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European Journal of Teacher Education最新文献

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Arab teacher educators and the moral work of teaching in Israel 阿拉伯教师教育工作者与以色列的师德工作
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-09 DOI: 10.1080/02619768.2024.2337636
Najwan Saada
{"title":"Arab teacher educators and the moral work of teaching in Israel","authors":"Najwan Saada","doi":"10.1080/02619768.2024.2337636","DOIUrl":"https://doi.org/10.1080/02619768.2024.2337636","url":null,"abstract":"This qualitative study explores how 14 Arab teacher educators perceive the moral preparation of teachers for Arab schools in Israel. The first theme highlights the contingent (institutional) factor...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development 可行的平衡？意大利教师对评估素养、评估实践和教师专业发展的看法
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-09 DOI: 10.1080/02619768.2024.2338853
Serafina Pastore, Monica Mincu
{"title":"A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development","authors":"Serafina Pastore, Monica Mincu","doi":"10.1080/02619768.2024.2338853","DOIUrl":"https://doi.org/10.1080/02619768.2024.2338853","url":null,"abstract":"The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers’ professional development path...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"69 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Fostering student teachers’ research-based knowledge of effective feedback 培养学生教师基于研究的有效反馈知识
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-05 DOI: 10.1080/02619768.2024.2338841
Thomas Bock, Eva Thomm, Johannes Bauer, Bernadette Gold
{"title":"Fostering student teachers’ research-based knowledge of effective feedback","authors":"Thomas Bock, Eva Thomm, Johannes Bauer, Bernadette Gold","doi":"10.1080/02619768.2024.2338841","DOIUrl":"https://doi.org/10.1080/02619768.2024.2338841","url":null,"abstract":"Properly designed feedback can be highly conducive to students’ learning. Therefore, teacher education needs to equip future teachers with research-based knowledge of how to provide effective feedb...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"242 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education 学员对视频强化对话评估作为国际师范教育反思实践的看法
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-04 DOI: 10.1080/02619768.2024.2338847
Elizabeth Hidson
{"title":"Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education","authors":"Elizabeth Hidson","doi":"10.1080/02619768.2024.2338847","DOIUrl":"https://doi.org/10.1080/02619768.2024.2338847","url":null,"abstract":"Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher t...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum 让反馈适应多样化课堂的教学要求。为实习教师提供新颖的反馈概念
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-04 DOI: 10.1080/02619768.2024.2338846
Sabine Weiss, Annika Braun, Markus Pacher, Clemens M. Schlegel, Ewald Kiel
{"title":"Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum","authors":"Sabine Weiss, Annika Braun, Markus Pacher, Clemens M. Schlegel, Ewald Kiel","doi":"10.1080/02619768.2024.2338846","DOIUrl":"https://doi.org/10.1080/02619768.2024.2338846","url":null,"abstract":"During their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"106 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140603362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments 重新认识职前教师对评估的信念和感受：真实作业的重要空间
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-04 DOI: 10.1080/02619768.2024.2338854
Audrey Doyle, Enda Donlon, Marie Conroy Johnson, Elaine McDonald, PJ Sexton
{"title":"Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments","authors":"Audrey Doyle, Enda Donlon, Marie Conroy Johnson, Elaine McDonald, PJ Sexton","doi":"10.1080/02619768.2024.2338854","DOIUrl":"https://doi.org/10.1080/02619768.2024.2338854","url":null,"abstract":"In early 2020, Initial Teacher Education providers were forced to reimagine many long-established practices due to pandemic restrictions. One post-primary concurrent Initial Teacher Education progr...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"121 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities 教师和校长对人文学科跨学科教学的看法
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-02 DOI: 10.1080/02619768.2024.2337646
Etan Cohen, Hanan Alexander, Nurit Novis-Deutsch, Liat Rahmian, Uri Gavish, Oren Yehi-Shalom, Ofir Glick, Gad Marcus
{"title":"Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities","authors":"Etan Cohen, Hanan Alexander, Nurit Novis-Deutsch, Liat Rahmian, Uri Gavish, Oren Yehi-Shalom, Ofir Glick, Gad Marcus","doi":"10.1080/02619768.2024.2337646","DOIUrl":"https://doi.org/10.1080/02619768.2024.2337646","url":null,"abstract":"Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"47 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
A practice turn in teacher education in Turkey: is a balanced practicum at risk? 土耳其师范教育的实践转向：均衡的实习是否岌岌可危？
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-04-01 DOI: 10.1080/02619768.2024.2337631
Tugba Simsek-Rackelmann, Eylem Perihan Kibar, Sibel Aybek, Zuhal Okan
{"title":"A practice turn in teacher education in Turkey: is a balanced practicum at risk?","authors":"Tugba Simsek-Rackelmann, Eylem Perihan Kibar, Sibel Aybek, Zuhal Okan","doi":"10.1080/02619768.2024.2337631","DOIUrl":"https://doi.org/10.1080/02619768.2024.2337631","url":null,"abstract":"The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct exp...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"3 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140597216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
‘I am struggling to survive’: financial inequity in postgraduate teacher education in England 我在为生存而挣扎"：英格兰师范教育研究生中的财务不公平现象
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-03-15 DOI: 10.1080/02619768.2024.2330543
S. Lynch, A. J. B. Casey
{"title":"‘I am struggling to survive’: financial inequity in postgraduate teacher education in England","authors":"S. Lynch, A. J. B. Casey","doi":"10.1080/02619768.2024.2330543","DOIUrl":"https://doi.org/10.1080/02619768.2024.2330543","url":null,"abstract":"The aim of this study was to investigate the experiences of individuals who are facing finance-related worries and/or a perceived requirement or desire to work, whilst training to teach. We sought ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"117 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Mentor teachers’ achievement goal orientations for mentoring during the practicum 指导教师在实习期间的指导成就目标取向
IF 6.1 2区 教育学
European Journal of Teacher Education Pub Date : 2024-03-13 DOI: 10.1080/02619768.2024.2328060
Clara Kuhn, Gerda Hagenauer, Alexander Gröschner
{"title":"Mentor teachers’ achievement goal orientations for mentoring during the practicum","authors":"Clara Kuhn, Gerda Hagenauer, Alexander Gröschner","doi":"10.1080/02619768.2024.2328060","DOIUrl":"https://doi.org/10.1080/02619768.2024.2328060","url":null,"abstract":"Teachers’ varied goal orientations meaningfully explain differences in their behaviour and cognition. Achievement goal orientation theory (GOT) provides a valuable theoretical framework for underst...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"98 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
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