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International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional , edited by Andrew Goodwyn, Jacqueline Manuel, Rachel Roberts, Lisa Scherff, Wayne Sawyer, Cal Durrant, and Don Zancanella, London, Routledge, 2022, 306 pp., £120.00 (hardback), ISBN: 9780367766900, £34.99 (paperback), ISBN: 9780367766917… 英语教师发展的国际视角:从初级教师教育到高成就专业，由安德鲁·古德温，杰奎琳·曼努埃尔，雷切尔·罗伯特，丽莎·舍夫，韦恩·索耶，卡尔·达兰特和唐·赞卡内拉编辑，伦敦，劳特利奇，2022,306页，120.00英镑(精装本)，ISBN: 9780367766900, 34.99英镑(平装本)，ISBN: 9780367766917…
Teacher Development Pub Date : 2023-09-21 DOI: 10.1080/13664530.2023.2259355
Syukron Fajriansyah
{"title":"International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional <b>International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional</b> , edited by Andrew Goodwyn, Jacqueline Manuel, Rachel Roberts, Lisa Scherff, Wayne Sawyer, Cal Durrant, and Don Zancanella, London, Routledge, 2022, 306 pp., £120.00 (hardback), ISBN: 9780367766900, £34.99 (paperback), ISBN: 9780367766917…","authors":"Syukron Fajriansyah","doi":"10.1080/13664530.2023.2259355","DOIUrl":"https://doi.org/10.1080/13664530.2023.2259355","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSyukron FajriansyahSyukron Fajriansyah is a postgraduate student in English Language Education at Universitas Pendidikan Indonesia, Indonesia. His research interests include English teaching methods, teaching technology, e-learning, teaching development, and teacher training.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237413","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
Towards a typology of secondary school subject departments 走向中学学科系的类型学
Teacher Development Pub Date : 2023-09-21 DOI: 10.1080/13664530.2023.2258106
Nick Gee, Abigail Parrish, Steven Puttick
{"title":"Towards a typology of secondary school subject departments","authors":"Nick Gee, Abigail Parrish, Steven Puttick","doi":"10.1080/13664530.2023.2258106","DOIUrl":"https://doi.org/10.1080/13664530.2023.2258106","url":null,"abstract":"ABSTRACTSubject departments are an increasingly important unit of analysis for research on schools and beginning teachers’ experiences. By analysing a practice-based typology of eight departmental types through an exploratory factor analysis of questionnaires completed by beginning teachers (n = 55), the authors refined the typology to four (hierarchical; open; self-promoting; divisive). Further exploration of this refined typology, through in-depth interviews with a purposive sample of six beginning teachers, allowed the authors to illustrate the departmental types in relation to their experiences. These findings highlight some of the ways in which new regimes of accountability and corporatisation are reshaping the ways in which departmental cultures are constructed and enacted. The beginning teachers in this study describe their responses and adaptations to their placement departments in ways that highlight opportunities for Initial Teacher Education partnerships to better anticipate and prepare beginning teachers for the departmentalised nature of their experiences.KEYWORDS: School departmentsculturedepartment leadershipdepartment typology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick GeeNick Gee is the Dean of Faculty at Bishop Grosseteste University in Lincoln.Abigail ParrishAbigail Parrish is a Lecturer in Education at the University of Sheffield and a former modern foreign languages teacher.Steven PuttickSteve Puttick is Associate Professor of Teacher Education at the Department of Education, University of Oxford, and Fellow of St Anne’s College.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237417","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
edTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development? edTPA是指导教师发展的教育、评估和持久的专业工具?
Teacher Development Pub Date : 2023-09-13 DOI: 10.1080/13664530.2023.2254280
Kathleen K. Wallace, Nancy K. DeJarnette
{"title":"edTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development?","authors":"Kathleen K. Wallace, Nancy K. DeJarnette","doi":"10.1080/13664530.2023.2254280","DOIUrl":"https://doi.org/10.1080/13664530.2023.2254280","url":null,"abstract":"The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft in spite of their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135733893","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
Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view 苏格兰背景下的职前教师与智力概念：挑战一维视角
IF 1.2
Teacher Development Pub Date : 2023-09-08 DOI: 10.1080/13664530.2023.2246934
Lorna Hamilton, Angela Jaap
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引用次数: 0
A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs 牙买加托儿所从业人员自我识别的专业发展需求的定性检查和新兴理论
IF 1.2
Teacher Development Pub Date : 2023-09-07 DOI: 10.1080/13664530.2023.2248084
Zoyah Kinkead-Clark
{"title":"A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs","authors":"Zoyah Kinkead-Clark","doi":"10.1080/13664530.2023.2248084","DOIUrl":"https://doi.org/10.1080/13664530.2023.2248084","url":null,"abstract":"ABSTRACT In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet children’s needs, the provision of CPD also serves as the means by which nursery practitioners upgrade their competencies. This study presents the findings of a series of focus group discussions and workshop evaluations with 71 nursery workers to elicit their professional development needs. Thematic analysis revealed three dominant themes (planning for children, managing throughout the day and the curriculum). These findings enable an emerging theorization of caregivers’ CPD needs. This includes context-guided pedagogy, relevant and transferable to everyday life, and socially considerate professional development. Implications of the findings suggest greater support for nursery workers. Caregivers need to be involved in the planning of CPD. Additionally, the theorization enables a greater understanding of how caregivers learn and the factors which support their professional growth.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41658000","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
Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them 在英国大学教师培训计划中嵌入认知洞察力：障碍及其克服方法
IF 1.2
Teacher Development Pub Date : 2023-09-01 DOI: 10.1080/13664530.2023.2236056
B. Billingsley, Fran Riga, Agnieszka J. Gordon, Mark Windsor
{"title":"Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them","authors":"B. Billingsley, Fran Riga, Agnieszka J. Gordon, Mark Windsor","doi":"10.1080/13664530.2023.2236056","DOIUrl":"https://doi.org/10.1080/13664530.2023.2236056","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45936048","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
Personal reflective diaries with group-friendly criticism: empowering pre-service teachers 个人反思日记与群体友好的批评:授权职前教师
IF 1.2
Teacher Development Pub Date : 2023-08-30 DOI: 10.1080/13664530.2023.2246929
Anat Abramovich, Hadas Huber
{"title":"Personal reflective diaries with group-friendly criticism: empowering pre-service teachers","authors":"Anat Abramovich, Hadas Huber","doi":"10.1080/13664530.2023.2246929","DOIUrl":"https://doi.org/10.1080/13664530.2023.2246929","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846198","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
Who supported teachers during the COVID-19 lockdown? Online learning amidst a changing Polish educational system 新冠肺炎封锁期间，谁支持教师？波兰教育体系变化中的在线学习
IF 1.2
Teacher Development Pub Date : 2023-07-27 DOI: 10.1080/13664530.2023.2231900
M. Skura, Anna Steinhagen
{"title":"Who supported teachers during the COVID-19 lockdown? Online learning amidst a changing Polish educational system","authors":"M. Skura, Anna Steinhagen","doi":"10.1080/13664530.2023.2231900","DOIUrl":"https://doi.org/10.1080/13664530.2023.2231900","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039671","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
Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement 可见学习:续作:综合了2100多项与成就相关的元分析
IF 1.2
Teacher Development Pub Date : 2023-07-26 DOI: 10.1080/13664530.2023.2237484
D. Yan
{"title":"Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement","authors":"D. Yan","doi":"10.1080/13664530.2023.2237484","DOIUrl":"https://doi.org/10.1080/13664530.2023.2237484","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724412","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
Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education 缺乏进步是分界线：指导教师对实习教育中师生情感挑战的看法
IF 1.2
Teacher Development Pub Date : 2023-07-04 DOI: 10.1080/13664530.2023.2229788
Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg
{"title":"Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education","authors":"Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg","doi":"10.1080/13664530.2023.2229788","DOIUrl":"https://doi.org/10.1080/13664530.2023.2229788","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47846532","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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