Journal of Teacher Education最新文献

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore 有效的教师专业发展及其影响因素：美国、中国、芬兰和新加坡的跨国比较

Journal of Teacher Education Pub Date : 2024-05-22 DOI: 10.1177/00224871241254779

Hong Zhang, Xuehan Lyu, Yannan Qiu

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引用次数: 0

Attention to Equity in Teacher Education Admissions Processes 关注师范教育招生过程中的公平问题

Journal of Teacher Education Pub Date : 2024-02-14 DOI: 10.1177/00224871241230306

Amy Roth Mcduffie, David Slavit, Dan Goldhaber, Roddy Theobald, N. Griggs

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引用次数: 0

Attention to Equity in Teacher Education Admissions Processes 关注师范教育招生过程中的公平问题

Journal of Teacher Education Pub Date : 2024-02-14 DOI: 10.1177/00224871241230306

Amy Roth Mcduffie, David Slavit, Dan Goldhaber, Roddy Theobald, N. Griggs

{"title":"Attention to Equity in Teacher Education Admissions Processes","authors":"Amy Roth Mcduffie, David Slavit, Dan Goldhaber, Roddy Theobald, N. Griggs","doi":"10.1177/00224871241230306","DOIUrl":"https://doi.org/10.1177/00224871241230306","url":null,"abstract":"This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, and interviews), and how applicants’ DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants’ ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implications, and dilemmas for teacher preparation programs and faculty are discussed.","PeriodicalId":515117,"journal":{"name":"Journal of Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139777617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse 指导教师开展基于文献的历史教学：支持教师促进学生讨论的做法

Journal of Teacher Education Pub Date : 2024-02-07 DOI: 10.1177/00224871231223443

Abby Reisman, L. Jay

引用次数: 0

Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse 指导教师开展基于文献的历史教学：支持教师促进学生讨论的做法

Journal of Teacher Education Pub Date : 2024-02-07 DOI: 10.1177/00224871231223443

Abby Reisman, L. Jay

引用次数: 0

Pre-Service Teachers Notice Student Thinking: Then What? 职前教师注意到学生的思考：然后呢？

Journal of Teacher Education Pub Date : 2024-01-04 DOI: 10.1177/00224871231220604

Tara Barnhart, Heather J. Johnson, Miray Tekkumru‐Kisa

引用次数: 0