培养职前教师使用课堂情景练习困难对话的有效教师概念

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI:10.14221/ajte.2021v46n12.2

Denise L. Lindstrom, Gwenan Jones, Meredith M. Thompson, Joshua Hertlein

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引用次数: 0

摘要

来自三个不同的教师培训项目的教师实施了课堂场景，帮助职前教师练习与学生进行困难的对话。目标是围绕创建文化响应型教室加强批判性反思和讨论，以改变职前教师对有效教师素质的观念。结果表明，职前教师对有效教师的概念从关注个人属性转向关注教学技能。本研究解决了实践为基础的教师教育的需求，这种教育与寻找新的方法来获得对文化敏感的教师所需的实践知识的努力同时发展。

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Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations

Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.