Action in Teacher Education最新文献_第10页

Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions 职前科学教师的教学信念：对“哪一个”、“如何”和“为什么”问题的回应

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1650842

Eralp Bahçivan, Yasin Aydın

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引用次数: 3

How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching 导师的反馈如何支持实习教师度过第一年的教学

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1675199

L. Wexler

引用次数: 3

Clouded Views and Silver Linings: Learning to Teach Literacy in Cooperating Teachers’ Classrooms 阴霾与光明:合作教师课堂上的扫盲教学

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1622475

Kathryn Struthers Ahmed

引用次数: 0

Baptism by Fire: Why Induction Matters for Beginning Education Professors 火洗礼：为什么入职对初学教授很重要

Action in Teacher Education Pub Date : 2020-02-21 DOI: 10.1080/01626620.2020.1731012

M. Selke, Jerusalem Rivera-Wilson, C. Watson, Carrie Robinson, Keenya G. Mosley, D. Rickey, David Arneson

{"title":"Baptism by Fire: Why Induction Matters for Beginning Education Professors","authors":"M. Selke, Jerusalem Rivera-Wilson, C. Watson, Carrie Robinson, Keenya G. Mosley, D. Rickey, David Arneson","doi":"10.1080/01626620.2020.1731012","DOIUrl":"https://doi.org/10.1080/01626620.2020.1731012","url":null,"abstract":"ABSTRACT Induction support for beginning education professors is rarely provided. To address this gap, qualitative descriptive research was conducted by asking a national sample of experienced education professors about challenges faced and met as new faculty members. The resulting seven induction themes for beginning education professors are discussed in targeted sections with suggestions for application in practice. Each section concludes with a set of five key questions to assist in facilitating the induction of beginning education professors on college campuses. The ATE Induction System for New Professors (ISNP) is based upon the seven induction themes and was collaboratively designed to provide information, experiences, and mentoring support for beginning education professors. Recommendations for additional study include empirical research to identify microcosms within campus cultures and expand the research base on tools, strategies, and collegial supports for new education faculty. Comprehensive systemic induction for beginning education professors is a critical long-term priority.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1731012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400800","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: 1

Using Schema-Based Diagrams to Represent and Solve Word Problems: Relationship between Elementary Preservice Teachers’ Knowledge and Demonstration 用图式图示表示和解决单词问题——小学教师知识与实证的关系

Action in Teacher Education Pub Date : 2020-02-18 DOI: 10.1080/01626620.2020.1726837

Shuang Zhang, Jian Wang, Raymond Flores

引用次数: 0

Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies 跨越学科边界:英语与社会学科合作教学的两个故事

Action in Teacher Education Pub Date : 2020-02-18 DOI: 10.1080/01626620.2020.1726836

Yonghee Suh, KaaVonia Hinton

{"title":"Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies","authors":"Yonghee Suh, KaaVonia Hinton","doi":"10.1080/01626620.2020.1726836","DOIUrl":"https://doi.org/10.1080/01626620.2020.1726836","url":null,"abstract":"ABSTRACT This narrative inquiry shares the stories of two teachers’ collaborative experiences with their counterparts in social studies and English. The primary objective was to learn about how these teachers, within separate teaching dyads, understand and attempt to accomplish the goals of both colleagues’ disciplines while planning instruction. Field texts were collected over two years and consist of stories derived from five recorded conversations, observations, e-mail exchanges, student work samples, teaching materials, PowerPoint slides, and reflective notes. Data were analyzed through the three-dimensional space approach. Findings suggest that a) collaborative tensions arise due to “grammar of schooling,” including the structure and the culture of teaching the subject matters in middle and high schools; b) cross-disciplinary collaboration serves as a space for teacher learning; and c) despite their intentions and willingness, the two teachers tend to implement a hybrid of disciplinary literacy practices coupled with their old notion of literacy when collaborating.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1726836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47108218","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

Children’s Literature, Culturally Responsive Teaching, and Teacher Identity: An Action Research Inquiry in Teacher Education 儿童文学、文化反应教学与教师身份——教师教育中的行动研究

Action in Teacher Education Pub Date : 2020-01-22 DOI: 10.1080/01626620.2019.1710728

Adrian D. Martin, T. Spencer

引用次数: 10

Globalization, Global Mindsets and Teacher Education 全球化、全球化思维与教师教育

Action in Teacher Education Pub Date : 2020-01-02 DOI: 10.1080/01626620.2019.1700848

A. Goodwin

{"title":"Globalization, Global Mindsets and Teacher Education","authors":"A. Goodwin","doi":"10.1080/01626620.2019.1700848","DOIUrl":"https://doi.org/10.1080/01626620.2019.1700848","url":null,"abstract":"ABSTRACT Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens “there” to “them” now affects what happens “here” to “us.” The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. This is the globalized space in which today’s teachers operate, it is the space they must navigate, they have no choice to do otherwise than to look, know, think, understand and teach beyond the boundaries of the(ir) local. But what exactly does that mean in practice? In response, I begin first with a brief discussion about globalization—what it means, and how it is—or perhaps not—affecting teaching and teacher education. I then discuss the mindsets teachers (and therefore teacher education/educators) need to cultivate along four dimensions in the context of globalization: the curricular, professional, moral, and personal. I then close with two immediate actions we should take as/to be a global teacher education community.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1700848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916440","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: 31

Realizing the Theory of Generative Change using a Freirean Lens: Situating the Zone of Generativity within a Liberatory Framework 用弗雷昂的视角实现生成性变化理论：在一个自由的框架内定位生成性区域

Action in Teacher Education Pub Date : 2020-01-02 DOI: 10.1080/01626620.2019.1702598

Efrain Brito, A. Ball

{"title":"Realizing the Theory of Generative Change using a Freirean Lens: Situating the Zone of Generativity within a Liberatory Framework","authors":"Efrain Brito, A. Ball","doi":"10.1080/01626620.2019.1702598","DOIUrl":"https://doi.org/10.1080/01626620.2019.1702598","url":null,"abstract":"ABSTRACT This article represents an ideological and methodological call to action that is over fifty years in the making. It seeks to articulate a new form of critical consciousness by combining the principles of a Freirean liberatory pedagogy with the methodological and ideological specificity of Ball‘s Model of Generative Change. We call this evolved model Generative Transformative Praxis in which educators and teacher educators are able to move from change by adaptation to generative transformation that seeks a true transition in the 21st century classrooms that our increasingly diverse students deserve. Generative Transformative Praxis is not a pre-prescribed tactical approach that is subject to standardization based on past data; instead, it attempts to constantly recreate the present in order to affect the future. Ultimately, the authors propose the model of Generative Transformative Praxis in order to prepare and develop educators who are capable of introducing diverse student populations to a world subject to change, reinvention, and transformation.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1702598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44734317","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: 4

Preparing Teachers as Democratic Professionals 培养教师成为民主专业人士

Action in Teacher Education Pub Date : 2020-01-02 DOI: 10.1080/01626620.2019.1700847

Kenneth M. Zeichner

引用次数: 34