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Balancing special education knowledge and expertise in teacher training programs Teaching Education Pub Date : 2024-03-19 Yael Kimhi, Aviva Bar Nir
Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in...
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The unintended consequences of integrating trauma-informed teaching into teacher education Teaching Education Pub Date : 2024-01-28 Kyle Miller, Karen Flint-Stipp
In response to the growing need for trauma-informed teaching, more teacher education programs are incorporating trauma-informed content to prepare preservice teachers for their future classrooms. F...
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Streaking and self-care planning: the influence of integrating a well-being initiative in one teacher education program Teaching Education Pub Date : 2024-01-22 Astrid H. Kendrick, Theodora Kapoyannis, Rachel Pagaling
Concerns about teacher burnout, compassion fatigue, and retaining early career professionals have prompted teacher education programs to seek out ways to promote mental and emotional health during ...
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From development work to research publication: a case of Norwegian teacher educators developing research literacy Teaching Education Pub Date : 2024-01-19 Inga Staal Jenset, Ida Katrine Riksaasen Hatlevik
The importance of research capacity-building in teacher education is highlighted to enable teachers to be change agents who continually develop their own and the school’s collective practices, whic...
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Relational perplexities of today’s teachers: social-emotional competence perspective Teaching Education Pub Date : 2024-01-10 Minna Körkkö, Sonja Lutovac
A major part of the perplexing instances in teachers’ work seem to deal with relationships. However, little is known about the role of social and emotional competence (SEC) in teachers’ relationshi...
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The impact of service learning supported by the ePortfolio on the development of professional competencies Teaching Education Pub Date : 2024-01-02 Monika Ciesielkiewicz, Claire Frances Bonilla, Matilde Santos
The assessment of experiential learning, such as service learning, and its outcomes, tends to take time and effort. This paper examines how service learning and traditional learning activities help...
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Exploring the joint effects of stressors and resources on student engagement in teacher education: a French study Teaching Education Pub Date : 2023-12-04 Fernando Núñez-Regueiro, Nadia Leroy
Evidence points to the existence of several stressors and resources that contribute to students’ engagement in teacher education, but more research is needed to integrate both kinds of factors with...
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Exploring teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds Teaching Education Pub Date : 2023-12-06 Farrukh Amina, Melissa M. Barnes, Eisuke Saito
Despite schools being exposed to students from refugee backgrounds for decades, many schools still struggle to provide adequate academic and social support for them. As a result, this study sought ...
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Design thinking as instructional design: examining a professional learning community for pre- and in-service teachers Teaching Education Pub Date : 2023-12-04 Michael Holden, Amy Burns, Jonah Secreti, Angus Docherty
Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. ...
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Exploring student teachers’ aesthetic learning processes Teaching Education Pub Date : 2023-11-16 Marie Møller-Skau
This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers’ aesthetic learning processes in a professional workshop. The workshop is i...
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Teaching and learning in uncertain times: thinking with multiple crises Teaching Education Pub Date : 2023-10-24 P.J. White, E. Mayes, B. Sutton, J.P. Ferguson, M. Green
Teachers are working in disturbing and challenging times, characterised by coterminous crises, the Covid-19 pandemic and human induced climate change; these are transforming our working conditions ...
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Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders Teaching Education Pub Date : 2023-10-20 Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya, Lior Idan
Social-emotional learning (SEL) has received growing attention in recent decades. Although much is known about the benefits of integrating SEL in educational settings, knowledge about teachers’ SEL...
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Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study Teaching Education Pub Date : 2023-10-12 Christopher P. Brown, David P. Barry, Da Hei Ku, Kate Puckett
Policymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influ...
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Staying with difficulty: on the emotional and social uses of childhood objects in unbecoming a teacher Teaching Education Pub Date : 2023-10-03 Dragana Mirkovic, Ellouise VanBerkel, Lisa Farley
This article examines how five teacher candidates conceptualized meanings of teaching and childhood through discussions of childhood objects within a focus group. Drawing on psychosocial methods, w...
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How about a round of applause: assets, dispositions and contributions of first-year teachers during parallel pandemics of 2020 Teaching Education Pub Date : 2023-10-03 Jennifer K. Shah, Arthi B. Rao, Lindsay J. Wexler, Jennifer D. Olson
This qualitative study aims to learn about the experiences of first year teachers as they rapidly transitioned to remote teaching during the global Covid-19 crisis in March 2020. Additionally, the ...
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Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: a feasibility study Teaching Education Pub Date : 2023-09-13 Kristine E. Larson, Amrita Chaturvedi, Molly Dunn, Nora Chavers
ABSTRACT This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from
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Tale of the tape: psychometric investigation of two popular teacher self-efficacy scales Teaching Education Pub Date : 2023-08-07 Nelly Tournaki, Stuart Woodcock, John Ehrich
ABSTRACT This study compares the psychometric properties of two popular teacher self-efficacy scales, namely, Teachers’ Sense of Efficacy Scale (TSES) and Teacher Efficacy Scale (TES). This study was quantitative in nature and distributed the two scales to 287 preservice teachers in the USA and in Australia. Findings indicate that the two scales function well and show linear measurement properties
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Using simulation-based learning to inform preservice teachers’ professional development Teaching Education Pub Date : 2023-08-07 Heidi Flavian, Orna Levin
ABSTRACT Teacher-education programmes around the world face the challenge of preparing professionals capable of adapting their teaching processes to rapidly accumulating empirical knowledge, while remaining relevant in an era of constant change. In this case study, we propose that integrating Simulation-Based Learning (SBL) into teacher-education programmes can help prepare teachers to remain relevant
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Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment Teaching Education Pub Date : 2023-06-21 Alison Glover, Sarah Stewart
Recruiting high-quality teachers is critical in supporting the delivery of an effective education experience for learners in schools. This paper examines how a new flexible two-year postgraduate te...
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Making the transfer: preservice teachers’ technical and pedagogical knowledge of phonics instruction Teaching Education Pub Date : 2023-05-28 Stephanie J. Shedrow, Lindsay M. Stoetzel
The decades-long and contentious debate over how students are taught to read centers around the role that phonics and alphabetic code-related skills have in reading instruction. Some claim that the...
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Developing culturally responsive teaching self-efficacy through engaged, asset-based teacher preparation Teaching Education Pub Date : 2023-05-23 Judy Paulick, Alexa M. Quinn, Charlotte D. Blain
Student teaching offers a potentially rich yet underutilized space for teacher educators to support elementary teacher candidates (TCs) in developing dispositions and practices consistent with cult...
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Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments Teaching Education Pub Date : 2023-04-28 Peter Mtika, Dean Robson, Archie Graham, Lindsay MacDougall
Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to res...
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A sequential mixed-methods study of a technology-enabled support system promoting student-to-teacher success Teaching Education Pub Date : 2023-04-27 Audrey Amrein-Beardsley, Clarin Collins, Dawn Demps, B. G. Gong, Chukwu(emeka) Ikegwuonu, Sarah M. Salinas, Stephen Santa-Ramirez
In this study, researchers conducted an examination of the consequences, both positive and in need of improvement, of a large college of education’s student support process (SSP). The SSP was put i...
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Conceptualizing secondary science teachers as strategic leaders Teaching Education Pub Date : 2023-03-22 Rebecca E. Vieyra, Rebecca L. Hite
Much prior scholarship in K-12 teacher leadership is agnostic to teachers’ disciplinary areas and centrally focuses on how teachers’ instructional expertise is utilized for leadership activities so...
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‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces Teaching Education Pub Date : 2023-03-08 Charley Brooks
Using the notion of ‘ideology in pieces’ as a guiding concept, this paper presents a case study of one teacher who won his state’s history teacher of the year award. This study uses critical discou...
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Intercultural teaching practices for science education to support teachers in culturally diverse classrooms Teaching Education Pub Date : 2023-02-21 Julio César Tovar-Gálvez
Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teac...
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Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school Teaching Education Pub Date : 2023-01-25 Kathy Gibbs
This study is the second in a planned series of qualitative inquiries to investigate how some Australian educators use differentiated instruction (DI) in a secondary school setting. A small-scale s...
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What should teacher education be about? Initial comparisons from Scotland and Alberta Teaching Education Pub Date : 2023-01-20 Paul Adams, Amy Burns
This article empirically examines the ways in which Initial Teacher Education in Scotland and Alberta, Canada, seeks to ‘get students in’, ‘get them out and into the workforce’, ‘get on with teachi...
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Literacy’s Schrödinger’s cat: capturing reading comprehension with social annotation Teaching Education Pub Date : 2022-11-20 Brittany Adams, Nance S. Wilson, Tess Dussling, Elizabeth Y. Stevens, Ann Van Wig, Jennie Baumann, Shuling Yang, Gillian E. Mertens, Jane Bean-Folkes, Linda Smetana
As an internal process, documenting reading comprehension has remained challenging. This paper presents three case studies that explore the transactional practices of literacy education graduate st...
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Teaching standards and inclusion: beyond educating the same way Teaching Education Pub Date : 2022-10-25 Tim Corcoran, Ben Whitburn, Bethany Rice
In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means ...
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A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education Teaching Education Pub Date : 2022-09-15 Aisling Ní Dhiorbháin
ABSTRACT Explicit knowledge of language is posited as a core component of language teachers’ professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education
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The identity dilemmas of Early Career Teachers from under-represented groups in the UK Teaching Education Pub Date : 2022-09-14 Corinne Woodfine, Diane Warner
ABSTRACT Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article explores how beginning teachers from under-represented
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From disruption to ‘Comfort-Zoom’ routine: preservice teachers’ perspectives on remote learning during the Corona year Teaching Education Pub Date : 2022-09-14 Yonit Nissim, Eitan Simon
ABSTRACT The Corona pandemic caused ‘disruption’ in the world of higher education and required a transition to emergency remote teaching (ERT). Lecturers and students experienced disruption in the familiar processes of teaching and learning. Yet, about a year after the outbreak of the pandemic, a routine of remote teaching was reached. The study examines the perspectives of students at a teacher training
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‘Hitting a brick wall’: using conceptual metaphorical theory to explore teachers’ conceptions of learning in Computer Science Teaching Education Pub Date : 2022-09-07 Oliver McGarr
ABSTRACT The metaphors used by teachers to explain the nature of student learning and student difficulty can reveal a great deal about how teachers conceive the teaching and learning process. This is an important area of research as it can shed light on how they see their role in the learning process and how they should intervene to assist students in difficulty. Drawing on conceptual metaphorical
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Assessing and priming pre-service teachers’ attitudes about online privacy and their protection strategies for social networks, email and cloud storage Teaching Education Pub Date : 2022-09-07 Martin Hermida, Nina Imlig-Iten, Iwan Schrackmann, Eva Marinus
ABSTRACT With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students’ sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is
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Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students Teaching Education Pub Date : 2022-08-18 Kira J. Carbonneau, Yuliya Ardasheva, Lindsay Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison, Steven J. Morrison
ABSTRACT As the number of culturally and linguistically diverse (CLD) students increases, teachers need to leverage their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically
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Experientially grounded praxis of social justice language education: pre-service teachers of English engage in field work in an Argentine NGO Teaching Education Pub Date : 2022-06-01 Melina Porto
ABSTRACT Framed within the theory and practice of social justice in English language teacher education (ELTE), the aim of this study was to foster pre-service teachers’ awareness of social justice principles, issues and practices by taking part in a service learning experience during their higher education studies in a non-governmental organisation located on the outskirts of La Plata city in Argentina
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A phenomenological study of prospective teachers’ first-time science teaching experiences Teaching Education Pub Date : 2022-05-31 Karthigeyan Subramaniam
ABSTRACT This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers
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A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France Teaching Education Pub Date : 2022-05-05 Guillaume Escalié, Sébastien Chaliès, Pascal Legrain, Sylvie Moussay
ABSTRACT In many countries, preservice teachers’ (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional
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Examining pre-service teachers’ critical beliefs: Validation of the Critical Literacy Beliefs Survey (CLBS) Teaching Education Pub Date : 2022-04-10 Vera Sotirovska, Margaret Vaughn
ABSTRACT This study details the development of the Critical Literacy Beliefs Survey (CLBS) with a sample of U.S. pre-service teachers (N = 405) and provides evidence of validity for developing measures of pre-service teachers’ critical literacy beliefs. The CLBS was created to gather data on pre-service teachers’ beliefs about critical literacy and answer the question: What is the internal factor structure
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Becoming a competent classroom manager: A case-study of a preservice teacher education course Teaching Education Pub Date : 2022-03-16 Ana M. Velásquez, Diego F. Mendoza, Sanjay K. Nanwani
ABSTRACT Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students’ academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University
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Creating a canon for change: how teacher candidates demonstrate readiness to reckon with rape culture through reading trauma literature Teaching Education Pub Date : 2022-03-02 Amber Moore
ABSTRACT This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly
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Peeking behind the curtain of teaching: Rehearsing thoughtful adaptations Teaching Education Pub Date : 2022-02-18 Tammi R Davis, Jackie Sydnor, Sharon Daley
ABSTRACT Teaching is a complex profession. Much of the work of teachers is hidden from view, happening behind the scenes. It is not until one becomes a teacher that they fully understand the complexities. Preparing teacher candidates before they enter their own classrooms for the potential tensions between their individual perspectives and educational contexts can support their development. This study
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Developing as a literacy teacher: sense-making and ownership in an online master’s course Teaching Education Pub Date : 2022-01-17 Amber N. Warren, Sara Kersten-Parrish
ABSTRACT An important characteristic of expert teaching is the ability to adapt instruction to meet learners’ needs. One way this type of ownership of instruction happens is through teachers interactively constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an online literacy Master’s program engaged in
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Circumventing erosion of professional learner identity development among beginning teachers Teaching Education Pub Date : 2021-12-08 Ellen Larsen, Jeanne Maree Allen
ABSTRACT Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career
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‘Why is Anne Frank always so durn happy?’ Happy objects and bad encounters in teacher education Teaching Education Pub Date : 2021-11-29 Karen Spector, Elizabeth Anne Murray
ABSTRACT This three-year, living inquiry into how preservice English Education students composed and analyzed visual-verbal journals (VVJs) in relation to Anne Frank’s Diary is grounded in Ahmed’s concepts of happy objects, bad encounters, and good encounters. After theorizing and complicating Ahmed’s concepts, we explore the way that the Diary has been positioned in the social fields of U.S. popular
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‘You just do it:’ A snapshot of teaching during a pandemic Teaching Education Pub Date : 2021-11-11 Kerry Kretchmar
ABSTRACT This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: 1) What do teaching conditions look like during the COVID-19 pandemic? 2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices, and expectations of eleven school districts in
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Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process Teaching Education Pub Date : 2021-11-11 Sigal Oppenhaim-Shachar, Iris Berent
ABSTRACT Effective school-parent partnerships are in the child’s best interests. Nevertheless, the complexity of the parent-teacher relationship requires the teachers to be trained in parent communication skills. Here, we explore factors that affect the parent-teacher relationship from the perspective of education trainees, who were required to communicate with parents to help children with difficulties
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Exploring preservice teachers’ civic education beliefs with Q methodology Teaching Education Pub Date : 2021-10-18 Sara M. Gailey, Ryan T. Knowles
ABSTRACT This study explored college students’ civic education ideologies in an entry-level elementary education course using Q methodology. The study asked the students to sort previously developed survey items measuring ideology onto a pyramid ranging from agree to disagree. The analysis found four patterns among students, which were labeled critical multiculturalist, nationalist, disaffected, and
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Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education Teaching Education Pub Date : 2021-09-28 Sandra Jederud, Johannes Rytzler, Per Lindqvist
ABSTRACT In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the
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A year at the improv: the evolution of teacher and student identity in an elementary school makerspace Teaching Education Pub Date : 2021-09-26 Sandra Becker, Michele Jacobsen
ABSTRACT This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace
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Why to become a teacher in Iran: a FIT-choice study Teaching Education Pub Date : 2021-08-18 Ahmadreza Eghtesadi Roudi
ABSTRACT Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian
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‘Models of possible selves: teachers’ reflections on childhood memories of parents’ Teaching Education Pub Date : 2021-08-17 Sandra Chang-Kredl, Julie Garlen, Debbie Sonu, Lisa Farley
ABSTRACT This study draws from theories of attachment to examine prospective teachers’ reflections on the role of the parent in their childhood memories in shaping the imagination of their future selves. As part of a larger qualitative study, we collected and analyzed the memory narratives of teacher candidates and undergraduate students preparing to work with children, and selected 53 of the 116 narratives
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Interrupting practice traditions: using readers’ theatre to show the impact of a nationally mandated assessment task on initial teacher educators’ work Teaching Education Pub Date : 2021-07-19 Ron Kim Keamy, Mark Selkrig
ABSTRACT The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating
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Disrupting their frame of reference: teacher candidates in alternative education settings Teaching Education Pub Date : 2021-07-13 Lesley N. Siegel, Kristina M. Valtierra
ABSTRACT Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges
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Internationalization and CAEP accreditation: replicating US teacher education programs abroad Teaching Education Pub Date : 2021-07-05 Michael H. Romanowski
ABSTRACT The Internationalization of Higher Education has led to uneasiness among non-US universities about their international reputation, ranking, and local legitimacy generating a growing interest in US accreditation. Specifically, non-US Colleges of Education pursue accreditation through the Council for the Accreditation of Educator Preparation (CAEP) to validate program quality, obtain positive
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The practicum-mentor identity in the teacher education context Teaching Education Pub Date : 2021-05-22 Antoni Badia, Anthony Clarke
ABSTRACT This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive
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The role of structure and interaction in teachers’ decision making during allocation meetings Teaching Education Pub Date : 2021-05-18 Janneke P. W. Sleenhof, Marieke C. G. Thurlings, Maaike Koopman, Douwe Beijaard
ABSTRACT This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of
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Teacher education in institutions of higher education: A history of common good Teaching Education Pub Date : 2021-03-22 Christine A. Ogren
ABSTRACT In this article, I discuss seldom-acknowledged ways in which university teacher preparation has served the common good throughout its history. I focus on the U.S., where teacher education has contributed to the larger university mission to serve society. I offer a new synthesis of varied strands of historical scholarship to explain how, for two centuries, teacher-education institutions and
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Co-teaching that works: special and general educators’ perspectives on collaboration Teaching Education Pub Date : 2021-03-15 Maryann Jortveit, Velibor Bobo Kovač
ABSTRACT There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators