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Innovation in teacher professional learning in europe: research, policy, and practice Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-15 Andi Thamrin
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2024)
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Karen Barad as Educator: Agential Realism and Education Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-14 Mary Catherine Garland
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2024)
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Transforming pedagogies through engagement with learners, teachers and communities, Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-14 Liting Lu
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2024)
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Contextual corroboration in teacher education: transferability of the niche, the unique and the unusual Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-13 Linda la Velle
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 50, No. 1, 2024)
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Changes in teacher education provision: comparative experiences internationally Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-10 Shirley Van Nuland, Smadar Dinitsa-Schmidt, Maria Assunção Flores, Carol Hordatt Gentles, Linda la Velle, Robyn Ruttenberg-Rozen
Many changes have taken place in initial teacher education (ITE) programmes over the last number of years in countries such as Israel, Portugal, Jamaica, Ontario (Canada), and England. This paper o...
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From upper-level professional engineers to secondary engineering teachers: a study of pre-service second-career teachers in Australia and the United States Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-04 Luis M. Dos Santos
Teachers with professional experience are important for improving students’ learning experiences and understanding of practical industry skills in engineering. This study explores why upper-level p...
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On-entry teacher screening using simulation: capturing and measuring ITE candidates’ non-academic teaching dispositions Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-01 Peter R. Whipp, Chad Morrison, Susan Ledger, Antoinette Geagea
Australian universities are mandated to implement non-academic on-entry evaluations for all initial teacher education candidates. Universities have introduced interviews, written applications, psyc...
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From upper-level professional engineers to secondary engineering teachers: a study of pre-service second-career teachers in Australia and the United States Journal of Education for Teaching (IF 4.14) Pub Date : 2024-04-02 Luis M. Dos Santos
Teachers with professional experience are important for improving students’ learning experiences and understanding of practical industry skills in engineering. This study explores why upper-level p...
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Border crossing perspectives of prospective teachers’ first-time science microteaching experiences Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-27 Karthigeyan Subramaniam
The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences ...
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Developing digital academic skills in preservice teachers: performance and metacognitive perspectives Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-21 Ronen Kasperski, Gal Ben-Yehudah
The purpose of this research was to evaluate an instructional change in an academic literacy course that transitioned from traditional print- to digital-based instruction. The learning outcomes of ...
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Collaborative self-study in higher education: lessons from redesigning school placement during the pandemic Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-19 Aoife Brennan, Anna Logan, Caitriona Pennycook, Alan Gorman, Dylan Scanlon
This paper explores how a collaborative self-study of teacher educators in the Republic of Ireland supported pre-service and practising teachers on teacher education programmes during the COVID-19 ...
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Investigating preservice teachers’ feedback to students’ mathematical solutions Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-13 Hea-Jin Lee, Hee-Jeong Kim, Hyungmi Cho
Teachers require support in developing the pedagogical skill of interpreting students’ mathematical thinking and providing effective feedback that promotes learning. However, there is a lack of res...
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Collaboration in in-service teacher training - the missing link between empirical evidence and practice? Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-12 Susanne Jurkowski, Anna Abramczyk
Cooperative learning is an evidence-based teaching strategy that has positive effects on students’ academic and social learning, but teachers use the strategy in class infrequently. Teacher collabo...
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Thinking critically in the moment? The relationship between mindfulness and critical thinking dispositions among pre-service teachers Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-10 Ming Chen, John H. M. Lam, Rebecca Y. M. Cheung
The present study examined the association between pre-service teachers’ mindfulness and critical thinking dispositions, as indexed by engagement, cognitive maturity, and innovativeness in critical...
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The influence of ChatGPT on thinking skills and creativity of EFL student teachers: a narrative inquiry Journal of Education for Teaching (IF 4.14) Pub Date : 2024-03-06 Galip Kartal
There is an urgent need in the educational community to explore the potential impact of advanced language models powered by artificial intelligence, such as ChatGPT, on thinking skills and creativi...
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Does initial teacher education (in England) have a future? Journal of Education for Teaching (IF 4.14) Pub Date : 2024-02-04 Trevor Mutton, Katharine Burn
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2024)
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The Texas A&M International University cultivating hispanic access success and mobility (CHASM) program: Building equity pathways for bridging community divides Journal of Education for Teaching (IF 4.14) Pub Date : 2024-01-28 James O’Meara, Paul M. Rogers
Teacher shortages represent a global challenge for educator preparation programs (EPPs) and the districts they serve. Using mixed methods approach to data collection and analysis, this paper presen...
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Teacher education as an ongoing professional trajectory: implications for policy and practice Journal of Education for Teaching (IF 4.14) Pub Date : 2024-01-22 Xuechun Wang, Yawen Han
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2024)
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A justice oriented examination of teacher education through the lens of deans’ innovations and leadership in schools of education Journal of Education for Teaching (IF 4.14) Pub Date : 2024-01-03 Kelly León, Paul M. Rogers, Reyes L. Quezada, Sobeida Velázquez
Social-justice teacher education literature is widespread, but research highlighting the perspectives and insights from those who lead is far less common. This interview-based case-study of 20 dean...
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‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-28 Yael Grinshtain, Orit Avidov-Ungar, Haim Shaked, Idit Livneh, Daniel Nikritin
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones lo...
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Breaking the cycle of couscous pedagogy: Are future teachers empowered to teach in multicultural societies? Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-28 Vini Lander, Laura Nicholson, Cristina Goenechea
Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quan...
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The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-28 Larissa McLean Davies
In 2022, after two years of the COVID virus profoundly interrupting social connection, learning, work and human mobility, governments worldwide turned material and rhetorical attention to life ‘pos...
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Language Teacher Motivation, Autonomy and Development in East Asia Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-23 Anna Riana Suryanti Tambunan, Mahmud Layan Hutasuhut, Nico Irawan
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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How to become a teacher in the hospital: acquiring knowledge and skills through experience Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-20 Lucrezia Tomberli, Laura Vagnoli, Elena Amore, Francesca Maffei, Andrea Smorti, Enrica Ciucci
A hospital-based school is offered to hospitalised children with the aim of promoting school continuity and preventing disengagement from school; children have the chance to attend a hospital-based...
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Constructing teacher identities: how the print media define and represent teachers and their work Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-19 Anna Chan
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Examining teacher transition pathways towards knowledge generation environments Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-19 Brian Hand, Gavin Fulmer, Jee Kyung Suh
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adop...
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Why teach philosophy in schools? The case for philosophy on the curriculum Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-05 Kathryn Spicksley
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Policy efforts to meet UNESCO’s Sustainable development Goal 4: A 3-pronged approach Journal of Education for Teaching (IF 4.14) Pub Date : 2023-12-05 Jo Smith, Paul Heyward
Governments around the globe have realised that meeting UNESCO’s Sustainable Development Goal (SDG) 4 of ensuring inclusive and equitable quality education requires meaningful changes to policy and...
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What works in initial teacher education? Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-22 Stephen Newman
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 5, 2023)
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Photographic Elicitation and Narration in Teachers Education and Development Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-20 Alfin Anwar, Syukron Fajriansyah
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Promoting Social Justice through the Scholarship of Teaching and Learning Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-20 Jyoti Jhagroo
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Integrating women scientists into the pre-school education degree curriculum Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-18 Jorge Alcántara-Manzanares, Jerónimo Torres-Porras, Rosario Mérida-Serrano
An educational innovation experience developed as part of the curriculum for the Early Childhood Education degree is presented within the framework of the scientific dissemination project entitled ...
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Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-18 Meghna Nag Chowdhuri, Louise Archer
Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explo...
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Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-18 Shuting Zhang, Michelle Mingyue Gu, Wang Sun, Tan Jin
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910...
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‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience Journal of Education for Teaching (IF 4.14) Pub Date : 2023-11-08 Xiaojing Yan, Bingqing Li
Mobilising urban early-career teachers to commonly perceived ‘under-resourced’ and ‘challenging’ rural schools has become an approach to address the rural teacher shortage and improve rural teacher...
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Understanding student teachers’ strengths and areas of need in a simulated consultation evening Journal of Education for Teaching (IF 4.14) Pub Date : 2023-10-27 Rose Sebastian, Anandita Krishnamachari, Andrew McCartney
Consultation evenings, also known as parent-teacher conferences, are important opportunities for teachers to strengthen their relationships with caregivers. Many teachers, however, are unprepared, ...
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“Awakening the sleeping giant”: teacher leadership in Jamaica and the USA Journal of Education for Teaching (IF 4.14) Pub Date : 2023-09-25 Carmel Roofe, Eleanor Blair
Given discourse across the globe on school reform and the importance of teachers’ work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to cons...
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Development of teachers’ knowledge: the breadth, depth, and detail Journal of Education for Teaching (IF 4.14) Pub Date : 2023-09-05 Linda la Velle
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 4, 2023)
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Social competences in pre-service education: what do future secondary teachers think? Journal of Education for Teaching (IF 4.14) Pub Date : 2023-08-23 Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruiz-Bernardo, Reina Ferrández-Berrueco
Coexistence, participation and collaborative culture are part of the social competence of teachers and are values that cannot be renounced in the educational contexts of today and tomorrow. Teacher...
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Partnerships in Education: Risks in Transdisciplinary Educational Research Journal of Education for Teaching (IF 4.14) Pub Date : 2023-08-12 Weiping Wu, LV Linli
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Navigating online Practice Teaching (PT) amidst the COVID-19 pandemic: exploring pre-service teachers’ experiences in Pakistan Journal of Education for Teaching (IF 4.14) Pub Date : 2023-07-28 Effat Alvi
ABSTRACT The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers’ experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were collected before, during, and after the online
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Mapping the lesson: network graphs and microgenres Journal of Education for Teaching (IF 4.14) Pub Date : 2023-07-03 Fei Victor Lim
While the use of video recording as a method of data collection has helped researchers to resolve the challenge of capturing classroom interactions between teachers and students, it can be challeng...
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Conservatoire students’ perspectives on instrumental music teacher education: ‘Developing Pedagogical Knowledge’ (DPK) for the future music education workforce Journal of Education for Teaching (IF 4.14) Pub Date : 2023-06-25 Luan Shaw
Conservatoires train musicians to high levels of proficiency in performance and other ‘principal study’ disciplines, but often, teaching is perceived as a second-class profession, and little is kno...
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Inspiring contributions from the Network on Knowledge and Quality across School Subjects and Teacher Education (KOSS) Journal of Education for Teaching (IF 4.14) Pub Date : 2023-06-20 Björn Åstrand
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 50, No. 1, 2024)
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‘Against the odds’: a study into the nature of protective factors that support and facilitate a sample of individuals from Black, Asian and minority ethnic backgrounds into the teaching profession Journal of Education for Teaching (IF 4.14) Pub Date : 2023-06-19 Martine Duggan
ABSTRACT This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession for a period of up to 5 years before the study
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Learning to teach in the twenty-first century: change, challenge and chance Journal of Education for Teaching (IF 4.14) Pub Date : 2023-05-29 Linda la Velle
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 3, 2023)
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First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness Journal of Education for Teaching (IF 4.14) Pub Date : 2023-05-29 Stuart Woodcock, Andrea Reupert
As newly qualified teachers begin their teaching career, the first year can be a challenging one where they need to learn new skills and handle many stresses, including classroom management. Managi...
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Raymond Williams and Education: History, Culture, Democracy Journal of Education for Teaching (IF 4.14) Pub Date : 2023-05-09 Nick Sorensen
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Dismantling Educational Sexism through Teacher Education: Engaging Preservice Teachers in an Anti-Sexism Curriculum Journal of Education for Teaching (IF 4.14) Pub Date : 2023-05-08 Frida Akmalia, Yunita Laila Zulfa
Published in Journal of Education for Teaching: International research and pedagogy (Ahead of Print, 2023)
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Walking-creating for fostering teachers’ education in peripheral coastal communities Journal of Education for Teaching (IF 4.14) Pub Date : 2023-04-17 Anne Parfitt, Stuart Read
ABSTRACT Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers were sensitive to the communities where they had been placed and hence had begun to question
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The role of initial and continuing professional education in recruitment and retention of teachers: the importance of a basis of social justice Journal of Education for Teaching (IF 4.14) Pub Date : 2023-03-22 Linda la Velle
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 2, 2023)
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Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum Journal of Education for Teaching (IF 4.14) Pub Date : 2023-03-22 Íris Susana Pires Pereira, Tom Russell, Xosé Antón González Riaño
This article reports research evidence of the enhancement of student teachers’ epistemology of reflective practice through their participation in a formative strategy developed in the context of th...
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What keeps faculty members from schools of education in higher education settings: measuring occupational commitment Journal of Education for Teaching (IF 4.14) Pub Date : 2023-03-13 Miriam Howland Cummings, Joe Spotts, Nancy L. Leech, Carolyn A. Haug
The purpose of this study is to expand our knowledge of how academic faculty members in schools of education view their careers by exploring occupational commitment. Ninety-one academic faculty mem...
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Publisher’s Note Journal of Education for Teaching (IF 4.14) Pub Date : 2023-02-13
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 1, 2023)
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The teacher educator: pedagogue, researcher, role model, administrator, traveller, counsellor, collaborator, technologist, academic, thinker ………. compliance or autonomy? Journal of Education for Teaching (IF 4.14) Pub Date : 2023-02-13 Linda la Velle
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 1, 2023)
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The Essential Guide to Forest School & Nature Pedagogy Journal of Education for Teaching (IF 4.14) Pub Date : 2023-02-01 Ian Blackwell
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 50, No. 1, 2024)
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Probing curriculum coherence in pre-service teacher education: an exploratory study Journal of Education for Teaching (IF 4.14) Pub Date : 2023-01-29 Zhaoxuan Wang, Arthur Tsang, Rui Yuan, Min Yang
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 4, 2023)
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Intercultural approaches to education: from theory to practice Journal of Education for Teaching (IF 4.14) Pub Date : 2023-01-02 Weiping Wu, Mengyao Wang
Published in Journal of Education for Teaching: International research and pedagogy (Vol. 49, No. 5, 2023)
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Presenting multiple representations at the chalkboard: bansho analysis of a Japanese mathematics classroom Journal of Education for Teaching (IF 4.14) Pub Date : 2022-12-26 Shirley Tan, Stéphane Clivaz, Masanobu Sakamoto
ABSTRACT Pupils’ ability to represent mathematical concepts in multiple ways is a central aspect of mathematical competence and communication. Thus, classroom instructions should be able to support learners in using multiple representations (MRs) to increase the quality and quantity of connections to a network of ideas. Given the importance of bansho (board writing and organisation) in Japanese mathematics
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Structuring the lesson: an empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson Journal of Education for Teaching (IF 4.14) Pub Date : 2022-12-15 Matthias Krepf, Johannes König
Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects ...