Journal of Education for Teaching最新文献_第5页

What works in initial teacher education? 什么在初级教师教育中起作用?

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-22 DOI: 10.1080/02607476.2023.2269757

Stephen Newman

引用次数: 0

Promoting Social Justice through the Scholarship of Teaching and Learning 通过教与学的学术促进社会正义

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-20 DOI: 10.1080/02607476.2023.2283431

Jyoti Jhagroo

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Photographic Elicitation and Narration in Teachers Education and Development 教师教育与发展中的摄影启发与叙事

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-20 DOI: 10.1080/02607476.2023.2283432

Alfin Anwar, Syukron Fajriansyah

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Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy 适应不适:支持小学科学教师教育者社会公正教学法的能力

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-18 DOI: 10.1080/02607476.2023.2283436

Meghna Nag Chowdhuri, Louise Archer

引用次数: 1

Integrating women scientists into the pre-school education degree curriculum 将女科学家纳入学前教育学位课程

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-18 DOI: 10.1080/02607476.2023.2283438

Jorge Alcántara-Manzanares, Jerónimo Torres-Porras, Rosario Mérida-Serrano

引用次数: 0

Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers 职前教师的数字素养能力、数字素养实践与教师认同

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-11-18 DOI: 10.1080/02607476.2023.2283426

Shuting Zhang, Michelle Mingyue Gu, Wang Sun, Tan Jin

引用次数: 0

‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience “我能在农村学校生存下去吗?”流动农村职业早期教师弹性的发展

3区教育学

Journal of Education for Teaching Pub Date : 2023-11-08 DOI: 10.1080/02607476.2023.2274071

Xiaojing Yan, Bingqing Li

{"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":null,"pages":null},"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}

引用次数: 0

Understanding student teachers’ strengths and areas of need in a simulated consultation evening 通过模拟咨询夜了解实习教师的优势和需求

3区教育学

Journal of Education for Teaching Pub Date : 2023-10-27 DOI: 10.1080/02607476.2023.2274930

Rose Sebastian, Anandita Krishnamachari, Andrew McCartney

{"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":null,"pages":null},"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}

引用次数: 0

“Awakening the sleeping giant”: teacher leadership in Jamaica and the USA “唤醒沉睡的巨人”:牙买加和美国的教师领导

3区教育学

Journal of Education for Teaching Pub Date : 2023-09-25 DOI: 10.1080/02607476.2023.2260753

Carmel Roofe, Eleanor Blair

{"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":null,"pages":null},"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}

引用次数: 0

Social competences in pre-service education: what do future secondary teachers think? 职前教育的社会能力:未来中学教师的看法?

IF 4 3区教育学

Journal of Education for Teaching Pub Date : 2023-08-23 DOI: 10.1080/02607476.2023.2247340

Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruíz-Bernardo, R. Ferrández-Berrueco

引用次数: 0