Journal of Teaching and Learning最新文献_第6页

School is closed! 学校放假了!

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6714

Rebecca Raby, Nwakerendu Waboso, Laurel Donison, Evan Harding, K. Grossman, H. Myatt, Lindsay C. Sheppard

引用次数: 1

Preparing teachers for emotional labour: The missing piece in teacher education 为教师准备情绪劳动:教师教育缺失的一块

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-05-26 DOI: 10.22329/JTL.V15I1.6333

T. Molyneux

{"title":"Preparing teachers for emotional labour: The missing piece in teacher education","authors":"T. Molyneux","doi":"10.22329/JTL.V15I1.6333","DOIUrl":"https://doi.org/10.22329/JTL.V15I1.6333","url":null,"abstract":"A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solutions. First, the social historical context of teaching is explored as an entry point to inquiry into this topic. Next, through discussion of the emotional nature of teaching, the thesis that teacher candidates must be prepared to handle the emotional labour of teaching during their teacher education program is advanced. Then, a review of the literature surfaces three key content areas which if addressed during teacher preparation can help prepare teacher candidates to handle the emotional labour of teaching: identity development, emotions and teaching, and social-emotional competence. Finally, these components are included in a theory of change for a new program that could be integrated into existing teacher education programs.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43663817","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

The Process of Playful Learning in Higher Education: A Phenomenological Study 高等教育游戏学习过程的现象学研究

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-05-26 DOI: 10.22329/JTL.V15I1.6515

L. Forbes

引用次数: 11

Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks 教育话语圈：通过土著关系框架实现教育的非殖民化

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-05-26 DOI: 10.22329/JTL.V15I1.6519

Patricia Barkaskas, D. Gladwin

引用次数: 7

Teachers' Voices: Pandemic Lessons for the Future of Education 《教师之声:流行病对未来教育的启示》

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-05-26 DOI: 10.22329/JTL.V15I1.6486

Lesley Eblie Trudel, Laura Sokal, Jeff Babb

引用次数: 7

English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experiences 英语教师教育：从社会文化视角保护教师在专业体验中的学习

IF 4.6

Journal of Teaching and Learning Pub Date : 2020-06-29 DOI: 10.22329/jtl.v14i2.6322

Muhammad Younas

{"title":"English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experiences","authors":"Muhammad Younas","doi":"10.22329/jtl.v14i2.6322","DOIUrl":"https://doi.org/10.22329/jtl.v14i2.6322","url":null,"abstract":"English language teacher education examines a range of challenges concerning professional training, curriculum design development, and English language learning. The book explores preservice English teacher education, their professional experience, and the pursuit of becoming a better teacher. Also, this book provides comprehensive knowledge of English teaching in connection with personal and interrelated contextual issues such as the cultural linguistic background of teachers, beliefs, prior educational experiences, expectations, and previous teaching experiences. These issues are investigated contextually through university-school partnerships, policies, mentoring relations, and curricula. The author, Minh Hui Nguyen, critically analyzed the case studies of pre-service English Language teachers and professional learning experiences in the neoliberal world. In turn, the book addresses professional learning issues, including pedagogical learning, emotional practices, and professional identity development in detail. This book is comprised of nine chapters, and each chapter explores one issue of English language teaching (ELT) from a broader perspective. The keywords and key phrases that best describe this book are: second language teacher education, professional experiences, language teacher cognition, English language teacher education curriculum, school-based teaching, sociocultural theory, developing a knowledge base for English language teaching and activity theory. This volume investigates the socio-cultural experiences of ELT professionals as well as provides a conceptual contribution through a socialist analysis of the ELT learning experiences of","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41865080","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 Investigation of Canadian Undergraduate Music Education Students’ Personal and Professional Experiences During a Three-Month Residency in China 加拿大音乐教育本科生在华三个月期间的个人和职业经历调查

IF 4.6

Journal of Teaching and Learning Pub Date : 2020-06-29 DOI: 10.22329/jtl.v14i2.6319

Jonathan G. Bayley, Vanessa Mio

{"title":"An Investigation of Canadian Undergraduate Music Education Students’ Personal and Professional Experiences During a Three-Month Residency in China","authors":"Jonathan G. Bayley, Vanessa Mio","doi":"10.22329/jtl.v14i2.6319","DOIUrl":"https://doi.org/10.22329/jtl.v14i2.6319","url":null,"abstract":"The present study investigated undergraduate Canadian music education students’ personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants’ experiences would have a lasting positive effect on their future pedagogical practices.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49331161","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

Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning 利用项目学习整合多元文化保护教师

IF 4.6

Journal of Teaching and Learning Pub Date : 2020-06-29 DOI: 10.22329/jtl.v14i2.6320

Terry G. Sefton, Kara Smith, Wayne Tousignant

引用次数: 2

Transitioning University Courses Online in Response to COVID-19 为应对新冠肺炎而将大学课程转变为在线课程

IF 4.6

Journal of Teaching and Learning Pub Date : 2020-05-30 DOI: 10.22329/jtl.v14i1.6262

David M. Telles-Langdon

{"title":"Transitioning University Courses Online in Response to COVID-19","authors":"David M. Telles-Langdon","doi":"10.22329/jtl.v14i1.6262","DOIUrl":"https://doi.org/10.22329/jtl.v14i1.6262","url":null,"abstract":"As the world reeled from the realization that a pandemic of a magnitude not seen in a century was upon us, and that physical distancing to reduce the speed of transmission was going to necessitate suspension of regular classes, university faculty members scrambled to convert their planned lectures from in-person to online formats. This article describes one faculty member’s experiences using a flipped classroom approach in a virtual teaching environment. The arrival of COVID-19 fractured the school year and put some students’ graduation in jeopardy. From a hasty search of literature on the process of teaching and evaluating in an online environment, to a selection of hardware and software to provide students with an optimal learning environment while ensuring the security and validity of online evaluation, this article will highlight some of the successes and pitfalls of a rapid transition to online instruction and evaluation. Although there is a body of literature on the process and efficacy of online teaching, the constantly evolving nature of technology not only continues to produce new online instruction tools, but also tools that can be used by students to circumvent most cheating prevention measures put in place.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41617048","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: 25

Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education 为什么数字化学习很重要?初级教师教育中的数字能力、社会公正和批判教学法

IF 4.6

Journal of Teaching and Learning Pub Date : 2020-05-30 DOI: 10.22329/jtl.v14i1.6259

Helen Coker

{"title":"Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education","authors":"Helen Coker","doi":"10.22329/jtl.v14i1.6259","DOIUrl":"https://doi.org/10.22329/jtl.v14i1.6259","url":null,"abstract":"Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context - both local and global - in which student-teachers and their future pupils are situated. \u0000Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996) . For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41628999","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