Journal of Education for Teaching最新文献

{"title":"First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness","authors":"Stuart Woodcock, A. Reupert","doi":"10.1080/02607476.2023.2219218","DOIUrl":"https://doi.org/10.1080/02607476.2023.2219218","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79793735","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":"Learning to teach in the twenty-first century: change, challenge and chance","authors":"Linda la Velle","doi":"10.1080/02607476.2023.2212453","DOIUrl":"https://doi.org/10.1080/02607476.2023.2212453","url":null,"abstract":"As recorded in the volumes of JET for the last half century, learning, and continuing to learn to teach has developed out of recognition. The articles in this issue of JET each contribute to this evolutionary process from a range of perspectives. The nascent idea that teaching might be a career choice is the focus of the first paper, by Tia Pavin Ivanec, from the University of Zagreb in Croatia, who looked at factors that motived prospective teachers (early years, primary and secondary) in that country. Importantly, all groups evinced the intrinsic value of teaching (passion for education; having a positive impact on young people’s lives; making a difference; personal growth and development opportunities, etc.); the social value of teaching (job security; work-life balance; competitive salary/ benefits, etc.) and a positive perception of their own abilities as the most important motivators. Interesting differences between the groups arising from the data analysis substantiate the view that secondary candidates are more strongly motivated by a love of their subject. A strong motivation for teaching remains as important in the C21 as it has been since formal education began. However, as will unfold in the articles to come, the complex and multifaceted challenges of contemporary life are having a direct impact on all aspects of teacher education. Closely linked to career motivation is the concept of professional identity formation, which is the focus of the next article, by Dario Banegas of the University of Edinburgh in Scotland. Drawing on an in-depth evaluation of a language curriculum development module in a TESOL course, Banegas elicited important aspects of the development of the formation student teachers’ professional identities: that of the reflective practitioner and the language teacher as a researcher and curriculum developer. Significantly, this paper demonstrates that the development of these characteristics is important in reinforcing a sense of professional identity, which in turn increases student teachers’ investment in their initial teacher education course and their future career as well as enhancing a greater sense of purpose and meaning in their work. The next article in this issue, from Ge Wei and colleagues from three universities in China, describes a study situated within the framework of expansive learning, developed from cultural-historical activity theory (Engstrom 2001). Not merely a cognitive process of acquiring knowledge and skills, expansive learning is also an active process of transforming the social and cultural contexts in which learning takes place. Wei et al. examined different aspects of their initial teacher education programme through the lens of expansive learning using formative interventions to discern how and when various aspects of practical teaching knowledge were gained. This fine-grained taxonomy demonstrated that the trajectory of growth in practical teaching knowledge acquisition occurs when the s","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85407901","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":"Raymond Williams and Education: History, Culture, Democracy","authors":"N. Sorensen","doi":"10.1080/02607476.2023.2209844","DOIUrl":"https://doi.org/10.1080/02607476.2023.2209844","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88196038","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":"Dismantling Educational Sexism through Teacher Education: Engaging Preservice Teachers in an Anti-Sexism Curriculum","authors":"Frida Akmalia, Y. L. Zulfa","doi":"10.1080/02607476.2023.2209867","DOIUrl":"https://doi.org/10.1080/02607476.2023.2209867","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78553713","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":"Swimming with crocodiles: understanding Hong Kong teachers’ experiences of implementing differentiated instruction through a school-university partnership programme","authors":"S. Wan, Suzannie K. Y. Leung, S. Yuen, C. C. Leung","doi":"10.1080/02607476.2023.2205829","DOIUrl":"https://doi.org/10.1080/02607476.2023.2205829","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77162962","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":"What makes teaching a long-term career? Insights from college English teachers in China","authors":"Lan Yi, Ju-Huey Wen","doi":"10.1080/02607476.2023.2203080","DOIUrl":"https://doi.org/10.1080/02607476.2023.2203080","url":null,"abstract":"ABSTRACT The present study examines college teachers’ initial and long-term career motivations. It was found that 1) themes in teachers’ reports aligned with dimensions included in the FIT-Choice framework, 2) peak moments (PMs) contributed to long-term career motivation and job satisfaction. We propose that PMs should be considered as a valid dimension to the FIT-Choice scale.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86607712","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":"Walking-creating for fostering teachers’ education in peripheral coastal communities","authors":"A. Parfitt, Stuart Read","doi":"10.1080/02607476.2023.2203079","DOIUrl":"https://doi.org/10.1080/02607476.2023.2203079","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76511405","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":"Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum","authors":"Íris Susana Pires Pereira, T. Russell, Xosé Antón González Riaño","doi":"10.1080/02607476.2023.2193147","DOIUrl":"https://doi.org/10.1080/02607476.2023.2193147","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79317898","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":"Fit between applicants’ prior knowledge and university selection criteria: study of Finnish teacher education student admission in 2013–2015","authors":"Jenni Kunnari, J. Pursiainen, E. Läärä, J. Rusanen, H. Muukkonen","doi":"10.1080/02607476.2022.2072714","DOIUrl":"https://doi.org/10.1080/02607476.2022.2072714","url":null,"abstract":"ABSTRACT Fluent transitions to higher education are a common concern, especially in highly selective Finnish teacher education (TE). This study examined the fit between the matriculation examination (ME) results and the selection criteria applied in TE. We studied the accepted applicants in Finland in 2013–2015 (n = 5116), and both the accepted and rejected applicants at the University of Oulu in 2015 (n = 2170). Among the accepted applicants, the ME typically consisted of mother tongue, advanced syllabus English, basic syllabus mathematics, psychology, and health education. The various selection criteria did not directly differentiate the applicants with respect to the ME. The two strongest predictors in the ME for acceptance to TE were the choice of and performance in advanced syllabus mathematics and psychology. The results are discussed in light of selection criteria and TE.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85691343","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":"The role of initial and continuing professional education in recruitment and retention of teachers: the importance of a basis of social justice","authors":"Linda la Velle","doi":"10.1080/02607476.2023.2191470","DOIUrl":"https://doi.org/10.1080/02607476.2023.2191470","url":null,"abstract":"The closure of schools and universities because of the COVID-19 pandemic has thrown into sharp relief the global issue of the shortage of well-qualified teachers, a subject much discussed in recent volumes of JET. Challenges of both recruitment to and retention in the profession are the subject of an increasing number of studies that are shedding light on an array of contributing factors. Social justice, professional development, the role of the teacher educator and teachers’ knowledge, which are topics that feature through the articles of this issue, all have a significant impact on the recruitment and retention of teachers. Activities related to social justice and professional development, paired with the expertise of teacher educators and the collective knowledge of teachers, are key components of successful recruitment and retention efforts as can be seen in the articles that comprise this issue. The first paper, from Jenni Kunnari and colleagues from the University of Oulu in Finland, describes a novel lens being brought to focus on teacher recruitment: that of the matriculation results of teacher candidates. In a country where recruitment to teacher education programmes is highly selective, the findings were that the successful acceptance was generally related to the selection criteria for teacher education and with a strong performance in the contrasting disciplines of mathematics and psychology. Given that recruitment to the teaching profession is not a problem in Finland, these findings have interesting international significance. But what of the reasons people have for choosing teaching as a career in the first place? The second article is by Wenting Wang and colleagues from two universities that offer teacher education courses in China. They found that whilst student teachers perceived teaching as a platform to fulfil their professional ambitions, they were under no illusion about the challenges they might face. The negative notions of high workload, low salary and low social status were weighed against a high level of intrinsic motivation for teaching to fulfil their aspirations and to make a difference. This desire to contribute to the lives of pupils and thus society is the focus of the next paper, which comes from the Netherlands and is by Heleen Simonsz and colleagues. They looked at the relationship between motivation for becoming a teacher and educational ideals in a cohort of Dutch student teachers (secondary phase). For this group, important motivational factors included interest in their subject matter, social utility value and intrinsic value, which accord with past studies. Educational ideals included the desire to contribute to pupils’ social development and subject achievement and here lies the new contribution. Interestingly, these participants thought that it was less important for their pupils to have successful careers and develop democratic attitudes based on principles of social justice. JOURNAL OF EDUCATION FOR TEA","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88469892","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}