Pub Date : 2024-06-22DOI: 10.1177/00224871241259782
Margaret Caspe, Reyna Hernandez
Preparing educators to engage families and communities is one of the most promising ways to improve student learning and build equitable schools. In this commentary, authors from the National Association for Family, School, and Community Engagement explore the landscape of educator preparation for family and community engagement and describe a framework created to reimagine how educators are prepared for this important work. The commentary also highlights outcomes and promising practices from nine collaboratives of educator preparation programs and family, school, and community partners redesigning coursework, clinical experiences, programs, and systems to bring families and communities to the center of the educator preparation process.
{"title":"From Classroom to Community: A Commentary on Preparing Educators for Family and Community Engagement","authors":"Margaret Caspe, Reyna Hernandez","doi":"10.1177/00224871241259782","DOIUrl":"https://doi.org/10.1177/00224871241259782","url":null,"abstract":"Preparing educators to engage families and communities is one of the most promising ways to improve student learning and build equitable schools. In this commentary, authors from the National Association for Family, School, and Community Engagement explore the landscape of educator preparation for family and community engagement and describe a framework created to reimagine how educators are prepared for this important work. The commentary also highlights outcomes and promising practices from nine collaboratives of educator preparation programs and family, school, and community partners redesigning coursework, clinical experiences, programs, and systems to bring families and communities to the center of the educator preparation process.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448439","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 : 2024-05-08DOI: 10.1177/00224871241247777
Eric Richter, Tim Fütterer, Arthur Eisenkraft, Christian Fischer
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.
{"title":"Profiling Teachers’ Motivation for Professional Development: A Nationwide Study","authors":"Eric Richter, Tim Fütterer, Arthur Eisenkraft, Christian Fischer","doi":"10.1177/00224871241247777","DOIUrl":"https://doi.org/10.1177/00224871241247777","url":null,"abstract":"Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of n<jats:sub>t1</jats:sub> = 2,369 and n<jats:sub>t2</jats:sub> = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895755","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 : 2024-04-02DOI: 10.1177/00224871241236001
James O’Meara, Meher Rizvi, Maria Assunção Flores, Cheryl J. Craig, John H. Samuels, Valerie Hill-Jackson
{"title":"The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?","authors":"James O’Meara, Meher Rizvi, Maria Assunção Flores, Cheryl J. Craig, John H. Samuels, Valerie Hill-Jackson","doi":"10.1177/00224871241236001","DOIUrl":"https://doi.org/10.1177/00224871241236001","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533211","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 : 2024-03-25DOI: 10.1177/00224871241239040
Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler
To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the SJCPs of Philadelphia educators and how they characterize their contextuality. A modified Delphi study drawing on the expertise of 27 local social justice educators revealed group consensus on 13 SJCPs. Further qualitative analysis surfaced four patterns related to contextuality: SJCPs as responses to macrosociopolitical inequities, manifesting critical praxis; the role of school, district, and professional constraints; the need to situate and adapt SJCPs for the subject area and grade level; and the inseparability of identity and positionality from enactment. From this site-specific approach positioning local educators as experts, implications for teacher education’s role in shaping a more justice-oriented profession are discussed.
{"title":"The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study","authors":"Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler","doi":"10.1177/00224871241239040","DOIUrl":"https://doi.org/10.1177/00224871241239040","url":null,"abstract":"To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the SJCPs of Philadelphia educators and how they characterize their contextuality. A modified Delphi study drawing on the expertise of 27 local social justice educators revealed group consensus on 13 SJCPs. Further qualitative analysis surfaced four patterns related to contextuality: SJCPs as responses to macrosociopolitical inequities, manifesting critical praxis; the role of school, district, and professional constraints; the need to situate and adapt SJCPs for the subject area and grade level; and the inseparability of identity and positionality from enactment. From this site-specific approach positioning local educators as experts, implications for teacher education’s role in shaping a more justice-oriented profession are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291884","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 : 2024-03-16DOI: 10.1177/00224871241237497
Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß
Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.
{"title":"Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning","authors":"Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß","doi":"10.1177/00224871241237497","DOIUrl":"https://doi.org/10.1177/00224871241237497","url":null,"abstract":"Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142110","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 : 2024-03-12DOI: 10.1177/00224871241234872
Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong
Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.
{"title":"Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis","authors":"Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong","doi":"10.1177/00224871241234872","DOIUrl":"https://doi.org/10.1177/00224871241234872","url":null,"abstract":"Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114567","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 : 2024-03-05DOI: 10.1177/00224871241232033
Valerie Hill-Jackson, Cheryl J. Craig
Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.
{"title":"‘Where the Good Ideas Are’","authors":"Valerie Hill-Jackson, Cheryl J. Craig","doi":"10.1177/00224871241232033","DOIUrl":"https://doi.org/10.1177/00224871241232033","url":null,"abstract":"Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046699","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 : 2024-02-26DOI: 10.1177/00224871241231537
Ryan Gillespie, Julie Amador, Jeffrey Choppin
Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.
{"title":"Exploring the Discursive Variability of Mathematics Coaches","authors":"Ryan Gillespie, Julie Amador, Jeffrey Choppin","doi":"10.1177/00224871241231537","DOIUrl":"https://doi.org/10.1177/00224871241231537","url":null,"abstract":"Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976929","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 : 2024-02-23DOI: 10.1177/00224871241231543
Logan Rutten, Danielle Butville, Boaz Dvir
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.
{"title":"Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times","authors":"Logan Rutten, Danielle Butville, Boaz Dvir","doi":"10.1177/00224871241231543","DOIUrl":"https://doi.org/10.1177/00224871241231543","url":null,"abstract":"Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939052","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 : 2024-02-21DOI: 10.1177/00224871241232419
Hilary Dack, Carol Ann Tomlinson
This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.
{"title":"Preparing Novice Teachers to Differentiate Instruction: Implications of a Longitudinal Study","authors":"Hilary Dack, Carol Ann Tomlinson","doi":"10.1177/00224871241232419","DOIUrl":"https://doi.org/10.1177/00224871241232419","url":null,"abstract":"This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938956","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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