Teaching Education最新文献_第3页

Making the transfer: preservice teachers’ technical and pedagogical knowledge of phonics instruction 迁移：职前教师语音教学的技术和教学知识

IF 1.6

Teaching Education Pub Date : 2023-05-28 DOI: 10.1080/10476210.2023.2215176

Stephanie Shedrow, Lindsay Stoetzel

引用次数: 0

Developing culturally responsive teaching self-efficacy through engaged, asset-based teacher preparation 通过参与式、基于资产的教师准备，发展文化响应型教学自我效能感

IF 1.6

Teaching Education Pub Date : 2023-05-23 DOI: 10.1080/10476210.2023.2215166

Judy Paulick, Alexa M. Quinn, Charlotte D. Blain

引用次数: 0

Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments 学生教师的学习视角以实施包容性教学法:在高贫困学校环境中工作的见解

IF 1.6

Teaching Education Pub Date : 2023-04-28 DOI: 10.1080/10476210.2023.2198206

Peter Mtika, D. Robson, Archie S. Graham, Lindsay Macdougall

{"title":"Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments","authors":"Peter Mtika, D. Robson, Archie S. Graham, Lindsay Macdougall","doi":"10.1080/10476210.2023.2198206","DOIUrl":"https://doi.org/10.1080/10476210.2023.2198206","url":null,"abstract":"Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46696049","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

A sequential mixed-methods study of a technology-enabled support system promoting student-to-teacher success 一项促进师生成功的技术支持系统的连续混合方法研究

IF 1.6

Teaching Education Pub Date : 2023-04-27 DOI: 10.1080/10476210.2023.2194626

A. Amrein-Beardsley, C. Collins, Dawn Demps, B. Gong, Chukwu(emeka) Ikegwuonu, Sarah M. Salinas, Stephen Santa-Ramirez

引用次数: 0

A phenomenological study of prospective teachers’ first-time science teaching experiences 准教师首次科学教学经验的现象学研究

IF 1.6

Teaching Education Pub Date : 2023-04-03 DOI: 10.1080/10476210.2022.2077928

Karthigeyan Subramaniam

{"title":"A phenomenological study of prospective teachers’ first-time science teaching experiences","authors":"Karthigeyan Subramaniam","doi":"10.1080/10476210.2022.2077928","DOIUrl":"https://doi.org/10.1080/10476210.2022.2077928","url":null,"abstract":"ABSTRACT This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher’s 30-minute microteaching and the use of reflective prompts to verify pre-service teachers’ responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"209 - 224"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47366879","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

Conceptualizing secondary science teachers as strategic leaders 将中学科学教师概念化为战略领导者

IF 1.6

Teaching Education Pub Date : 2023-03-22 DOI: 10.1080/10476210.2023.2189234

Rebecca E. Vieyra, R. Hite

引用次数: 1

‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces “没有干净的界限”：一位获奖的历史老师的种族意识形态支离破碎

IF 1.6

Teaching Education Pub Date : 2023-03-08 DOI: 10.1080/10476210.2023.2181330

Charles Brooks

引用次数: 0

Intercultural teaching practices for science education to support teachers in culturally diverse classrooms 科学教育的跨文化教学实践，以支持文化多样性课堂中的教师

IF 1.6

Teaching Education Pub Date : 2023-02-21 DOI: 10.1080/10476210.2023.2167975

Julio César Tovar-Gálvez

引用次数: 1

Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school 实践中的差异化:对澳大利亚一所主流中学的探索性调查

IF 1.6

Teaching Education Pub Date : 2023-01-25 DOI: 10.1080/10476210.2022.2161508

K. Gibbs

{"title":"Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school","authors":"K. Gibbs","doi":"10.1080/10476210.2022.2161508","DOIUrl":"https://doi.org/10.1080/10476210.2022.2161508","url":null,"abstract":"ABSTRACT This study is the second in a planned series of qualitative inquiries to investigate how some Australian educators use differentiated instruction (DI) in a secondary school setting. A small-scale study was conducted using individual, semi-structured interviews with seven teachers and two school leaders via Teams, a video conferencing platform. Using thematic analysis, two major themes were identified in the data, namely: perceptions of DI and key guiding DI principles. Results indicated that teachers and school leaders have a good understanding of differentiation and are responsive to the needs of the diversity of student abilities in this educational setting. This includes pedagogies such as designing learning activities to maximise educative opportunities for all students, pre-planning lessons and collecting student data to inform teachers’ understanding and capacity to plan for student readiness differences, using scaffolded formative and summative assessment, arranging flexible learning groups, and employing adaptable teaching processes that support all learners. The findings are a starting point to further explore and expand on how Australian educators use DI strategies and approaches in their mainstream schools.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43856837","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

What should teacher education be about? Initial comparisons from Scotland and Alberta 教师教育应该是关于什么的？苏格兰和阿尔伯塔省的初步比较

IF 1.6

Teaching Education Pub Date : 2023-01-20 DOI: 10.1080/10476210.2023.2166918

P. Adams, Amy Burns

引用次数: 2