Pub Date : 2025-01-13DOI: 10.1177/00224871241312351
Lisa M. Domke, Christian Valdez, Cathy Amanti
Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative autoethnography to determine how our identities and experiences with language and DLBE related to our feedback and supervision of DLBE PSTs. We analyzed and discussed the narratives we wrote about our experiences and the feedback we provided while supervising 13 Spanish–English bilingual PSTs in elementary DLBE classrooms. Our identities and experiences, which were influenced by families, education, language histories, geography, and sociopolitical contexts, influenced our feedback. Considering identities and experiences illuminates what is (sometimes unconsciously) prioritized and ignored in feedback. Engaging in deep reflection is important for continued support of supervisors and PSTs.
{"title":"Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography","authors":"Lisa M. Domke, Christian Valdez, Cathy Amanti","doi":"10.1177/00224871241312351","DOIUrl":"https://doi.org/10.1177/00224871241312351","url":null,"abstract":"Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative autoethnography to determine how our identities and experiences with language and DLBE related to our feedback and supervision of DLBE PSTs. We analyzed and discussed the narratives we wrote about our experiences and the feedback we provided while supervising 13 Spanish–English bilingual PSTs in elementary DLBE classrooms. Our identities and experiences, which were influenced by families, education, language histories, geography, and sociopolitical contexts, influenced our feedback. Considering identities and experiences illuminates what is (sometimes unconsciously) prioritized and ignored in feedback. Engaging in deep reflection is important for continued support of supervisors and PSTs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"90 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142974722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-13DOI: 10.1177/00224871241301996
Molly Baustien Siuty, Kathryn M. Meyer
Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidates (TCs). This study used DisCrit Classroom Ecology and cripistemology as a conceptual frame to examine how four disabled TCs engaged in culture circles to implement anti-ableist and antiracist pedagogy. Our findings show that disabled and multiply-marginalized TCs offered significant insight into the process of learning to teach but also highlighted the ways in which ableism gets normalized as a standard for teaching proficiency, thus creating unique challenges for disabled TCs to navigate. Implications for teacher education and future research are explored.
{"title":"Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach","authors":"Molly Baustien Siuty, Kathryn M. Meyer","doi":"10.1177/00224871241301996","DOIUrl":"https://doi.org/10.1177/00224871241301996","url":null,"abstract":"Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidates (TCs). This study used DisCrit Classroom Ecology and cripistemology as a conceptual frame to examine how four disabled TCs engaged in culture circles to implement anti-ableist and antiracist pedagogy. Our findings show that disabled and multiply-marginalized TCs offered significant insight into the process of learning to teach but also highlighted the ways in which ableism gets normalized as a standard for teaching proficiency, thus creating unique challenges for disabled TCs to navigate. Implications for teacher education and future research are explored.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"47 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1177/00224871241286349
Lily Orland-Barak, Cheryl J. Craig, Valerie Hill-Jackson
{"title":"What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders?","authors":"Lily Orland-Barak, Cheryl J. Craig, Valerie Hill-Jackson","doi":"10.1177/00224871241286349","DOIUrl":"https://doi.org/10.1177/00224871241286349","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-26DOI: 10.1177/00224871241284086
Tahnee L. Wilder, Megan Madigan Peercy, Lily Orland-Barak, Suzanne Wilson
{"title":"Leading Teacher Education: Navigating the Tension Between Past and the Future","authors":"Tahnee L. Wilder, Megan Madigan Peercy, Lily Orland-Barak, Suzanne Wilson","doi":"10.1177/00224871241284086","DOIUrl":"https://doi.org/10.1177/00224871241284086","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-23DOI: 10.1177/00224871241286088
Muhammad Kamarul Kabilan, Abdul Karim, Shahin Sultana, Mohammad Mosiur Rahman
This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study involved nine PSTs who were specializing in TESOL and doing their teaching practicum. The main instrument of the study was reflective writing, which required the PSTs to report CIs, write reflections, and share these for receiving peers’ reflections to further reflect on self-reflection and reflection of peers. The process enabled the participants to pursue professional development and conceive identity as TESOL teachers. This seemingly engaging, thought-provoking and meaningful reflective practice can be additive to the existing reflective practices, which have been questioned and debated in the literature. In pursuit of professional development and teacher identity, PSTs can be assigned to reflect on reflections with diverse elements of focus alongside CIs.
这项解释现象学研究报告了反思有关 "关键事件"（CI）的反思对职前教师（PSTs）的专业发展以及对其 TESOL（Teaching English to Speakers of Other Languages）教师身份概念化的影响。这项研究涉及九名专门从事 TESOL 教学实习的职前教师。研究的主要工具是反思性写作，要求 PST 报告 CI，撰写反思，并分享这些反思以接受同伴的反思，从而进一步反思自我和同伴的反思。在这一过程中，学员们追求专业发展，构想自己作为 TESOL 教师的身份。这种看似引人入胜、发人深省、意义非凡的反思实践，可以补充现有的反思实践，而现有的反思实践在文献中一直受到质疑和争论。在追求专业发展和教师身份认同的过程中，可以指派专业技术人员与专业实 验人员一起进行具有不同重点要素的反思。
{"title":"Preservice Teachers’ Reflecting on Reflections of Critical Incidents: Effects on Professional Development and Identity Construction","authors":"Muhammad Kamarul Kabilan, Abdul Karim, Shahin Sultana, Mohammad Mosiur Rahman","doi":"10.1177/00224871241286088","DOIUrl":"https://doi.org/10.1177/00224871241286088","url":null,"abstract":"This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study involved nine PSTs who were specializing in TESOL and doing their teaching practicum. The main instrument of the study was reflective writing, which required the PSTs to report CIs, write reflections, and share these for receiving peers’ reflections to further reflect on self-reflection and reflection of peers. The process enabled the participants to pursue professional development and conceive identity as TESOL teachers. This seemingly engaging, thought-provoking and meaningful reflective practice can be additive to the existing reflective practices, which have been questioned and debated in the literature. In pursuit of professional development and teacher identity, PSTs can be assigned to reflect on reflections with diverse elements of focus alongside CIs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-22DOI: 10.1177/00224871241286479
Cori Salmerón
A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.
{"title":"“It Was Nice To Be Able To Talk to Them Like They Were Family.”: A Mexican American Preservice Teacher’s Testimonio","authors":"Cori Salmerón","doi":"10.1177/00224871241286479","DOIUrl":"https://doi.org/10.1177/00224871241286479","url":null,"abstract":"A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"62 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-20DOI: 10.1177/00224871241286066
H. Richard Milner
Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and robust diversity among young people, families, and communities. Although curriculum practices should honor, reflect, speak from the point of view of, deepen knowledge about, nuance myopic and mundane notions of, and enhance student identity, motivation, interests, and needs, curriculum punishment does the opposite by presenting one-dimensional, under-substantiated, and untruthful narratives and themes of individuals, communities, and nation-states. Tenets that explicate practices that Milner describes through curriculum punishment are (a) Avoiding, (b) Scripting, (c) Narrowing, (d) Distorting, and (e) Banning. Although some of these practices are beyond the control of teachers, teachers are encouraged to Study, Collaborate with others about, Reflect on, Advocate against, and Transform (SCRAT) Curriculum Punishment.
{"title":"Curriculum Punishment in Teaching","authors":"H. Richard Milner","doi":"10.1177/00224871241286066","DOIUrl":"https://doi.org/10.1177/00224871241286066","url":null,"abstract":"Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and robust diversity among young people, families, and communities. Although curriculum practices should honor, reflect, speak from the point of view of, deepen knowledge about, nuance myopic and mundane notions of, and enhance student identity, motivation, interests, and needs, curriculum punishment does the opposite by presenting one-dimensional, under-substantiated, and untruthful narratives and themes of individuals, communities, and nation-states. Tenets that explicate practices that Milner describes through curriculum punishment are (a) Avoiding, (b) Scripting, (c) Narrowing, (d) Distorting, and (e) Banning. Although some of these practices are beyond the control of teachers, teachers are encouraged to Study, Collaborate with others about, Reflect on, Advocate against, and Transform (SCRAT) Curriculum Punishment.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"79 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-20DOI: 10.1177/00224871241286798
Michelle Hock, Tonya R. Moon, Coby V. Meyers
Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs’ data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, we analyzed survey, document, and interview data from Virginia EPPs to determine what present practices for DIDM preparation are taking place across the state. Results point to a lack of uniformity among EPPs for how preparation is undertaken, and that PSTS seem to have limited coursework on data use. Additionally, there appears to be minimal collaboration between EPPs and clinical partners, such that PSTs infrequently have opportunities to engage in DIDM during field experiences.
{"title":"Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia","authors":"Michelle Hock, Tonya R. Moon, Coby V. Meyers","doi":"10.1177/00224871241286798","DOIUrl":"https://doi.org/10.1177/00224871241286798","url":null,"abstract":"Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs’ data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, we analyzed survey, document, and interview data from Virginia EPPs to determine what present practices for DIDM preparation are taking place across the state. Results point to a lack of uniformity among EPPs for how preparation is undertaken, and that PSTS seem to have limited coursework on data use. Additionally, there appears to be minimal collaboration between EPPs and clinical partners, such that PSTs infrequently have opportunities to engage in DIDM during field experiences.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142452059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-14DOI: 10.1177/00224871241292640
Cynthia K. Ryman
This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children’s literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration of personal convictions and a reflective openness to learning from the perspectives of others. The results of this study provide insights into how preservice teachers understood a cosmopolitan response. The results also highlight the need for further critical inquiry into how to invite greater reflexive consciousness and reflective openness to other perspectives in preparing teachers for a diverse society.
{"title":"A Cosmopolitan Approach to Preparing Preservice Teachers for a Diverse World","authors":"Cynthia K. Ryman","doi":"10.1177/00224871241292640","DOIUrl":"https://doi.org/10.1177/00224871241292640","url":null,"abstract":"This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children’s literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration of personal convictions and a reflective openness to learning from the perspectives of others. The results of this study provide insights into how preservice teachers understood a cosmopolitan response. The results also highlight the need for further critical inquiry into how to invite greater reflexive consciousness and reflective openness to other perspectives in preparing teachers for a diverse society.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"60 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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