Action in Teacher Education最新文献_第4页

Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study 在小学教师教育计划中利用实地考察创造相关的社会正义知识数学课程:一项行动研究

Action in Teacher Education Pub Date : 2022-07-18 DOI: 10.1080/01626620.2022.2096709

E. Ijebor, C. Cascalheira, L. Lucero

{"title":"Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study","authors":"E. Ijebor, C. Cascalheira, L. Lucero","doi":"10.1080/01626620.2022.2096709","DOIUrl":"https://doi.org/10.1080/01626620.2022.2096709","url":null,"abstract":"ABSTRACT Teaching mathematics for social justice is a rich research area in which field trips have been under examined. The paucity of literature on math-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of empowering elementary preservice teachers to design math-based field trips to enhance student awareness of social justice issues. Two research questions (RQ) guided this project: (RQ1) How can teacher educators inspire social change within math education via the preparation of future elementary teachers using math-based field trips? (RQ2) What are preservice teachers’ perceptions of designing socially just math lessons using fieldtrips? We provide an overview of previous literature, describe the project we designed, and provide an analysis of preservice teachers’ experiences and perceptions of this project. Thematic analysis of student journals and final assignments generated eight overarching themes and three subordinate themes organized by three phases. Organization by phases indicates a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed elementary preservice teachers emphasized the beneficial challenge of this assignment, suggesting that math-based social justice field trips are important additions to teacher education programs. Finally, we discuss what we learned from this study as teacher educators and researchers and provide recommendations to the field of teacher education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230485","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: 2

Preservice Teachers and the Notion of Care: An Analysis of Classroom Management Plans 职前教师与关怀观念:课堂管理计划分析

Action in Teacher Education Pub Date : 2022-07-13 DOI: 10.1080/01626620.2022.2096710

Keonya C. Booker

引用次数: 0

Teacher Candidates’ Perceptions of Emergent Teacher Leadership in Clinically Based Teacher Education 临床基础教师教育中教师候选人对突发教师领导的认知

Action in Teacher Education Pub Date : 2022-06-06 DOI: 10.1080/01626620.2022.2074912

Logan Rutten, Sebrina L. Doyle, Rachel Wolkenhauer, Deborah L. Schussler

{"title":"Teacher Candidates’ Perceptions of Emergent Teacher Leadership in Clinically Based Teacher Education","authors":"Logan Rutten, Sebrina L. Doyle, Rachel Wolkenhauer, Deborah L. Schussler","doi":"10.1080/01626620.2022.2074912","DOIUrl":"https://doi.org/10.1080/01626620.2022.2074912","url":null,"abstract":"ABSTRACT Emergent teacher leadership is a new concept that refers to teacher leadership in its earliest forms among teachers at any point in their careers but particularly among teacher candidates and early-career teachers. This qualitative study used semi-structured interviews to investigate how six teacher candidates perceived their own emergent teacher leadership as they completed yearlong clinical internships in a professional development school (PDS) in which teacher educators had established teacher leadership development as a formalized expectation for all teacher candidates. Thematic analysis of the interview transcripts revealed that although the teacher candidates maintained aspirations for future teacher leadership, they struggled throughout their internships with feelings of illegitimacy as teacher leaders and with skepticism toward the PDS’s expectations for teacher leadership – even as they gradually began to describe their engagement in leadership practices throughout the PDS. Teacher candidates reported leading when they were included within PDS decision-making processes and when they created their own leadership opportunities by taking the initiative and by gathering others to share ideas and to learn together through practitioner inquiry. The findings suggest that teacher educators could promote emergent teacher leadership by assisting teacher candidates in connecting the practices of practitioner inquiry with leadership opportunities and practices.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45325459","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

Engaging the Reluctant Preservice Teacher Reader: Exploring Possible Selves with Literature Featuring Teachers 吸引不情愿的职前教师读者:用教师文学探索可能的自我

Action in Teacher Education Pub Date : 2022-04-21 DOI: 10.1080/01626620.2022.2060878

Shannon Tovey

引用次数: 0

Uncovering Preservice Teachers’ Conceptions of Achievement and Accountability: Evidence from a Framed Field Experiment 职前教师成就与问责观念的揭示:来自有框架的实地实验的证据

Action in Teacher Education Pub Date : 2022-04-13 DOI: 10.1080/01626620.2022.2057372

Austin S. Jennings

{"title":"Uncovering Preservice Teachers’ Conceptions of Achievement and Accountability: Evidence from a Framed Field Experiment","authors":"Austin S. Jennings","doi":"10.1080/01626620.2022.2057372","DOIUrl":"https://doi.org/10.1080/01626620.2022.2057372","url":null,"abstract":"ABSTRACT Contemporary research on preservice teachers’ data use opportunities, coursework, and interventions typically focuses on preservice teachers’ perceptions about data use comfort, confidence, and preparedness. Despite the contribution of such research to understanding the efficacy of approaches to teacher preparation, understanding preservice teachers’ underlying conceptions about data and data use is critical to responsive teacher preparation. However, these conceptions are elusive as preservice teachers do not routinely engage in authentic data use practices. In the present study, I develop a novel methodological approach for uncovering preservice teachers’ conceptions about data. Then, I use this framework to investigate how achievement classifications and accountability pressure manifest in preservice teachers’ instructional decision-making. Findings suggest preservice teachers have a general propensity for differentially allocating instructional resources to their lowest achieving students and respond to accountability pressure by shifting these resources toward students approaching proficiency criterion and those closest to achievement thresholds. Findings have implications for how teacher preparation programs may leverage preservice teachers’ conceptions as a foundation for the development of data literacy, iterative instructional improvement, professional inquiry, and accountable leadership.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854311","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

Beyond “Good-Faith” Efforts: Diversifying the Faculty Ranks in Teacher Education through Equity-Conscious Recruitment Practices 超越“诚信”努力：通过注重公平的招聘实践使教师教育队伍多样化

Action in Teacher Education Pub Date : 2022-04-11 DOI: 10.1080/01626620.2022.2058641

R. Endo

{"title":"Beyond “Good-Faith” Efforts: Diversifying the Faculty Ranks in Teacher Education through Equity-Conscious Recruitment Practices","authors":"R. Endo","doi":"10.1080/01626620.2022.2058641","DOIUrl":"https://doi.org/10.1080/01626620.2022.2058641","url":null,"abstract":"ABSTRACT This autoethnographic cross-case study articulates a set of field-tested strategies, focusing on how White-dominated teacher-preparation programs (TPPs) could recruit a greater number of teacher educators who are Black, Indigenous, and People of Color (BIPOC) by actively designing, implementing, and modeling equity-conscious recruitment practices. The conceptual framework describes the instrumental value that BIPOC teacher educators bring to Predominantly White Institutions (PWIs) by drawing on a sociocultural assets-based view of racially diverse professionals in historically White settings. Methods involved a directed approach to content analysis of 50 search-related documents across 10 faculty searches that the author facilitated between the years 2009–2018 that led to all-BIPOC hires. The findings focus on three major milestones during a typical faculty search with an emphasis on the contexts of TPPs: (a) planning for equitable and inclusive practices from start to finish through a model of shared accountability, (b) encouraging search committees to actively engage in innovative approaches to recruitment, including traditional and non-traditional strategies, and (c) supporting stakeholders, such as committee members and voting faculty who have direct or indirect decision-making power in faculty searches, in reducing cognitive errors throughout the evaluation and selection process. Implications are offered for practice and theory.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623599","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

Sensible or Stifled: What Public-school Teachers Know about Their First Amendment Speech Protections in the Classroom 明智还是窒息:公立学校教师对第一修正案在课堂上的言论保护的了解

Action in Teacher Education Pub Date : 2022-04-03 DOI: 10.1080/01626620.2021.1997833

Kelly Siegel-Stechler, P. Callahan

引用次数: 0

Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers 心灵之镜：在《保存》和《新手教师》中引发批判性反思

Action in Teacher Education Pub Date : 2022-02-24 DOI: 10.1080/01626620.2022.2036268

Dianna Gahlsdorf Terrell, Diana Sherman

引用次数: 1

An Analysis of the Questions Elementary Education Teacher Candidates Pose to Elicit Mathematical Thinking 基础教育教师考生数学思维引出问题分析

Action in Teacher Education Pub Date : 2022-02-09 DOI: 10.1080/01626620.2021.2020696

Madelyn W. Colonnese, Luke T. Reinke, Drew Polly

引用次数: 0

Preservice Teachers’ Mental Health: Using Student Voice to Inform Pedagogical, Programmatic, and Curricular Change 职前教师的心理健康:利用学生的声音通知教学、计划和课程的改变

Action in Teacher Education Pub Date : 2022-01-14 DOI: 10.1080/01626620.2021.1997832

M. Ressler, Cynthia Apantenco, L. Wexler, Kathleen King

引用次数: 2