Journal of Education for Teaching最新文献

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

{"title":"Novice elementary school English teachers’ practice of critical friends as their professional learning","authors":"C. Chien","doi":"10.1080/02607476.2023.2242293","DOIUrl":"https://doi.org/10.1080/02607476.2023.2242293","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82730488","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":"Navigating online Practice Teaching (PT) amidst the COVID-19 pandemic: exploring pre-service teachers’ experiences in Pakistan","authors":"Effat Alvi","doi":"10.1080/02607476.2023.2241827","DOIUrl":"https://doi.org/10.1080/02607476.2023.2241827","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87303064","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":"Mapping the lesson: network graphs and microgenres","authors":"Fei Victor Lim","doi":"10.1080/02607476.2023.2228242","DOIUrl":"https://doi.org/10.1080/02607476.2023.2228242","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75986309","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":"Conservatoire students’ perspectives on instrumental music teacher education: ‘Developing Pedagogical Knowledge’ (DPK) for the future music education workforce","authors":"L. Shaw","doi":"10.1080/02607476.2023.2228233","DOIUrl":"https://doi.org/10.1080/02607476.2023.2228233","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82694512","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":"Inspiring contributions from the Network on Knowledge and Quality across School Subjects and Teacher Education (KOSS)","authors":"B. Åstrand","doi":"10.1080/02607476.2023.2226599","DOIUrl":"https://doi.org/10.1080/02607476.2023.2226599","url":null,"abstract":"Inspiring contributions from the Network on Knowledge and Quality across School Subjects and Teacher Education (KOSS) Björn Åstrand To cite this article: Björn Åstrand (2023): Inspiring contributions from the Network on Knowledge and Quality across School Subjects and Teacher Education (KOSS), Journal of Education for Teaching, DOI: 10.1080/02607476.2023.2226599 To link to this article: https://doi.org/10.1080/02607476.2023.2226599","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87764834","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":"‘Against the odds’: a study into the nature of protective factors that support and facilitate a sample of individuals from Black, Asian and minority ethnic backgrounds into the teaching profession","authors":"M. Duggan","doi":"10.1080/02607476.2023.2216155","DOIUrl":"https://doi.org/10.1080/02607476.2023.2216155","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73438462","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}