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Epistemological Foundations of Liberal Education for Democratic Life 面向民主生活的通识教育的认识论基础
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067276
Timothy L. Simpson, John T. Fennell
{"title":"Epistemological Foundations of Liberal Education for Democratic Life","authors":"Timothy L. Simpson, John T. Fennell","doi":"10.1080/00131725.2022.2067276","DOIUrl":"https://doi.org/10.1080/00131725.2022.2067276","url":null,"abstract":"Abstract This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi’s revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable and confident person, is entailed by commitment to equal opportunity and democratic life.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842968","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
Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness 接受与承诺教学：培养教师社会情感能力提高教学效果
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-19 DOI: 10.1080/00131725.2022.2053620
J. D. Smith, J. Whitley
{"title":"Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness","authors":"J. D. Smith, J. Whitley","doi":"10.1080/00131725.2022.2053620","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053620","url":null,"abstract":"Abstract Teachers need to relate to students in caring and committed ways, which can be personally and emotionally challenging. Enhancing teachers’ social-emotional competences (SECs) is a pathway to fostering these kinds of relationships. One possibility is using Teaching with Acceptance and Commitment (TAC), which integrates ideas and practices from mindfulness and behavior change. TAC helps teachers notice their emotional responses in the classroom and respond thoughtfully guided by professional values.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43633659","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
Alternative Practicum Experiences for Early Childhood Preservice Teachers 幼儿职前教师的另类实习经验
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-12 DOI: 10.1080/00131725.2022.2053621
Qianyi Gao, Sandra M. Linder, Anna H. Hall
{"title":"Alternative Practicum Experiences for Early Childhood Preservice Teachers","authors":"Qianyi Gao, Sandra M. Linder, Anna H. Hall","doi":"10.1080/00131725.2022.2053621","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053621","url":null,"abstract":"Abstract Practicum experiences are an integral part of teacher education programs. This study drew on perceptions of stakeholders (preservice teachers, cooperating teachers, and university professors) to examine the strengths and weaknesses of two practicum models of an early childhood teacher education program. Findings showed that preservice teachers, regardless of varied experiences due to practicum structures, experienced stress and confidence boosts during the practicum. Our findings may provide insights for those designing practicum experiences for preservice teachers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46552866","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: 2
The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective 从批判教育学的角度看土耳其外语课程中被排斥的社会政治和语言问题
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053020
Eser Ordem
{"title":"The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective","authors":"Eser Ordem","doi":"10.1080/00131725.2022.2053020","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053020","url":null,"abstract":"Abstract This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48429125","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
Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions 校本教师教育者的角色定位:导师教师和教师候选人的认知
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053019
Lori Rakes, R. Powell, Bethany Blevins, Victoria A. Giordano
{"title":"Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions","authors":"Lori Rakes, R. Powell, Bethany Blevins, Victoria A. Giordano","doi":"10.1080/00131725.2022.2053019","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053019","url":null,"abstract":"Abstract In this longitudinal study, we sought to better understand mentor teachers’ perceptions of their roles as school-based teacher educators. We studied 11 school-based teacher educators and 123 teacher candidates, and collected data from observations, interviews, and artifacts. Using content and thematic analysis, the six roles of school-based teacher educators were identified: (a) host, (b) tour guide to the profession, (c) cheerleader/encourager, (d) planner, (e) instructional advisor, and (f) teaching partner. School-based teacher educators self-identified in the various roles as they interacted with the teacher candidates in their classrooms.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47076465","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
Letter to a New Academic: In and Out of the Ravine 给新学者的信:出入峡谷
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-08 DOI: 10.1080/00131725.2022.2050329
A. Samaras
{"title":"Letter to a New Academic: In and Out of the Ravine","authors":"A. Samaras","doi":"10.1080/00131725.2022.2050329","DOIUrl":"https://doi.org/10.1080/00131725.2022.2050329","url":null,"abstract":"Abstract The following is an essay of reflections from a veteran academic of her lived experiences in the academy resulting in an unearthing of underlying principles for developing and communicating one’s professional identity. I discuss the role of passion and authenticity; the need to seek, give, and lead support; and the essence of collective creativity for continuous professional growth. This article is useful to new academics working to seed purposeful professional lives and for colleagues and faculty professional developers working to support their efforts.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231143","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
Facilitating Classroom Management Development in Teacher Education 促进教师教育课堂管理的发展
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-07 DOI: 10.1080/00131725.2022.2048758
Andrew Kwok
{"title":"Facilitating Classroom Management Development in Teacher Education","authors":"Andrew Kwok","doi":"10.1080/00131725.2022.2048758","DOIUrl":"https://doi.org/10.1080/00131725.2022.2048758","url":null,"abstract":"Abstract This study investigates the development of high school pre-service teachers’ knowledge in classroom management. Data were collected from their classroom management plans, which were submitted at the beginning of one preparation course and revised at the end. This course provided extensive instruction, practice, and assignments incorporating key classroom management strategies. Analyses indicate how focusing on certain aspects of classroom management aids in knowledge development. Findings have implications for strengthening classroom management curriculum.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44552776","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: 3
The Evaluation of Intervention Programs in Girls’ Capability Development Opportunities in Nepal 尼泊尔女童能力发展机会干预方案之评估
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-02-02 DOI: 10.1080/00131725.2021.2015815
S. Khanal, Sanjeeb Bhatta
{"title":"The Evaluation of Intervention Programs in Girls’ Capability Development Opportunities in Nepal","authors":"S. Khanal, Sanjeeb Bhatta","doi":"10.1080/00131725.2021.2015815","DOIUrl":"https://doi.org/10.1080/00131725.2021.2015815","url":null,"abstract":"Abstract The government of Nepal in partnership with donor agencies has implemented interventions to improve access of girls to secondary education. These interventions are in the forms of scholarship opportunities, recruitment of female teachers, gender-friendly curriculum, and building girls’ rest rooms in public schools. However, the current high dropout rate of female students from government secondary schools is a growing concern. Using in-depth interviews and focus groups, this paper explores the outcomes and challenges of such interventions.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396733","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
Racial Animus in Teacher Education: Uncovering the Hidden Racism behind the Concept of “Care” 教师教育中的种族敌意:揭示“关怀”概念背后隐藏的种族主义
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-01-28 DOI: 10.1080/00131725.2021.2014004
Jennifer L. Martin
{"title":"Racial Animus in Teacher Education: Uncovering the Hidden Racism behind the Concept of “Care”","authors":"Jennifer L. Martin","doi":"10.1080/00131725.2021.2014004","DOIUrl":"https://doi.org/10.1080/00131725.2021.2014004","url":null,"abstract":"Abstract This study examines racial bias whereby preservice teacher participants pair photos of people of varying ages and races with positive or negative adjectives. Their responses are then compared to participant self-reporting of open-ended questions on how committed they are to issues of social justice. Findings indicate that participants reported to be much more racially aware and accepting than they actually were. This study has long-reaching implications for teacher education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46067930","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
Can a Circle of Oppression Be Broken? An Experiment of an Educator with Theatre of the Oppressed 压迫的怪圈能被打破吗?一个教育工作者在被压迫者戏剧上的实验
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-01-28 DOI: 10.1080/00131725.2021.2014005
Maya Levanon
{"title":"Can a Circle of Oppression Be Broken? An Experiment of an Educator with Theatre of the Oppressed","authors":"Maya Levanon","doi":"10.1080/00131725.2021.2014005","DOIUrl":"https://doi.org/10.1080/00131725.2021.2014005","url":null,"abstract":"Abstract As a teacher educator, I often use experiential pedagogies that I believe enhance student teachers’ reflective “muscle,” creativity, social responsibility, and overall pedagogical understanding, as I believe these assets advance their agentic professional identity, which in turn affects their teaching quality. While studying students’ reactions to Augusto Boal’s technique of Invisible Theater, I found myself engaged in a self-study concerned with my role and disposition as a teacher educator in terms of preparations for class discussions, questioning of dispositions, and experiences of oppression. After introducing the key concept and setting of this study, I discuss my experience and role with two groups of Israeli student teachers and the lessons I learned about my practice and professional identity in the process. I conclude this paper by suggesting conditions to be taken into consideration for Invisible Theater to be an effective pedagogical tool for social awareness and responsibility.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43590014","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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