Journal of Education for Teaching最新文献_第10页

Fostering teacher competence through classroom-based research during field experiences 通过实地经验的课堂研究培养教师的能力

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150963

P. Mak, Min Yang, R. Yuan

引用次数: 0

The use of museum resources in mathematics education: a study with preservice middle-school mathematics teachers 博物馆资源在数学教育中的运用:以职前中学数学教师为研究对象

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150534

Mesture Kayhan Altay, Elif Yetkin Özdemir

引用次数: 1

Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature 2019冠状病毒病后教师教育的在线教学实践:从文献中吸取的教训

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2153018

Carmen Carrillo, Maria Assuncao Flores

{"title":"Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature","authors":"Carmen Carrillo, Maria Assuncao Flores","doi":"10.1080/02607476.2022.2153018","DOIUrl":"https://doi.org/10.1080/02607476.2022.2153018","url":null,"abstract":"The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72888505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China 中国公办和民办学校教师非正式教师学习与自我效能感的关系

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150533

Xianhan Huang, Chun Lai, Chan Wang, G. Xu

{"title":"The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China","authors":"Xianhan Huang, Chun Lai, Chan Wang, G. Xu","doi":"10.1080/02607476.2022.2150533","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150533","url":null,"abstract":"ABSTRACT Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers’ reflection on practice was significantly related to their self-efficacy, whereas the private school teachers’ interaction with stakeholders and multimedia was important to their self-efficacy.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84803736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reflective practice in second language teacher education: a scoping review 第二语言教师教育中的反思性实践:范围回顾

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2152316

Mohammad Reza Anani Sarab, Fatemeh Mardian

{"title":"Reflective practice in second language teacher education: a scoping review","authors":"Mohammad Reza Anani Sarab, Fatemeh Mardian","doi":"10.1080/02607476.2022.2152316","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152316","url":null,"abstract":"ABSTRACT The present scoping review aimed to systematically review the corpus of data sources including 92 published papers, which were identified and retrieved based on the study criteria. The papers were coded using categories which were operational definitions of reflection and reflective practice, unit of analysis, theoretical frameworks, levels of reflection, research methods, data collection instruments, and the complexity of second/foreign language (L2) teacher reflection. The results indicate that (a) current definitions of teacher reflection are general and descriptive, (b) the focus is heavily on in-service teaching contexts, (c) there is a growing interest in qualitative methodological approaches and a need for principled mixed methods research is greatly felt, (d), there is an overriding emphasis on reflection-on-action approaches, (e) and most of the studies portray reflection at descriptive and comparative levels, failing to encourage teachers at the critical level. The findings also suggest a need for applying and extending the benefits of reflection to different real-life contexts where teachers work, and a call for new research orientations to address the complex dynamics of teacher reflection. The implications of the study are discussed in detail.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78651025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Developments in teachers’ corpus literacy following a professional development course 专业发展课程后教师语料库素养的发展

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2150535

Ismail Xodabande, Mostafa Nazari

引用次数: 2

Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models 中国幼儿教师工作家庭冲突、组织承诺与离职倾向的中介模型比较

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2150964

Yuanfang Guo, Xiaowei Li

引用次数: 2

Locating Filipino social studies teachers’ preferred positionality, reasons, and practices in the teaching of controversial public issues 菲律宾社会研究教师在争议性公共议题教学中的偏好定位、原因与实践

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2152655

Allan B. de Guzman, Belinda V. de Castro, Joel L. Adamos

引用次数: 0

International student mobility: exploring identities and engagements 国际学生流动:探索身份和参与

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2151881

Yi-Shuai Xie

引用次数: 0

Effects of a state’s effort to build elementary teacher knowledge in literacy 国家努力建立小学教师识字知识的效果

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2022-11-28 DOI: 10.1080/02607476.2022.2151882

Ann C. Jolly, Danielle Wysenski, Kristen D. Beach

{"title":"Effects of a state’s effort to build elementary teacher knowledge in literacy","authors":"Ann C. Jolly, Danielle Wysenski, Kristen D. Beach","doi":"10.1080/02607476.2022.2151882","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151882","url":null,"abstract":"ABSTRACT This pilot randomised controlled trial study investigated the impact of Reading Research to Classroom Practice professional development (PD) on elementary teachers’ knowledge of reading skills. This PD, developed by a United States’ state education agency, is accredited by the International Dyslexia Association. Teachers (n = 34) were randomly assigned to a treatment or wait-list control (WLC) group and participated in the 5-day, 30-hour in-person PD with up to 10 hours asynchronous application activities. Teachers completed pre- and post-knowledge surveys measuring the impact of the PD on their knowledge related to reading skills. Teachers completed a social validity survey examining their perceptions of the PD. After controlling for pre-test differences, teachers in the treatment group outscored WLC teachers on the knowledge measure at post-test. Following treatment, WLC teachers’ growth in knowledge was statistically equivalent to the growth that treatment teachers experienced. Teachers felt the PD improved their knowledge of effective reading practices. Implications for practice and suggestions for future PD are provided.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81142134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0