Action in Teacher Education最新文献_第9页

Studying Program Effectiveness in Preparing Teachers for English Learners 研究英语学习者培训教师的项目有效性

Action in Teacher Education Pub Date : 2020-07-02 DOI: 10.1080/01626620.2019.1650400

Nancy Dubetz, Jennifer Collett

引用次数: 4

Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts 新手专家:新教师可以为基于实践的教师教育工作增加什么

Action in Teacher Education Pub Date : 2020-07-02 DOI: 10.1080/01626620.2019.1675201

M. Peercy, Tabitha Kidwell, M. Lawyer, Johanna M. Tigert, Daisy E. Fredricks, Karen Feagin, M. Stump

{"title":"Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts","authors":"M. Peercy, Tabitha Kidwell, M. Lawyer, Johanna M. Tigert, Daisy E. Fredricks, Karen Feagin, M. Stump","doi":"10.1080/01626620.2019.1675201","DOIUrl":"https://doi.org/10.1080/01626620.2019.1675201","url":null,"abstract":"ABSTRACT Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers’ (NTs’) early career success. However, while these pedagogies may serve as an important scaffold to NT learning, their impact on NT practice is still mostly unknown, and efforts to develop practice-based pedagogies have largely been led by researchers, with little direct involvement by PK-12 practitioners. In this paper, we argue that more intentional and purposeful involvement of NTs in the development, selection, and refinement of CPs generates greater potential to support NT practice. Drawing upon observations of NT practice, interviews, and transcripts from meetings of our collaborative team of NTs and teacher educators, we illustrate how engaging NTs as knower-learners can contribute to the development of more responsive pedagogies of teacher education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"212 - 233"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1675201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46223572","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: 10

Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues 探索教师教育：教师教育者解决LGBTQ问题的自我效能

Action in Teacher Education Pub Date : 2020-07-02 DOI: 10.1080/01626620.2020.1776176

C. A. Brant, Lara M. Willox

引用次数: 7

An Equity Lens on Science Education Reform-Driven Classroom-Embedded Assessments 科学教育改革驱动的课堂嵌入式评估的公平视角

Action in Teacher Education Pub Date : 2020-06-08 DOI: 10.1080/01626620.2020.1756527

Sheron L. Mark, T. Tretter, Lacey Eckels, Amy Strite

{"title":"An Equity Lens on Science Education Reform-Driven Classroom-Embedded Assessments","authors":"Sheron L. Mark, T. Tretter, Lacey Eckels, Amy Strite","doi":"10.1080/01626620.2020.1756527","DOIUrl":"https://doi.org/10.1080/01626620.2020.1756527","url":null,"abstract":"ABSTRACT Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K–12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in teacher education for reform efforts to be fully effective in ensuring high quality education for all students. The Next Generation Science Standards (NGSS) undergird current U.S. reform efforts and are noted for more explicitly addressing issues of equity than past standards, but still noted as limited as equity is not sufficiently central. Additionally, reflexivity is encouraged with reforms, where thorough understanding is derived of effectiveness and challenges of past and current practices before implementing changes. Altogether, these issues inform the current study: an exploration of the ways in which science teachers work to implement NGSS-aligned instruction within a professional development context where an equity-driven lens is not explicit, seeking to identify evidence of how current practice facilitated or aligned with equity-driven practices. This inquiry will serve to guide future efforts to build on and transform current practice to more centrally address equity in science education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"405 - 421"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1756527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46195073","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

Examining Influences of an Early Whole-School Immersive Field Experience on Preservice Teachers 考察早期全校沉浸式实地体验对保育教师的影响

Action in Teacher Education Pub Date : 2020-05-28 DOI: 10.1080/01626620.2020.1764878

Ekaterina Koubek, Amanda G. Sawyer, Ashley Caron, M. Moncure

引用次数: 1

Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers 在阿巴拉契亚及其他地区争夺知识基金：职前教师的转变背景

Action in Teacher Education Pub Date : 2020-05-15 DOI: 10.1080/01626620.2020.1755384

Melissa Sherfinski, Sharon B Hayes, Jing Zhang, Mariam Jalalifard

{"title":"Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers","authors":"Melissa Sherfinski, Sharon B Hayes, Jing Zhang, Mariam Jalalifard","doi":"10.1080/01626620.2020.1755384","DOIUrl":"https://doi.org/10.1080/01626620.2020.1755384","url":null,"abstract":"ABSTRACT Funds of Knowledge (FoK) is a form of research in which families’ practices inform education. Unfortunately, neoliberalism minimizes understanding families’ assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin’s theory of polyvocality, this case study examined how White pre-service teachers (PSTs) in rural Appalachia attempted to “grapple” with FoK during student teaching and in diversified settings after graduation. Findings showed that teacher educators sought to promote FoK but PSTs thought about the children and families they worked with in rural and Appalachian settings through a deficit lens. Former PSTs that remained in rural and Appalachian contexts presented emergent knowledge of FoK yet framed their White students as “traumatized.” Those who moved to urban/suburban contexts with many students of color focused on behaviors and did not discuss FoK. Suggestions for policymakers and teacher educators are included.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"106 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1755384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810772","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: 5

“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis “我觉得我的实践赶上了我的信念：”对七名早期职业素养教师及其实践的纵向认知研究

Action in Teacher Education Pub Date : 2020-05-12 DOI: 10.1080/01626620.2020.1756528

A. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell, Betty S. Blanton

{"title":"“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis","authors":"A. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell, Betty S. Blanton","doi":"10.1080/01626620.2020.1756528","DOIUrl":"https://doi.org/10.1080/01626620.2020.1756528","url":null,"abstract":"ABSTRACT Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"285 - 300"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1756528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635747","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

Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles 教育语言知识：一位理科教师候选人的学生教学优势和奋斗历程调查

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1650841

Lara K. T. Smetana, J. Sanei, Amy J. Heineke

{"title":"Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles","authors":"Lara K. T. Smetana, J. Sanei, Amy J. Heineke","doi":"10.1080/01626620.2019.1650841","DOIUrl":"https://doi.org/10.1080/01626620.2019.1650841","url":null,"abstract":"ABSTRACT In today’s increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students’ language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher candidate’s developing pedagogical language knowledge. Of specific interest was his instructional decision-making in regard to integrating science and language learning. This study provides insight into the strengths and struggles of a novice teacher during his student-teaching experience. Overall, findings indicate that his knowledge and understandings about science, language, and science-language integration proved more sophisticated than his implementation, and at times his practices were contradictory to the more sophisticated views that he held. This case offers an example for other teacher educators seeking to better prepare teacher candidates for the integration of language and content.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"149 - 166"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1650841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47538695","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

The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students 情感与学术:职前教师对未来学生预期影响的定量研究

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1649742

Jeremy Delamarter, Katie Wiederholt

引用次数: 3

“My Eyes Have Been Opened”: Pre-Service Secondary Teachers Exploring Behavior Management through a Microteaching Project “我大开眼界”:职前中学教师通过微格教学项目探索行为管理

Action in Teacher Education Pub Date : 2020-04-02 DOI: 10.1080/01626620.2019.1612297

Erin A. Mikulec, K. Hamann

引用次数: 5