Journal of Education for Teaching最新文献

{"title":"Integrating women scientists into the pre-school education degree curriculum","authors":"Jorge Alcántara-Manzanares, Jerónimo Torres-Porras, Rosario Mérida-Serrano","doi":"10.1080/02607476.2023.2283438","DOIUrl":"https://doi.org/10.1080/02607476.2023.2283438","url":null,"abstract":"An educational innovation experience developed as part of the curriculum for the Early Childhood Education degree is presented within the framework of the scientific dissemination project entitled ...","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"19 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503922","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}

{"title":"Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers","authors":"Shuting Zhang, Michelle Mingyue Gu, Wang Sun, Tan Jin","doi":"10.1080/02607476.2023.2283426","DOIUrl":"https://doi.org/10.1080/02607476.2023.2283426","url":null,"abstract":"This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910...","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"19 3","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503920","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}

{"title":"‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience","authors":"Xiaojing Yan, Bingqing Li","doi":"10.1080/02607476.2023.2274071","DOIUrl":"https://doi.org/10.1080/02607476.2023.2274071","url":null,"abstract":"ABSTRACTMobilising urban early-career teachers to commonly perceived ‘under-resourced’ and ‘challenging’ rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational environment. This qualitative case study explores the professional trajectories of four MR-ECTs in a rural primary school in Guangxi, China, regarding their process and outcome of adaptation during their first two years of teaching. Adopting semi-structured interviews, this study finds that the MR-ECTs were somehow under-prepared for the rural school and adopted a ‘deficit’ mindset in the first place to perceive their professional challenges in the rural school. Yet, they gradually became more resilient in overcoming the challenges and retaining in the rural school by harnessing and collecting available resources from their pre-service and in-service experiences to increase their place consciousness and rural readiness. This understanding will enable teachers, teacher educators, policymakers and school leaders to assist MR-ECTs’ ruralisation and contribution to rural schools in more informed ways.KEYWORDS: Early-career teachersrural educationteacher resilienceteacher mobility AcknowledgementsThis research obtained a Human Ethics Certificate of Approval from Monash University Human Research Ethics Committee (21222), and was supported by the Capital University of Economics and Business (Grant No. XRZ2023009).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"4 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391521","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}

{"title":"Understanding student teachers’ strengths and areas of need in a simulated consultation evening","authors":"Rose Sebastian, Anandita Krishnamachari, Andrew McCartney","doi":"10.1080/02607476.2023.2274930","DOIUrl":"https://doi.org/10.1080/02607476.2023.2274930","url":null,"abstract":"ABSTRACTConsultation evenings, also known as parent-teacher conferences, are important opportunities for teachers to strengthen their relationships with caregivers. Many teachers, however, are unprepared, having had few opportunities to build skills and participate in real consultations during teacher training. To provide student teachers with more practice opportunities, some teacher educators have begun supplementing students teachers’ real-world consultations with simulations. Our goal in this study was to use findings on students’ strengths and challenges in a simulated consultation to inform the design of future practice opportunities. Using factor analysis and descriptive statistics, we analysed 206 transcripts from 106 student teachers’ simulations to uncover patterns in their consultations. We found that students were consistently good at sharing positive information about the pupil. Student teachers had more challenges finding the balance between facilitating a productive meeting and a collaborative one. Students also varied in how well they created and maintained a welcoming meeting environment when challenged by the caregiver or presented with a personal disclosure. Based on these findings, we propose designing targeted approximations of practice for consultations, in addition to more holistic ones, so that students can build skills in areas such as finding the balance between productivity and collaboration in a meeting.KEYWORDS: Parent–teacher communicationsimulation design and trainingpreservice teacher educationparent-teacher conferenceshome-school partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Bankard Trust; Spencer Foundation; University of Virginia.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"9 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262578","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}

{"title":"“Awakening the sleeping giant”: teacher leadership in Jamaica and the USA","authors":"Carmel Roofe, Eleanor Blair","doi":"10.1080/02607476.2023.2260753","DOIUrl":"https://doi.org/10.1080/02607476.2023.2260753","url":null,"abstract":"ABSTRACTGiven discourse across the globe on school reform and the importance of teachers’ work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of ‘awakening the sleeping giant’, we argue that teacher leadership is an untapped phenomenon and a necessity for 21st century school improvement. Within this paper we draw on the teacher leaders’ stories to provide an understanding of the power and resources residing in the domain of teachers’ work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers’ work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural ‘truths’’ that emerged and the implications for teachers’ work and school improvement.KEYWORDS: Teacher leadershipschool cultureteacher preparationschool improvement Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816521","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}

{"title":"Social competences in pre-service education: what do future secondary teachers think?","authors":"Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruíz-Bernardo, R. Ferrández-Berrueco","doi":"10.1080/02607476.2023.2247340","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247340","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81294573","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}

{"title":"Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity","authors":"Jana Obrovská, Petr Svojanovský, J. Kratochvílová, Kateřina Lojdová, František Tůma, Katarína Vlčková","doi":"10.1080/02607476.2023.2247356","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247356","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"27 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78083998","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}

{"title":"Partnerships in Education: Risks in Transdisciplinary Educational Research","authors":"Weiping Wu, Lv Linli","doi":"10.1080/02607476.2023.2247346","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247346","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"72 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86326102","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}

{"title":"Virtual teaching abroad during initial teacher education: pre-service teachers’ professional learning","authors":"B. Moorhouse","doi":"10.1080/02607476.2023.2247351","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247351","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"29 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80516025","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}

{"title":"Development of teachers’ knowledge: the breadth, depth, and detail","authors":"Linda la Velle","doi":"10.1080/02607476.2023.2245219","DOIUrl":"https://doi.org/10.1080/02607476.2023.2245219","url":null,"abstract":"mathematical concepts potentially afforded by the museum exhibits, although they readily appreciated the value of the resources for enhancing mathematics lessons. The second paper, by Shirley Tan and colleagues from Nagoya University in Japan and Lausanne University of Teacher Education in Switzerland, JOURNAL OF EDUCATION FOR TEACHING 2023, VOL. 49, NO. 4, 545–550 https://doi.org/10.1080/02607476.2023.2245219 © 2023 Informa UK Limited, trading as Taylor & Francis Group focusses on the use of ‘bansho’, a pedagogic strategy used in Japan for mathematics teaching. The word bansho means ‘board writing’ and the teacher uses the board to record the flow of the entire lesson, so that learners can see the connections and progression of the various ideas being taught and their illustrative examples, to organise their thinking and to develop new ideas. This paper emphasises the value of bansho for making multiple representations, which clearly resonates with Shulman’s assertion of representation as a key component of the transformation of teachers’ knowledge into a learnable form. The next two articles take a broader view of how teachers increase and deepen their knowledge within their subject disciplines. Lauren Capotosto and Kristina Reardon, from the College of the Holy Cross in Massachusetts, USA, looked at how student teachers understood the concept of disciplinary literacy, a competence that enables learners to read, write, speak about, listen to, and think conceptually and critically as experts in a specific subject. An important finding of this research into substantive and syntactic content knowledge for teaching was that the student teachers saw the literacy skills and practices across a range of disciplines as discrete, and that they had acquired these by inference. The second article to address the matter of PCK within academic disciplines is by Merce Garcia-Mila and colleagues from the University of Barcelona in Spain and San José State University in California, USA. They investigated student teachers’ views about the explicit teaching of the skill of argumentation within subject disciplines. Findings were that whilst the student teachers recognised the value of the idea of learning to argue and arguing to learn, they were less enthusiastic about using lesson time to practice it. Interestingly, there was no great divergence of opinions across the academic disciplines. Enculturation into an academic subject discipline starts at an early educational stage and it is only when someone begins to think about the teachability of a subject that disciplinary norms and values are viewed through a critical lens. Shulman’s belief that the substantive and syntactic components of a subject discipline (at least those that appear regularly in school curricula) were the starting and finishing point of the pedagogic cycle: that by teaching about something one learns more about it. This has been argued to be the upward spiral of teacher learning, i.e. with each","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"82 1","pages":"545 - 550"},"PeriodicalIF":4.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76099334","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}