participants of the study included 102 teacher candidates, 65 of whom were female and 37 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning (SPPIP) developed by Gülbahar and UbD Design Standards Rubric developed by Wiggins and McTighe were used. As qualitative data collection tools, unit plans and focus group interview were used. The quantitative data was analyzed by applying correlational analysis and simple linear regression analysis. The qualitative data was analyzed through content analysis. The regression analysis demonstrate that student teachers’ perceived proficiency in instructional planning explained 57% (R2 = .57) of the competency in instructional planning. As for the qualitative portion of the study, the analysis of collected data revealed three themes regarding student teachers’ views on competency in instructional planning process: factors affecting competency, challenging elements in instructional planning, and strategies to develop competency.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127036002","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
Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background 情绪调节与身份协商:芬兰语教师对移民背景学生的情感体验分析
The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2020.1785069
Sotiria Pappa, Päivi Hökkä
{"title":"Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background","authors":"Sotiria Pappa, Päivi Hökkä","doi":"10.1080/08878730.2020.1785069","DOIUrl":"https://doi.org/10.1080/08878730.2020.1785069","url":null,"abstract":"Abstract This study explores the connection between emotion regulation and teacher identity by drawing on short stories present in interviews with four Finnish language teachers working with immigrant pupils. The selected short stories focused on negative emotions and were analyzed using Barkhuizen’s (2016) proposed narrative analysis method. The findings showed that the most important emotion regulation strategy was cognitive change and that teachers redefined, strengthened, conformed or aligned their teacher identity. This study argues for emotions as essential to teachers’ sense of self as professionals and a perspective from which to view how teachers understand their professional identity.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130048897","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: 7
Global Teacher Education: Challenges and Possibilities 全球教师教育:挑战与可能性
The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2021.1844947
Thalia M. Mulvihill, Linda E. Martin
{"title":"Global Teacher Education: Challenges and Possibilities","authors":"Thalia M. Mulvihill, Linda E. Martin","doi":"10.1080/08878730.2021.1844947","DOIUrl":"https://doi.org/10.1080/08878730.2021.1844947","url":null,"abstract":"","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122343001","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
Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile 智利问责制政策背景下学生教师信念的制定
The Teacher Educator Pub Date : 2021-01-02 DOI: 10.1080/08878730.2020.1843747
Eduardo Cavieres-Fernández, Carlos Urrutia
{"title":"Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile","authors":"Eduardo Cavieres-Fernández, Carlos Urrutia","doi":"10.1080/08878730.2020.1843747","DOIUrl":"https://doi.org/10.1080/08878730.2020.1843747","url":null,"abstract":"Abstract The present article analyses, from the perspective of two student teachers, the difficulties they experienced when enacting their teaching beliefs during their student teaching, which they viewed as a result of the accountability policies in place. From this analysis, we illustrate the student teachers’ frustration with policies perceived as having an overarching influence on the school context in which they taught and tried to enact their teaching beliefs. From this perspective, this study contributes to an area of research on the relationship between student teachers’ beliefs and accountability policies that remains underexplored not only in Chile, but in countries such as the US, where similar policies also affect teacher education.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132290901","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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