Teacher Development最新文献

{"title":"How and why teachers use social networks for professional learning","authors":"Paula Marcelo-Martínez, Carmen Yot-Domínguez, Carlos Marcelo","doi":"10.1080/13664530.2023.2296611","DOIUrl":"https://doi.org/10.1080/13664530.2023.2296611","url":null,"abstract":"In this study, the authors analyse how teachers use different social networks and if there are differences according to sex, age and level of education they teach. They establish the motivations fo...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139469681","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}

{"title":"Lesson study as pedagogic transfer: a sociological analysis","authors":"Indra Gunawan, Tatang Herman, Sumar Hendayana, Nuri Annisa","doi":"10.1080/13664530.2023.2297845","DOIUrl":"https://doi.org/10.1080/13664530.2023.2297845","url":null,"abstract":"Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2023)","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139054459","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}

{"title":"Perceived expertise among physical education teachers: the role of personal and contextual factors","authors":"Vanessa Lentillon-Kaestner, Valerian Cece, Emma Guillet-Descas","doi":"10.1080/13664530.2023.2291052","DOIUrl":"https://doi.org/10.1080/13664530.2023.2291052","url":null,"abstract":"This article focuses on teacher perceived expertise (TPE) influenced by both contextual and individual characteristics. By using a validated questionnaire based on two dimensions of TPE, i.e. subje...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139054754","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}

{"title":"Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice","authors":"Logan Rutten, Rachel Wolkenhauer","doi":"10.1080/13664530.2023.2293893","DOIUrl":"https://doi.org/10.1080/13664530.2023.2293893","url":null,"abstract":"Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139054495","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}

{"title":"Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction","authors":"Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö","doi":"10.1080/13664530.2023.2295414","DOIUrl":"https://doi.org/10.1080/13664530.2023.2295414","url":null,"abstract":"The study investigated Finnish in-service primary school teachers’ (N = 815) sense of professional agency and inadequacy in teacher–student interaction over a five-year period. Teachers’ profession...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139069068","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}

{"title":"Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’","authors":"Alfonso García-Monge, Daniel Bores-García, Gustavo González-Calvo","doi":"10.1080/13664530.2023.2286982","DOIUrl":"https://doi.org/10.1080/13664530.2023.2286982","url":null,"abstract":"Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138818560","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}

{"title":"‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic","authors":"Jessica Gibbons","doi":"10.1080/13664530.2023.2279560","DOIUrl":"https://doi.org/10.1080/13664530.2023.2279560","url":null,"abstract":"Shared leadership research shows that it could be beneficial in the high school classroom. During the COVID-19 pandemic, teachers were looking for best-practice strategies to move their curriculum ...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536432","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}

{"title":"Factors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities","authors":"Alexandra Shelton, Brennan Register","doi":"10.1080/13664530.2023.2273848","DOIUrl":"https://doi.org/10.1080/13664530.2023.2273848","url":null,"abstract":"ABSTRACTSecondary students with disabilities (SWDs) require evidence-based practices that promote their academic success. However, secondary teachers may feel unprepared to support secondary SWDs, which may reduce their likelihood of implementing evidence-based practices. Therefore, the authors investigated the influence of several preservice and in-service support factors on general and special education teachers’ perceived knowledge of evidence-based methods and where to access information on effective methods for serving secondary SWDs in the United States. Their secondary analysis revealed that multiple factors are associated with higher levels of perceived knowledge, such as participation in teacher preparation programs with an adequate focus on SWDs, regardless of teacher type. However, other factors, such as special education certification, were not related to teachers’ perceived knowledge. Given the influence of perceived knowledge on teacher implementation, these findings have important implications for researchers, teacher educators, and school and district administrators.KEYWORDS: Secondary educationevidence-based instructionteacher preparationprofessional development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the RAND American Educator Panel.Notes on contributorsAlexandra SheltonAlexandra Shelton is an Assistant Professor of Special Education at Johns Hopkins University. Her research interests include improving literacy outcomes for historically marginalized adolescents with disabilities and reading difficulties via evidence-based literacy instruction and intervention and teacher professional development and coaching. As a former high school special education teacher, Alexandra served students in the general and special education settings in English language arts, reading, math, and science.Brennan RegisterBrennan Register is a PhD student in the Quantitative Methodology: Measurement and Statistics program at the University of Maryland College Park. With a solid foundation in statistical analysis, she joined the University of Maryland following the successful completion of her Master’s in Statistics from the University of Pittsburgh. Brennan’s research lies in the application of cutting-edge statistical methodologies to complex educational data. She is particularly interested in investigating the performance of multilevel and standard prediction algorithms on large-scale educational datasets and strives to make a meaningful impact in the realm of data-driven decision-making for education.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141608","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}

{"title":"Teachers’ perceptions about the value of protocols for professional development: results of a qualitative investigation","authors":"Rebecca Woodland, Ann M. Leonard, Itza D. Martinez","doi":"10.1080/13664530.2023.2265889","DOIUrl":"https://doi.org/10.1080/13664530.2023.2265889","url":null,"abstract":"ABSTRACTProfessional learning communities (PLCs) are a powerful school improvement strategy designed to advance teacher professional development. Protocols are tools for structuring teacher conversations in PLCs. In this article the authors present the results of a qualitative study of teacher perspectives about the value and effects of systematic protocol use. This investigation took place within the context of a Researcher–Practitioner Partnership situated in an urban school district that aims to bring culturally responsive computer science education to all K–5 students. Findings revealed that teachers believe use of protocols supplanted ‘chaotic’ conversation with critical dialogue and improved their instructional practices. Protocols appear to ameliorate common hindering factors to the realization of effective PLCs, including conflict avoidance, participation inequities, and lack of group purpose. An annotated list of protocols of especially high value, and that teachers used most frequently to advance their collaborative learning and professional development, is presented.KEYWORDS: Professional learning communitiesprotocolscollaborationresearch–practice partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation [DRL 1837086].Notes on contributorsRebecca WoodlandRebecca H. Woodland, PhD, is Professor of Educational Policy, Research, and Administration at the University of Massachusetts Amherst. She is Co-Director of the UMass Center for Education Policy, and Director of Program Evaluation for the Center for Educational Assessment. She is a former public school teacher in Colorado, and served as Director of Teacher Education at the University of Vermont. She is on the Board of the International Network for the Science of Team Science (INSciTS), and Co-PI of Computer Science for All, an NSF-funded Research Practitioner Partnership.Ann M. LeonardAnn M. Leonard is Director of Coaching at the Center for Collaborative Education and visiting assistant professor in the School of Education at Salem State University. She has been a public school educator for 30 years, serving as a teacher, project director, assistant principal, and principal at the elementary, middle, and high school levels in rural, suburban, and urban districts. She holds BA and MAT degrees from Brown University and a PhD in Educational Leadership from the University of Massachusetts Amherst.Itza D. MartinezItza D. Martínez, PhD, is a research associate at the Collaborative for Educational Services in Northampton, Massachusetts. She has a BFA in Visual Arts Education and an MAT from Manhattanville College and her doctoral degree in educational leadership with a graduate certificate in Teaching for Diversity and Social Justice from the University of Massachusetts-Amherst. She has worked in a variety of K–12, graduate, and adult learning environments. Her work is","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889011","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}

{"title":"Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program","authors":"Amélie Desmeules, Christine Hamel, Anabelle Viau-Guay, Caroline Bouchard","doi":"10.1080/13664530.2023.2260353","DOIUrl":"https://doi.org/10.1080/13664530.2023.2260353","url":null,"abstract":"Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations. The findings show changes in the participant’s PD trajectories. These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program. For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD. The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597420","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}