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Turkish EFL teachers’ professional learning: reflections on critical incidents 土耳其英语教师的专业学习：对关键事件的反思
IF 1.6
Teaching Education Pub Date : 2024-06-16 DOI: 10.1080/10476210.2024.2358768
Gamze Almacioglu, Fadime Yalcin Arslan
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引用次数: 0
Balancing special education knowledge and expertise in teacher training programs 在教师培训计划中平衡特殊教育知识和专业知识
IF 1.6
Teaching Education Pub Date : 2024-03-19 DOI: 10.1080/10476210.2024.2327861
Yael Kimhi, Aviva Bar Nir
{"title":"Balancing special education knowledge and expertise in teacher training programs","authors":"Yael Kimhi, Aviva Bar Nir","doi":"10.1080/10476210.2024.2327861","DOIUrl":"https://doi.org/10.1080/10476210.2024.2327861","url":null,"abstract":"Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"2014 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169063","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 unintended consequences of integrating trauma-informed teaching into teacher education 将创伤知情教学纳入师范教育的意外后果
IF 1.6
Teaching Education Pub Date : 2024-01-28 DOI: 10.1080/10476210.2024.2307360
Kyle Miller, Karen Flint-Stipp
{"title":"The unintended consequences of integrating trauma-informed teaching into teacher education","authors":"Kyle Miller, Karen Flint-Stipp","doi":"10.1080/10476210.2024.2307360","DOIUrl":"https://doi.org/10.1080/10476210.2024.2307360","url":null,"abstract":"In response to the growing need for trauma-informed teaching, more teacher education programs are incorporating trauma-informed content to prepare preservice teachers for their future classrooms. F...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"20 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139756335","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
Streaking and self-care planning: the influence of integrating a well-being initiative in one teacher education program 串联和自我保健规划：在一个教师教育项目中纳入幸福倡议的影响
IF 1.6
Teaching Education Pub Date : 2024-01-22 DOI: 10.1080/10476210.2024.2305472
Astrid H. Kendrick, Theodora Kapoyannis, Rachel Pagaling
{"title":"Streaking and self-care planning: the influence of integrating a well-being initiative in one teacher education program","authors":"Astrid H. Kendrick, Theodora Kapoyannis, Rachel Pagaling","doi":"10.1080/10476210.2024.2305472","DOIUrl":"https://doi.org/10.1080/10476210.2024.2305472","url":null,"abstract":"Concerns about teacher burnout, compassion fatigue, and retaining early career professionals have prompted teacher education programs to seek out ways to promote mental and emotional health during ...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"65 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582641","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
From development work to research publication: a case of Norwegian teacher educators developing research literacy 从发展工作到研究出版物：挪威师范教育工作者培养研究素养的案例
IF 1.6
Teaching Education Pub Date : 2024-01-19 DOI: 10.1080/10476210.2023.2298197
Inga Staal Jenset, Ida Katrine Riksaasen Hatlevik
{"title":"From development work to research publication: a case of Norwegian teacher educators developing research literacy","authors":"Inga Staal Jenset, Ida Katrine Riksaasen Hatlevik","doi":"10.1080/10476210.2023.2298197","DOIUrl":"https://doi.org/10.1080/10476210.2023.2298197","url":null,"abstract":"The importance of research capacity-building in teacher education is highlighted to enable teachers to be change agents who continually develop their own and the school’s collective practices, whic...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"35 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139517944","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
Relational perplexities of today’s teachers: social-emotional competence perspective 当今教师的关系困惑：社会情感能力视角
IF 1.6
Teaching Education Pub Date : 2024-01-10 DOI: 10.1080/10476210.2023.2298194
Minna Körkkö, Sonja Lutovac
{"title":"Relational perplexities of today’s teachers: social-emotional competence perspective","authors":"Minna Körkkö, Sonja Lutovac","doi":"10.1080/10476210.2023.2298194","DOIUrl":"https://doi.org/10.1080/10476210.2023.2298194","url":null,"abstract":"A major part of the perplexing instances in teachers’ work seem to deal with relationships. However, little is known about the role of social and emotional competence (SEC) in teachers’ relationshi...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"83 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139463154","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 impact of service learning supported by the ePortfolio on the development of professional competencies 电子档案袋支持的服务学习对专业能力发展的影响
IF 1.6
Teaching Education Pub Date : 2024-01-02 DOI: 10.1080/10476210.2023.2281396
Monika Ciesielkiewicz, Claire Frances Bonilla, Matilde Santos
{"title":"The impact of service learning supported by the ePortfolio on the development of professional competencies","authors":"Monika Ciesielkiewicz, Claire Frances Bonilla, Matilde Santos","doi":"10.1080/10476210.2023.2281396","DOIUrl":"https://doi.org/10.1080/10476210.2023.2281396","url":null,"abstract":"The assessment of experiential learning, such as service learning, and its outcomes, tends to take time and effort. This paper examines how service learning and traditional learning activities help...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"75 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374259","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 teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds 探讨教师对难民背景学生的学校归属感体验的理解和回应
IF 1.6
Teaching Education Pub Date : 2023-12-06 DOI: 10.1080/10476210.2023.2291387
Farrukh Amina, Melissa M. Barnes, Eisuke Saito
{"title":"Exploring teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds","authors":"Farrukh Amina, Melissa M. Barnes, Eisuke Saito","doi":"10.1080/10476210.2023.2291387","DOIUrl":"https://doi.org/10.1080/10476210.2023.2291387","url":null,"abstract":"Despite schools being exposed to students from refugee backgrounds for decades, many schools still struggle to provide adequate academic and social support for them. As a result, this study sought ...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"17 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509706","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
Design thinking as instructional design: examining a professional learning community for pre- and in-service teachers 设计思维作为教学设计:考察职前和在职教师的专业学习社区
IF 1.6
Teaching Education Pub Date : 2023-12-04 DOI: 10.1080/10476210.2023.2286354
Michael Holden, Amy Burns, Jonah Secreti, Angus Docherty
{"title":"Design thinking as instructional design: examining a professional learning community for pre- and in-service teachers","authors":"Michael Holden, Amy Burns, Jonah Secreti, Angus Docherty","doi":"10.1080/10476210.2023.2286354","DOIUrl":"https://doi.org/10.1080/10476210.2023.2286354","url":null,"abstract":"Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. ...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"52 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509715","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 joint effects of stressors and resources on student engagement in teacher education: a French study 探索压力和资源对学生参与师范教育的共同影响：一项法国研究
IF 1.6
Teaching Education Pub Date : 2023-12-04 DOI: 10.1080/10476210.2023.2286356
Fernando Núñez-Regueiro, Nadia Leroy
{"title":"Exploring the joint effects of stressors and resources on student engagement in teacher education: a French study","authors":"Fernando Núñez-Regueiro, Nadia Leroy","doi":"10.1080/10476210.2023.2286356","DOIUrl":"https://doi.org/10.1080/10476210.2023.2286356","url":null,"abstract":"Evidence points to the existence of several stressors and resources that contribute to students’ engagement in teacher education, but more research is needed to integrate both kinds of factors with...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"43 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138547972","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
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