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Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-19 Marlene Wagner, Tobias Ley, Lydia Kammerer, Christoph Helm
The ongoing digital transformation requires teachers and teacher educators to re-conceptualise their roles and tasks. The purpose of the present study is to examine teacher educators’ challenges in...
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Pre-service teachers as learners of formative assessment in teaching practice Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-17 Päivi Atjonen, Sini Kontkanen, Päivi Ruotsalainen, Susanna Pöntinen
This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers’ perceptions of using formative assessment to promote learning were explored. A ...
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Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-16 Sofia Papavlasopoulou, Marianne Undheim, Tamsin Meaney, Sara Esmaeeli
This systematic literature review examined how teacher education prepared early childhood pre-service teachers to utilise digital technology with children. After searching in relevant databases the...
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Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-12 André Moura, Amândio Graça, Ann MacPhail, Paula Batista
Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or...
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Tracing language teacher professional development through Perezhivanie: an argument for praxis Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-11 Rebecca Clegg-Sasaki, Dmitri Leontjev, Mark de Boer
In this paper, we build an argument for studying and promoting teacher development in dialectical teacher-researcher partnership, praxis, which is informed by perezhivanie, a dialectical unity of e...
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Relocating assessment in pre-service teacher education: an emerging model from activity theory lens Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-09 Mustafa Akın Güngör, Müzeyyen Nazlı Güngör
This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English langua...
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A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-09 Serafina Pastore, Monica Mincu
The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers’ professional development path...
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Arab teacher educators and the moral work of teaching in Israel Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-09 Najwan Saada
This qualitative study explores how 14 Arab teacher educators perceive the moral preparation of teachers for Arab schools in Israel. The first theme highlights the contingent (institutional) factor...
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Fostering student teachers’ research-based knowledge of effective feedback Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-05 Thomas Bock, Eva Thomm, Johannes Bauer, Bernadette Gold
Properly designed feedback can be highly conducive to students’ learning. Therefore, teacher education needs to equip future teachers with research-based knowledge of how to provide effective feedb...
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Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-04 Sabine Weiss, Annika Braun, Markus Pacher, Clemens M. Schlegel, Ewald Kiel
During their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, ...
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Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-04 Audrey Doyle, Enda Donlon, Marie Conroy Johnson, Elaine McDonald, PJ Sexton
In early 2020, Initial Teacher Education providers were forced to reimagine many long-established practices due to pandemic restrictions. One post-primary concurrent Initial Teacher Education progr...
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Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-04 Elizabeth Hidson
Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher t...
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Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-02 Etan Cohen, Hanan Alexander, Nurit Novis-Deutsch, Liat Rahmian, Uri Gavish, Oren Yehi-Shalom, Ofir Glick, Gad Marcus
Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present ...
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A practice turn in teacher education in Turkey: is a balanced practicum at risk? Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-04-01 Tugba Simsek-Rackelmann, Eylem Perihan Kibar, Sibel Aybek, Zuhal Okan
The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct exp...
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‘I am struggling to survive’: financial inequity in postgraduate teacher education in England Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-03-15 S. Lynch, A. J. B. Casey
The aim of this study was to investigate the experiences of individuals who are facing finance-related worries and/or a perceived requirement or desire to work, whilst training to teach. We sought ...
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Mentor teachers’ achievement goal orientations for mentoring during the practicum Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-03-13 Clara Kuhn, Gerda Hagenauer, Alexander Gröschner
Teachers’ varied goal orientations meaningfully explain differences in their behaviour and cognition. Achievement goal orientation theory (GOT) provides a valuable theoretical framework for underst...
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From ‘sojourning’ to standards: a critical reflection on the evolution of initial teacher education policy in Ireland Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-03-04 Thomas Walsh
Given the many foci and functions of the education system in Ireland in both the colonial era (up to 1921) and since, teacher selection, training/education, recruitment and management have been top...
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Pre-service teachers’ skills development through educational video generation Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-03-01 Marta García-Sampedro, Susana Agudo Prado, Antonio Torralba-Burrial
The impacts of the pandemic on education have highlighted the need to improve pre-service teachers’ digital skills training. This quantitative study explored pre-service teachers’ perceptions on ho...
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Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-27 Maeve O’Brien Braun, Ida E. Oosterheert, Edwin van Meerkerk, Paulien C. Meijer
This study compared visual art teachers’ experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their exper...
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Research on teacher education: mirror and compass Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-18 Anja Swennen
Published in European Journal of Teacher Education (Vol. 47, No. 1, 2024)
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The longing to just be – a belonging body in teacher education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-09 Emilia Åkesson
This paper examines teacher education, with a focus on student experiences of comfort, discomfort, and sense of belonging or not belonging in the educational setting. The analysis is conducted with...
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Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-07 Petr Svojanovský, Jana Obrovská
Student diversity in the classroom represents a significant professional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in...
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Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-02 Helen Dixon, Eleanor Hawe, Lexie Grudnoff
Using the context of Teaching as Inquiry (TAI), this study responds to calls for in-depth qualitative research documenting opportunities that have the potential to build Teacher Self Efficacy. Draw...
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A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-05 Kang Ma, Michael Cavanagh
The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a per...
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Relationship between science teachers’ teaching motivations and career development aspirations Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-02-05 Jingoo Kang, Jaana Viljaranta, Sindu George, Ilpo Jäppinen
While science teachers play a pivotal role in schools in fostering students’ scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for ...
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The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction’ Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-18 Tatu Dimitri Tuomela, Audrey Paradis
Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study p...
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Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-14 Alicja Antas-Jaszczuk, Agnieszka Roguska, Viktoriya Loboda, Jelena Davidova
The aim of the research was to diagnose and describe the professional aspirations of students preparing to become teachers in Poland, Latvia, and Ukraine. The diagnostic survey method was used in t...
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Reimagining and remaking teacher education: priorities, practices and dilemmas Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-12 Joanna Madalinska-Michalak, Conor Galvin
Published in European Journal of Teacher Education (Vol. 46, No. 5, 2023)
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Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-12 A. Lin Goodwin, Joanna Madalińska-Michalak, Maria Assunção Flores
Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance,...
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Why teacher education matters even more Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-12 Maria Assunção Flores
Published in European Journal of Teacher Education (Vol. 46, No. 5, 2023)
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Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-12 Maria Assunção Flores, Cheryl J. Craig
In this article, we examine current and future challenges of the teaching profession by reimagining teacher education using Portugal and the USA (i.e. Texas) as examples. Our comparative analyses i...
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Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-12 Conor Galvin, Axel Gehrmann, Joanna Madalińska-Michalak, Jakob Kost, Denis Ananin, Rachel Farrell, Peggy Germer, Thomas Bárány, Liam Fogarty, Mehida Salihovic
This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, ...
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Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2024-01-08 Palomero Fernández Pablo, Vicente Sánchez Eva, Cano Escoriaza Jacobo
This paper analyses the initial motivations for studying the Master’s Degree in Secondary School Teaching in Spain. Participants were 441 university students who filled out a work-related values an...
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Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-26 Gözde Şensoy Murt, Özgür Erdur-Baker
COVID-19 had sudden effects on education by inducing school closures, obligating distance education, and cancellations in schedules. This phenomenological study explores the pandemic-related career...
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Teachers’ professional development needs: a critical analysis of TALIS through structural equation modelling Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-19 Lourdes Meroño, Antonio Calderón, José L. Arias-Estero
This paper aims to contribute to TALIS corpus of critical research literature by exploring teachers’ voice through structural equation modelling, to challenge teachers’ professional development ne...
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Team teachers’ emotions and their antecedents in the classroom Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-13 Franziska Muehlbacher, Gerda Hagenauer
Team teaching requires close collaboration and frequent social interactions between two teachers. Within these interactions, it is expected that the teachers experience various emotions. This study...
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Modelling as expert-guidance during teacher practitioner research Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-12 Noortje Janssen, Amber Walraven, Ard W. Lazonder, Hannie Gijlers
Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can ...
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The emergence of a distinctive European scholarship of professional development: challenging mainstream conceptualisations, consensus and causality claims Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-07 Linda Evans
This article’s central focus is the distinction between mainstream North American – particularly US – scholarship and critical European scholarship, in relation to teacher professional learning and...
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Job demands and resources as predictors of well-being in portuguese teachers Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-06 José Castro Silva, Francisco Peixoto, Adriana Galhoz, Sérgio Gaitas
This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary ...
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Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-12-04 Richard Bowles, Tony Sweeney, Maura Coulter
Collaborative self-study provides teacher educators with opportunities to enhance professional learning. This paper explores how three teacher educators used this approach to support their learning...
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Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-30 Yizhen Huang, Rebecca Lazarides, Dirk Richter
The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological ...
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Six milestones responding to five calls in the process of becoming teacher-leader Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-30 Nurit Chamo, Orit Broza
This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘h...
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Self-efficacy development in student teachers: the critical role of school placement Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-30 Jason Richard Power, Raymond Lynch, Kinnari Atit
This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to tea...
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Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators’ local practices Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-29 Ola Strandler
European teacher educations today are expected to not only be ‘close to school practices’, but also to equip their students with academic knowledge. This article analyses one year of fieldwork data...
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Inclusive co-teaching with teachers with intellectual disabilities in teacher education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-29 Pablo Rodríguez Herrero, Pablo José García Sempere, Andrés Cabrera García
A new model of teacher education in inclusive methodology was studied: co-teaching with teachers with intellectual disabilities in pre-service teacher education. The main objectives were to underst...
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Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-30 Noel Purdy, Kathy Hall, Daria Khanolainen, Conor Galvin
Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity domi...
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Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-17 Zvi Bekerman, MIchalinos Zembylas
The paper suggests that ‘language change’ might hold an important key to aspects of educational reform and to the betterment of teacher education. The language we identify as contributing the most ...
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Language teachers’ capitals as resources for wellbeing across the career trajectories Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-11-14 Sonja Babic, Astrid Mairitsch, Sarah Mercer, Giulia Sulis, Jim King
Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing. While research on teacher career phases provides important insights int...
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Teaching and learning in teacher education: agency, reflection and identity Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-10-16 Maria Assunção Flores
Published in European Journal of Teacher Education (Vol. 46, No. 4, 2023)
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Who is attending training to comply with the expectations of the school management? A study among Romanian in-service teachers Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-10-03 Alin Croitoru, Daniel Mara, Felicia Morândău
The problem of teachers’ motivations for participating in training is central in any education system because it shapes the system’s capacity to adapt to the rapidly changing reality. The aim of th...
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Teaching culturally and linguistically diverse students for the first time: a phenomenological inquiry into in-service teachers’ perceptions, lived experiences, and pedagogies Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-10-04 Semih Kaygısız
This study aimed to explore the perceptions, lived experiences, and pedagogies of in-service teachers who are teaching culturally and linguistically diverse (CLD) students for the first time throug...
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Antecedents of preservice music teacher students’ career intention to become music teachers: the roles of demographics, personality traits, and motivations Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-09-18 Mingfu Qin, Roberto Alonso Trillo
Teacher attrition is a widely recognised problem in music education, having received increasing attention amongst preservice music student teachers over the past few decades. Yet, factors influenci...
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Phronesis in teacher education: a critical reexamination Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-31 Douglas W. Yacek, Mark E. Jonas
ABSTRACT A growing number of researchers have maintained that the Aristotelian-inspired idea of phronesis or ‘practical wisdom’ is indispensable for understanding and cultivating teacher expertise. Phronesis denotes a synthetic and dynamic intellectual disposition that allows practitioners to perceive the ethical complexities of challenging practical situations and consistently act in a way that realises
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Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-09-01 Jennifer Quast, Charlott Rubach, Raphaela Porsch
ABSTRACT This study aims to develop and validate an instrument to assess and compare professional digital competence beliefs of student teachers, pre-service teachers and teachers based on the DigCompEdu framework. We used data from N = 1386 German (prospective) teachers (73% female). First, we conducted exploratory factor analysis, confirmatory factor analysis and multi-group analysis to examine the
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Identifying school-based teacher educators’ professional learning needs: an international survey Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-30 Gerry Czerniawski, Ainat Guberman, Ann MacPhail, Eline Vanassche
ABSTRACT Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a
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Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-24 Amaël André, Damien Tessier, Benoit Louvet
ABSTRACT Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers’ motivating style and students’ engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers
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Reimagining teacher education in Singapore for a changing international landscape Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-12 Ee Ling Low
The uncertain future that the world faces has forced us to rethink our fundamental paradigms of teaching and learning. To meet new demands, students need to possess adaptability and resilience to t...
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Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-02 Neşe Cabaroğlu, Gülşah Öz
ABSTRACT Studies in this area are diverse regarding their scale, methodology and context. The purpose of this paper is to report findings from a systematic review of research into the practicum in English Language Teaching (ELT). In order to identify the main issues of concern and to provide a contemporary picture of practicum, 48 studies published in academic journals over the past 10 years and included
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How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-04 Joshua Weidlich, Marco Kalz
ABSTRACT Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N =
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Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers Eur. J. Teach. Educ. (IF 5.219) Pub Date : 2023-08-03 Vasileios Symeonidis, Maria Antonietta Impedovo
Virtual exchange, a form of internationalisation at home, provides an opportunity to increase teacher access to international learning experiences, but so far it has mainly been studied in the cont...