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Teacher Development最新文献

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Teacher-tailored student evaluation of teaching as a formative lens for reflection on teaching: academics’ perspectives 教师为学生量身定制的教学评价作为教学反思的形成性视角：学术界的观点
IF 1.2
Teacher Development Pub Date : 2024-08-27 DOI: 10.1080/13664530.2024.2390420
Phuong Vu Nguyen
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引用次数: 0
Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences 将形成性评价作为数字环境下的专业发展：教师的经验启示
IF 1.2
Teacher Development Pub Date : 2024-07-31 DOI: 10.1080/13664530.2024.2382956
Kim-Daniel Vattøy, Siv M. Gamlem
{"title":"Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences","authors":"Kim-Daniel Vattøy, Siv M. Gamlem","doi":"10.1080/13664530.2024.2382956","DOIUrl":"https://doi.org/10.1080/13664530.2024.2382956","url":null,"abstract":"As digital technology transforms education, investigating shifts in teachers’ formative assessment practices within digital contexts becomes essential. This study explores upper secondary school te...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"57 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141935279","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
Nature-based teacher education as beyond ‘getting outside:’ relational attunement, attending to the un-noticed, and ethical responsibility 超越 "走出去 "的基于自然的教师教育：关系调适、关注未被注意的事物以及伦理责任
IF 1.2
Teacher Development Pub Date : 2024-07-30 DOI: 10.1080/13664530.2024.2383748
Cher Hill, Paula Rosehart, Daniella Roze des Ordons, Kate Aileen, Sean Blenkinsop
{"title":"Nature-based teacher education as beyond ‘getting outside:’ relational attunement, attending to the un-noticed, and ethical responsibility","authors":"Cher Hill, Paula Rosehart, Daniella Roze des Ordons, Kate Aileen, Sean Blenkinsop","doi":"10.1080/13664530.2024.2383748","DOIUrl":"https://doi.org/10.1080/13664530.2024.2383748","url":null,"abstract":"As in-service teacher educators, we take concerns about the environmental emergency and the crisis of colonialization seriously. We offer graduate programs in Place and Nature-based Experiential Le...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"42 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141935280","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
What you say matters: preservice teacher classroom management initial development 你说的话很重要：职前教师课堂管理的初步发展
IF 1.2
Teacher Development Pub Date : 2024-07-19 DOI: 10.1080/13664530.2024.2376675
Megan Svajda-Hardy, Andrew Kwok
{"title":"What you say matters: preservice teacher classroom management initial development","authors":"Megan Svajda-Hardy, Andrew Kwok","doi":"10.1080/13664530.2024.2376675","DOIUrl":"https://doi.org/10.1080/13664530.2024.2376675","url":null,"abstract":"This qualitative study explores preservice teachers’ (PSTs) beliefs about classroom management advice and support. The authors seek to explore PSTs’ initial classroom management development by iden...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"46 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746400","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
Exploring the varying agendas of principals, teachers, and a university related to mentorship 探讨校长、教师和一所大学在导师制方面的不同议程
IF 1.2
Teacher Development Pub Date : 2024-07-19 DOI: 10.1080/13664530.2024.2376685
Rosalinda J. Larios, Andrea Zetlin, Adriana Ramos
{"title":"Exploring the varying agendas of principals, teachers, and a university related to mentorship","authors":"Rosalinda J. Larios, Andrea Zetlin, Adriana Ramos","doi":"10.1080/13664530.2024.2376685","DOIUrl":"https://doi.org/10.1080/13664530.2024.2376685","url":null,"abstract":"Teachers are entering the field with a different set of teaching expectations than existing teachers were held to during their own training programs. As a result of shifts in teacher preparation pr...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"31 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141740951","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
Guided attention strategies for developing teacher sight 培养教师视力的注意力引导策略
IF 1.2
Teacher Development Pub Date : 2024-07-19 DOI: 10.1080/13664530.2024.2374856
Edmund Aspbury-Miyanishi
{"title":"Guided attention strategies for developing teacher sight","authors":"Edmund Aspbury-Miyanishi","doi":"10.1080/13664530.2024.2374856","DOIUrl":"https://doi.org/10.1080/13664530.2024.2374856","url":null,"abstract":"It is often argued that skilled teachers see or perceive their teaching environments differently from novice teachers. However, few teacher development approaches seek explicitly to develop this ‘t...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"19 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141740952","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
How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging 教师如何使谈话规则成为数字技术背景下的集体支架--支持微博并从中受益
IF 1.2
Teacher Development Pub Date : 2024-06-22 DOI: 10.1080/13664530.2024.2365720
Anja Amundrud, Ingvill Rasmussen, Paul Warwick
{"title":"How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging","authors":"Anja Amundrud, Ingvill Rasmussen, Paul Warwick","doi":"10.1080/13664530.2024.2365720","DOIUrl":"https://doi.org/10.1080/13664530.2024.2365720","url":null,"abstract":"Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk ...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"37 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887321","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
Remembering learning mathematics – we can run but we can’t hide 记住学习数学--我们可以跑，但不能躲
IF 1.2
Teacher Development Pub Date : 2024-06-03 DOI: 10.1080/13664530.2024.2360134
Clare Lee, John Morgan
{"title":"Remembering learning mathematics – we can run but we can’t hide","authors":"Clare Lee, John Morgan","doi":"10.1080/13664530.2024.2360134","DOIUrl":"https://doi.org/10.1080/13664530.2024.2360134","url":null,"abstract":"The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the partic...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"17 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141256813","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
Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders K-12 全纳环境中的同堂授课教学策略：教师伙伴和领导者的角色责任
IF 1.2
Teacher Development Pub Date : 2024-05-27 DOI: 10.1080/13664530.2024.2357769
Carol A. Mullen, Jennifer L. Fleming
{"title":"Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders","authors":"Carol A. Mullen, Jennifer L. Fleming","doi":"10.1080/13664530.2024.2357769","DOIUrl":"https://doi.org/10.1080/13664530.2024.2357769","url":null,"abstract":"Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study we...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"33 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141259395","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
Family literacy practices in Asian and Latinx families: educational and cultural considerations 亚裔和拉美裔家庭的家庭扫盲实践：教育和文化因素
IF 1.2
Teacher Development Pub Date : 2024-05-11 DOI: 10.1080/13664530.2024.2348799
Rahmat Fauzi, Lilik Kurniawan
{"title":"Family literacy practices in Asian and Latinx families: educational and cultural considerations","authors":"Rahmat Fauzi, Lilik Kurniawan","doi":"10.1080/13664530.2024.2348799","DOIUrl":"https://doi.org/10.1080/13664530.2024.2348799","url":null,"abstract":"Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"49 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510260","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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