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Teacher Development最新文献

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Female teacher identity and educational reform: perspectives from India 女教师身份与教育改革:来自印度的视角
IF 1.2
Teacher Development Pub Date : 2023-06-04 DOI: 10.1080/13664530.2023.2219645
M. Clarke, Jyoti Atwal, Deirdre Raftery, M. Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova, E. Regan
{"title":"Female teacher identity and educational reform: perspectives from India","authors":"M. Clarke, Jyoti Atwal, Deirdre Raftery, M. Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova, E. Regan","doi":"10.1080/13664530.2023.2219645","DOIUrl":"https://doi.org/10.1080/13664530.2023.2219645","url":null,"abstract":"ABSTRACT This article explores the ways in which female teachers negotiate their developing teacher identities and educational reform. It provides interesting data from the case of India that reflects female teacher identity and agency in the context of educational reform. Few studies specifically reference gendered responses to education reform; fewer still focus on how female teachers respond and act upon these reforms. It is argued that educational reform efforts in India should take into account female teachers’ lives and development. This small qualitative study explores through semi-structured interviews the emerging identities of eight female teachers who work in five different higher secondary schools in Chennai, Tamil Nadu. Their responses were analysed using the voice-centred relational approach. The findings point to the importance of understanding the different ways female teachers negotiate their developing teacher identities in response to the changing structural and cultural contexts in which they find themselves.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"415 - 430"},"PeriodicalIF":1.2,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467220","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 are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development? 小学教师在塑造可持续数学专业发展背景方面的政策经验是什么？
IF 1.2
Teacher Development Pub Date : 2023-06-02 DOI: 10.1080/13664530.2023.2216663
Evelyn Penfold
{"title":"What are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development?","authors":"Evelyn Penfold","doi":"10.1080/13664530.2023.2216663","DOIUrl":"https://doi.org/10.1080/13664530.2023.2216663","url":null,"abstract":"ABSTRACT The author explored the extent to which policy could be a source of sustainable professional development for elementary teachers’ mathematical knowledge for teaching. The study involved three policies in England: the National Numeracy Strategy and the Primary National Strategy, introduced in response to concerns regarding mathematics teaching and student attainment, and a new National Curriculum. Professional development was offered to support teachers in the processes of changing their practice. This article focuses on the responses of eight teachers who suggest that the National Numeracy Strategy and the Primary National Strategy were useful sources of mathematical knowledge for teaching. However, the 2013 National Curriculum, along with the teaching for mastery policy, show how the teachers’ professional development had been rooted in policy enactments and was temporal. The author discusses the need for sustainable professional development to facilitate teachers’ continuous enhancement of their mathematical knowledge for teaching within a changing policy landscape.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"543 - 562"},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362875","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 effectiveness and challenges implementing a formative assessment professional development program 实施形成性评估专业发展计划的有效性和挑战
IF 1.2
Teacher Development Pub Date : 2023-05-28 DOI: 10.1080/13664530.2023.2210533
Fatlume Berisha, Eda Vula, R. Gisewhite, Hannah McDuffie
{"title":"The effectiveness and challenges implementing a formative assessment professional development program","authors":"Fatlume Berisha, Eda Vula, R. Gisewhite, Hannah McDuffie","doi":"10.1080/13664530.2023.2210533","DOIUrl":"https://doi.org/10.1080/13664530.2023.2210533","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774441","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
Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia 在亚美尼亚试点改革项目中探索教师的学习经验和专业发展方案的核心组成部分
IF 1.2
Teacher Development Pub Date : 2023-05-24 DOI: 10.1080/13664530.2023.2213678
Hasmik Kyureghyan
{"title":"Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia","authors":"Hasmik Kyureghyan","doi":"10.1080/13664530.2023.2213678","DOIUrl":"https://doi.org/10.1080/13664530.2023.2213678","url":null,"abstract":"ABSTRACT This article explores teachers’ self-reported learning experiences and core features of the teacher professional development (TPD) programme within a pilot reform project in Armenia. A qualitative exploratory methodology was employed, and the data were generated via survey and semi-structured interviews. Using inductive thematic analysis with elements of abductive reasoning, the study revealed three categories of teachers’ learning experiences: (i) development of new modes of learning, (ii) changes in instructional practices, and (iii) attitudinal changes. The study also identifies seven core components of the TPD: (i) active learning, (ii) mentoring, (iii) subject focus, (iv) engaging with and in research, (v) duration, (vi) engagement in the professional learning community, and (vii) collective participation that fostered teachers’ learning by providing new insights for designing and implementing TPD programmes. The data analysis shows evidence that the teachers’ learning experiences and the components of the TPD programme are interrelated, as most of the learning experiences were reflected in specific programme components.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"613 - 629"},"PeriodicalIF":1.2,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811418","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
‘We felt transformed’: a mentoring program for university English teachers in China “我们感觉自己被改变了”:一个针对中国大学英语教师的辅导项目
IF 1.2
Teacher Development Pub Date : 2023-05-09 DOI: 10.1080/13664530.2023.2201926
Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang, Zhaoping Wang
{"title":"‘We felt transformed’: a mentoring program for university English teachers in China","authors":"Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang, Zhaoping Wang","doi":"10.1080/13664530.2023.2201926","DOIUrl":"https://doi.org/10.1080/13664530.2023.2201926","url":null,"abstract":"ABSTRACT This article explores a mentoring program for English language teachers at a university in China. At the end of the program, the teachers and mentor reported feeling transformed and set out to investigate what was transformative about their experiences by writing final reflections. Then, the teachers and mentor became the researchers, and using a case study approach, examined the reflections for mentions of change, noting themes that emerged. They also drew on other data sources in order to understand and describe these transformative elements. Four elements identified in the literature, reflection, ownership, collaboration, and personalization, emerged in a way that was customized to the group. Two additional elements also emerged, empowering encouragement and bridging the gap between theory and practice. Both the tweaking and adding of elements led to some lessons for teachers and mentors and the observation that the form of professional development is not as important as its transformative style.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"374 - 393"},"PeriodicalIF":1.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44650227","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
Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US 脱颖而出，畅所欲言：探索美国STEM教师倡导活动中的赋权视角
IF 1.2
Teacher Development Pub Date : 2023-05-04 DOI: 10.1080/13664530.2023.2207095
R. Velasco, R. Hite, J. Milbourne, J. Gottlieb
{"title":"Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US","authors":"R. Velasco, R. Hite, J. Milbourne, J. Gottlieb","doi":"10.1080/13664530.2023.2207095","DOIUrl":"https://doi.org/10.1080/13664530.2023.2207095","url":null,"abstract":"ABSTRACT Science, technology, engineering, and mathematics (STEM) teachers need sources of empowerment to effectively guide education policy and continue to participate in advocacy-based activities. This study surveyed 208 STEM teachers on their acts of advocacy to advance STEM education. The question that guided this research was as follows: What are the underlying factors that contribute to STEM teachers’ advocacy activities in effecting change to STEM education policies? An exploratory factor analysis was conducted to determine underlying factors contributing to STEM teachers’ engagement in advocacy activities via the theoretical lens of empowerment. The findings revealed four factors that empowered their advocacy work: critical confrontations, political awareness, communicative voice, and policymaker influence. The data suggest that as sampled STEM teachers developed a critical consciousness, they were empowered to engage in critical conversations on issues of social justice, such as galvanizing efforts to make STEM education accessible to all students and equitable for diverse learners.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"525 - 541"},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329335","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 mediating role of teacher self-efficacy in predicting teachers’ research attitudes 教师自我效能感在预测教师研究态度中的中介作用
IF 1.2
Teacher Development Pub Date : 2023-05-03 DOI: 10.1080/13664530.2023.2201579
Oğuzhan Tekin
{"title":"The mediating role of teacher self-efficacy in predicting teachers’ research attitudes","authors":"Oğuzhan Tekin","doi":"10.1080/13664530.2023.2201579","DOIUrl":"https://doi.org/10.1080/13664530.2023.2201579","url":null,"abstract":"ABSTRACT Teachers’ self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers’ self-efficacy beliefs and research attitudes and to examine the relationship between these concepts. The study adopted a correlational survey method and was conducted with 459 teachers. Findings revealed that teachers had a high level of self-efficacy and a moderate level of research attitudes. It was intriguing that only teaching level, and not gender, teaching experience, and academic degree, was associated with self-efficacy and research attitudes. A direct relationship was found between teacher self-efficacy and research attitudes. Findings highlight the importance of self-efficacy beliefs, which significantly affect research attitudes, in teachers’ professional development. Implications of the results for teacher development and future studies are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"314 - 332"},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937022","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 importance of positive emotions among early childhood educators 幼儿教育工作者积极情绪的重要性
IF 1.2
Teacher Development Pub Date : 2023-04-17 DOI: 10.1080/13664530.2023.2194286
S. Tatalović Vorkapić, Doris Velan
{"title":"The importance of positive emotions among early childhood educators","authors":"S. Tatalović Vorkapić, Doris Velan","doi":"10.1080/13664530.2023.2194286","DOIUrl":"https://doi.org/10.1080/13664530.2023.2194286","url":null,"abstract":"ABSTRACT Bearing in mind the educational process has its cognitive and non-cognitive determinants, this article emphasizes the significance of early childhood educators’ emotions in their work with children and focuses on the analysis of their positivity. A total of 152 pre-service and in-service early childhood educators participated in this study. The participants self-evaluated using the Positive and Negative Affective Schedule scale daily for 13 days. The results showed that participants most frequently felt interested, active, determined, and awake. They felt ashamed and hostile the least frequently. Therefore, they experienced more positive emotions than negative ones with a relatively high positivity ratio. The pre-service educators experienced negative emotions more frequently and had a lower positivity ratio than in-service educators. This article emphasizes the importance of providing support to pre- and in-service early childhood educators in the domain of their affective states during their initial education and professional development.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"468 - 486"},"PeriodicalIF":1.2,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240328","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
Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence 评估职前专业人员、教职员工在发展文化能力过程中的文化知识
IF 1.2
Teacher Development Pub Date : 2023-04-14 DOI: 10.1080/13664530.2023.2198501
Olamojiba O. Bamgbose, O. Toms, Lyndsay J. Kranz, Michael P. Owen
{"title":"Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence","authors":"Olamojiba O. Bamgbose, O. Toms, Lyndsay J. Kranz, Michael P. Owen","doi":"10.1080/13664530.2023.2198501","DOIUrl":"https://doi.org/10.1080/13664530.2023.2198501","url":null,"abstract":"ABSTRACT The current study examined the cultural competence of participants (n = 447) beginning with their cultural knowledge as articulated through their definitions of diversity. The study employed a descriptive research enquiry using a survey design to gather data at a single point in time. Participants consisted of faculty, staff, and pre-service professionals (teachers, school counselors, and clinical mental health counselors) from a college of education at a predominately White university in the Midwest of the United States. Results from the study indicated that participants defined diversity through themes of difference, characteristics, ideal world, or inclusion and advocacy. Implications to support the cultural knowledge and cultural competence development of faculty, staff, and pre-service professional teachers and counselors are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"487 - 505"},"PeriodicalIF":1.2,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46772665","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
Pakistani pre-service teachers’ initial motivation in teaching choice 巴基斯坦职前教师教学选择的初步动机
IF 1.2
Teacher Development Pub Date : 2023-04-11 DOI: 10.1080/13664530.2023.2196269
Sadia Shaukat, Shaoan Zhang, Tibero Garza, E. Lin
{"title":"Pakistani pre-service teachers’ initial motivation in teaching choice","authors":"Sadia Shaukat, Shaoan Zhang, Tibero Garza, E. Lin","doi":"10.1080/13664530.2023.2196269","DOIUrl":"https://doi.org/10.1080/13664530.2023.2196269","url":null,"abstract":"ABSTRACT The Factors Influencing Teaching Choice (FIT-Choice) scale measures pre-service teachers’ understanding of initial motivations for choosing teaching as a career. A sample of 95 primary and 247 secondary pre-service teachers from Pakistan reported their reasons for choosing teaching as a career. This study used principal component and confirmatory factor analyses to test the validity and reliability of the FIT-Choice scale from a cross-cultural viewpoint set within a Muslim, Asian context. The results showed different gender preferences toward job security. Findings showed the different constructs that may be influenced by Pakistani culture and the educational context.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"580 - 596"},"PeriodicalIF":1.2,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072708","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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