Action in Teacher Education最新文献_第7页

Discourses of Immigration and the Mediating Influence of Documentary Films 移民话语与纪录片的中介影响

Action in Teacher Education Pub Date : 2021-02-04 DOI: 10.1080/01626620.2021.1883151

J. Hilburn, Lisa Buchanan, Wayne Journell

引用次数: 1

The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education 新自由主义教学与教师教育时代的教师双重性

Action in Teacher Education Pub Date : 2021-02-03 DOI: 10.1080/01626620.2020.1863283

Christopher P. Brown, K. Puckett, David P. Barry, D. Ku

{"title":"The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education","authors":"Christopher P. Brown, K. Puckett, David P. Barry, D. Ku","doi":"10.1080/01626620.2020.1863283","DOIUrl":"https://doi.org/10.1080/01626620.2020.1863283","url":null,"abstract":"ABSTRACT As policy makers’ neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers’ demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers’ neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers’ reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers’ neoliberal reforms so that they can author themselves as the teachers they want to be.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1863283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44376332","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

Editors’ Notes 编辑笔记

Action in Teacher Education Pub Date : 2021-01-02 DOI: 10.1080/01626620.2021.1859311

I. Jackson, LeAnn G. Putney

引用次数: 0

The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses 大学合作教学课程学习者对职前教师合作教学认知的影响

Action in Teacher Education Pub Date : 2020-12-09 DOI: 10.1080/01626620.2020.1848663

Eun-Joo Kim, Sharon M. Pratt

引用次数: 4

A Collaborative Model to Support K-12 Pre-Service Teachers’ Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects 支持K-12职前教师在学校基于数据的决策的合作模型：整合利益相关者、空间和主题之间的数据讨论

Action in Teacher Education Pub Date : 2020-12-01 DOI: 10.1080/01626620.2020.1842821

S. Neugebauer, D. Morrison, V. Karahalios, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, C. Tindall

引用次数: 0

Editors’ Notes

Action in Teacher Education Pub Date : 2020-12-01 DOI: 10.1017/s002205072000056x

Amanda M. Rudolph, Heather K. Olson Beal

{"title":"Editors’ Notes","authors":"Amanda M. Rudolph, Heather K. Olson Beal","doi":"10.1017/s002205072000056x","DOIUrl":"https://doi.org/10.1017/s002205072000056x","url":null,"abstract":"The Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program was launched by the United States Department of Labor following the height of the Great Recession from 2008 to 2010 Whereas public and private community colleges and universities were eligible to receive TAACCCT grants, public community colleges made up the preponderance of grantees Beginning with the chapter by McKay and Van Noy (Chapter 1), we learn the magnitude of the TAACCCT grant program in the context of public community college education The grant's goals and activities are described within the larger arena of community college education reform and organizational change, offering lessons from TAACCCT implementation that are salient to the health, economic, and social crisis caused by the coronavirus pandemic [Extracted from the article] Copyright of New Directions for Community Colleges is the property of John Wiley & Sons, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s002205072000056x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44538821","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

Multiple Measures of Student Learning: A Case Study Examination of Completer Impact 学生学习的多重衡量:完成者影响的个案研究

Action in Teacher Education Pub Date : 2020-11-06 DOI: 10.1080/01626620.2020.1842820

S. Anderson, Brittany D. Hagen, Kayla D. Smith, C. Whitsel, Stacy K. Duffield

{"title":"Multiple Measures of Student Learning: A Case Study Examination of Completer Impact","authors":"S. Anderson, Brittany D. Hagen, Kayla D. Smith, C. Whitsel, Stacy K. Duffield","doi":"10.1080/01626620.2020.1842820","DOIUrl":"https://doi.org/10.1080/01626620.2020.1842820","url":null,"abstract":"ABSTRACT Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants’ classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1842820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48058030","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

An Examination of Time Allocation in Early Childhood Teacher Candidates’ Clinical Field Placements 幼儿教师临床实习时间分配的考察

Action in Teacher Education Pub Date : 2020-10-16 DOI: 10.1080/01626620.2020.1820404

S. Hartman, M. Hess, Charles L. Lowery, Christopher Kennedy, Imran Mazid, Madison Paige McClain, Cathy Mowrer, M. Kennedy

引用次数: 1

Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature 怀疑、感激与新自由主义叙事:TFA教师对职业地位的概念化

Action in Teacher Education Pub Date : 2020-10-06 DOI: 10.1080/01626620.2020.1825239

Angela Kraemer-Holland

{"title":"Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature","authors":"Angela Kraemer-Holland","doi":"10.1080/01626620.2020.1825239","DOIUrl":"https://doi.org/10.1080/01626620.2020.1825239","url":null,"abstract":"ABSTRACT This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the organizational structure and positioning of TFA. Qualitative phenomenological interviews focused on participants’ initial educational experiences, TFA participation, and the impact of their experiences on their overall conceptions of teaching. Findings illuminated participants’ concerns over entering teaching due to its seemingly lower occupational stature that TFA would allegedly alleviate, as well as participants’ growing reverence for teaching upon departure, reverence attributed to their teaching experiences irrespective of TFA. This research exposes how TFA and neoliberalism shape our understanding of teaching, and calls our attention to how we can elevate the teaching profession amid a neoliberal discourse that threatens its existence.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1825239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43154493","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

Learning to Think like a Teacher: Effects of Video Reflection on Preservice Teachers’ Practice and Pedagogy 学习像老师一样思考:视频反思对职前教师实践和教学的影响

Action in Teacher Education Pub Date : 2020-08-31 DOI: 10.1080/01626620.2020.1812131

Scott Gibbons, Amy N. Farley

引用次数: 3