Pub Date : 2022-09-05DOI: 10.1177/00224871221123728
Marilyn Cochran-Smith, E. Reagan
Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy.
{"title":"Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment","authors":"Marilyn Cochran-Smith, E. Reagan","doi":"10.1177/00224871221123728","DOIUrl":"https://doi.org/10.1177/00224871221123728","url":null,"abstract":"Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 1","pages":"449 - 462"},"PeriodicalIF":3.9,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151183","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 : 2022-08-05DOI: 10.1177/00224871221118155
John A. Williams III, Valerie Hill-Jackson, Cassidy Caldwell, C. Craig
Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged or isolated communities” (Organisation for Economic Co-operation and Development [OECD], 2011, p. 10). Student achievement correlates to the economic and societal advancement of nations (Hanushek, 2013), and an effective teacher workforce is pivotal to student learning. Studies confirm that teacher quality is the central school-based predictor of student achievement (Lasley et al., 2006; Vagi et al., 2019) and that years of uninterrupted and efficacious teaching can counteract the learning deficits of students placed at risk (Chetty et al., 2011; Freedman & Appleman, 2009). Although the motivating factors for teachers choosing to enter or stay in a school have changed over the last few decades—usually around issues of turnover brought about by school conditions (Craig, 2020; Geiger & Pivovarova, 2018; Ingersoll et al., 2018), few opportunities for advancement (Guha et al., 2017), burnout (Saloviita & Pakarinen, 2021), lack of prestige (Matete, 2021, Lee et al., 2020), limited autonomy (Warner-Griffin et al., 2018), challenging student behavior in the classroom (Williams et al., 2020), and poor pay (Allegretto & Mishel, 2018)—the need for more teacher workforce proposals has not. Despite the vast educational, cultural, and scale differences among our teacher preparation programs around the world, we find that our dilemmas in teacher recruitment and retention are fundamentally similar in nature. Schools worldwide have greater difficulty in recruiting novice teachers (Ingersoll et al., 2018; O’Doherty & Harford, 2018; Perryman & Calvert, 2020) and offering competitive packages to support and retain teachers beyond their initial years in the field. Modernizing the ways we offer meaningful professional incentives to nurture and retain beginning and effective teachers remains top of mind for international practitioners and researchers in the field of teacher education. This editorial is divided into two parts. First, the editors of the Journal of Teacher Education propose that global challenges in teacher education require international collaboration. Although teacher labor issues are best addressed at the regional or local level, educationalists should commit to identifying solutions (read as an orientation toward challenge, Hallman et al., 2022) that are born out of the international exchange of ideas. The suffusion of ideas from the global to the local, and from the local to the global, may bring to bear our best thinking to stem the teacher recruitment and retention crisis. Second, and to demonstrate this point, we highlight four regional examples that sh
尽管几十年来，教师劳动力和劳动力市场问题一直主导着美国的教师教育领域(Darling-Hammond et al.， 2017;Garcia et al.， 2022)，教师短缺危机是一个世界性的难题。“即使在一般教师供需平衡的地方，许多国家也面临专业教师短缺和服务于弱势或孤立社区的学校短缺的问题”(经济合作与发展组织，2011年，第10页)。学生的成绩与国家的经济和社会进步相关(Hanushek, 2013)，有效的教师队伍对学生的学习至关重要。研究证实，教师素质是学生成绩的核心校本预测因子(Lasley et al.， 2006;Vagi等人，2019)，多年不间断的有效教学可以抵消处于风险中的学生的学习缺陷(Chetty等人，2011;Freedman & Appleman, 2009)。尽管在过去的几十年里，教师选择进入或留在学校的激励因素已经发生了变化——通常是围绕学校条件带来的人员流动问题(Craig, 2020;Geiger & Pivovarova, 2018;Ingersoll等人，2018)，晋升机会少(Guha等人，2017)，倦怠(Saloviita和Pakarinen, 2021)，缺乏声望(Matete, 2021, Lee等人，2020)，有限的自主权(Warner-Griffin等人，2018)，挑战学生在课堂上的行为(Williams等人，2020)，以及低工资(Allegretto和Mishel, 2018) -对更多教师劳动力的需求还没有。尽管世界各地的教师培训项目存在着巨大的教育、文化和规模差异，但我们发现，我们在教师招聘和保留方面面临的困境本质上是基本相似的。世界各地的学校招聘新教师的难度更大(Ingersoll et al.， 2018;O 'Doherty & Harford, 2018;Perryman & Calvert, 2020)，并提供有竞争力的待遇，以支持和留住教师，超过他们在该领域的最初几年。现代化我们提供有意义的专业激励的方式，以培养和留住初级和有效的教师，仍然是教师教育领域的国际从业者和研究人员最关心的问题。这篇社论分为两部分。首先，《教师教育杂志》的编辑们提出，教师教育面临的全球性挑战需要国际合作。虽然教师劳动问题最好在地区或地方层面得到解决，但教育工作者应该致力于从国际思想交流中找到解决方案(可理解为面向挑战，Hallman等人，2022)。从全球到本地、从本地到全球的各种想法，可能会给我们带来解决教师招聘和留住危机的最佳思路。其次，为了证明这一点，我们重点介绍了四个地区的例子，这些例子展示了教师招聘和保留方面的教师教育实践，这些实践可以被重新考虑为长期战略。
{"title":"Teacher Recruitment and Retention: Local Strategies, Global Inspiration","authors":"John A. Williams III, Valerie Hill-Jackson, Cassidy Caldwell, C. Craig","doi":"10.1177/00224871221118155","DOIUrl":"https://doi.org/10.1177/00224871221118155","url":null,"abstract":"Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged or isolated communities” (Organisation for Economic Co-operation and Development [OECD], 2011, p. 10). Student achievement correlates to the economic and societal advancement of nations (Hanushek, 2013), and an effective teacher workforce is pivotal to student learning. Studies confirm that teacher quality is the central school-based predictor of student achievement (Lasley et al., 2006; Vagi et al., 2019) and that years of uninterrupted and efficacious teaching can counteract the learning deficits of students placed at risk (Chetty et al., 2011; Freedman & Appleman, 2009). Although the motivating factors for teachers choosing to enter or stay in a school have changed over the last few decades—usually around issues of turnover brought about by school conditions (Craig, 2020; Geiger & Pivovarova, 2018; Ingersoll et al., 2018), few opportunities for advancement (Guha et al., 2017), burnout (Saloviita & Pakarinen, 2021), lack of prestige (Matete, 2021, Lee et al., 2020), limited autonomy (Warner-Griffin et al., 2018), challenging student behavior in the classroom (Williams et al., 2020), and poor pay (Allegretto & Mishel, 2018)—the need for more teacher workforce proposals has not. Despite the vast educational, cultural, and scale differences among our teacher preparation programs around the world, we find that our dilemmas in teacher recruitment and retention are fundamentally similar in nature. Schools worldwide have greater difficulty in recruiting novice teachers (Ingersoll et al., 2018; O’Doherty & Harford, 2018; Perryman & Calvert, 2020) and offering competitive packages to support and retain teachers beyond their initial years in the field. Modernizing the ways we offer meaningful professional incentives to nurture and retain beginning and effective teachers remains top of mind for international practitioners and researchers in the field of teacher education. This editorial is divided into two parts. First, the editors of the Journal of Teacher Education propose that global challenges in teacher education require international collaboration. Although teacher labor issues are best addressed at the regional or local level, educationalists should commit to identifying solutions (read as an orientation toward challenge, Hallman et al., 2022) that are born out of the international exchange of ideas. The suffusion of ideas from the global to the local, and from the local to the global, may bring to bear our best thinking to stem the teacher recruitment and retention crisis. Second, and to demonstrate this point, we highlight four regional examples that sh","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 1","pages":"333 - 337"},"PeriodicalIF":3.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194688","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 : 2022-07-15eCollection Date: 2022-11-01DOI: 10.1177/00224871221108655
Lana Parker, Shijing Xu, Chenkai Chi
Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.
{"title":"Chinese Preservice Teachers' Perspectives of Mentoring Relationships in an International Learning Partnership.","authors":"Lana Parker, Shijing Xu, Chenkai Chi","doi":"10.1177/00224871221108655","DOIUrl":"https://doi.org/10.1177/00224871221108655","url":null,"abstract":"<p><p>Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.</p>","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 5","pages":"525-537"},"PeriodicalIF":3.9,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/c5/12/10.1177_00224871221108655.PMC9527445.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33491125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-12DOI: 10.1177/00224871221108993
Natalie R. Andzik, Stephanie N. Baker, K. Koehler
Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice teacher candidates and report on their experiences when selecting their university of choice, the barriers they faced, and the supports they received. Participants reported coming to their university because of cost, location, and reputation. They reported common barriers such as inability to work, caring for children, and lack of support or access to other resources. However, participants reported professors and external funding as the major factors that had helped them succeed. Implications about this diverse group of students are discussed.
{"title":"The Perceptions and Experiences of Nontraditional Students in Teacher Licensure Programs","authors":"Natalie R. Andzik, Stephanie N. Baker, K. Koehler","doi":"10.1177/00224871221108993","DOIUrl":"https://doi.org/10.1177/00224871221108993","url":null,"abstract":"Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice teacher candidates and report on their experiences when selecting their university of choice, the barriers they faced, and the supports they received. Participants reported coming to their university because of cost, location, and reputation. They reported common barriers such as inability to work, caring for children, and lack of support or access to other resources. However, participants reported professors and external funding as the major factors that had helped them succeed. Implications about this diverse group of students are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"101 - 112"},"PeriodicalIF":3.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44879887","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 : 2022-07-12DOI: 10.1177/00224871221105814
Kevin C. Bastian, D. Lys, Waverly R. L. Whisenant
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates’ edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating teacher who is more familiar with performance assessments. Finally, we find that the relationships between student teaching environments and edTPA scores vary by characteristics of the candidate. This study reinforces prior work on the importance of learning environments to teacher development and the importance of preparation programs securing placements in high-quality learning environments. Our results may also have implications for the use of performance assessments by states and preparation programs.
{"title":"Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates’ Performance Assessment Scores","authors":"Kevin C. Bastian, D. Lys, Waverly R. L. Whisenant","doi":"10.1177/00224871221105814","DOIUrl":"https://doi.org/10.1177/00224871221105814","url":null,"abstract":"In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates’ edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating teacher who is more familiar with performance assessments. Finally, we find that the relationships between student teaching environments and edTPA scores vary by characteristics of the candidate. This study reinforces prior work on the importance of learning environments to teacher development and the importance of preparation programs securing placements in high-quality learning environments. Our results may also have implications for the use of performance assessments by states and preparation programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"40 - 54"},"PeriodicalIF":3.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47797677","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 : 2022-07-11DOI: 10.1177/00224871221105813
Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen
We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.
{"title":"A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice","authors":"Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen","doi":"10.1177/00224871221105813","DOIUrl":"https://doi.org/10.1177/00224871221105813","url":null,"abstract":"We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"55 - 68"},"PeriodicalIF":3.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874471","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 : 2022-07-11DOI: 10.1177/00224871221108642
Paul G. Fitchett, T. Heafner
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.
{"title":"Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement","authors":"Paul G. Fitchett, T. Heafner","doi":"10.1177/00224871221108642","DOIUrl":"https://doi.org/10.1177/00224871221108642","url":null,"abstract":"Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 1","pages":"494 - 508"},"PeriodicalIF":3.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43258729","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 : 2022-07-08DOI: 10.1177/00224871221108645
Thomas H. Levine, Glenn Mitoma, D. Anagnostopoulos, René Roselle
Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.
{"title":"Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices","authors":"Thomas H. Levine, Glenn Mitoma, D. Anagnostopoulos, René Roselle","doi":"10.1177/00224871221108645","DOIUrl":"https://doi.org/10.1177/00224871221108645","url":null,"abstract":"Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"69 - 84"},"PeriodicalIF":3.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43354980","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 : 2022-07-06DOI: 10.1177/00224871221105799
V. Bahrami, Mehrdad Hosseini
The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.
{"title":"Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research","authors":"V. Bahrami, Mehrdad Hosseini","doi":"10.1177/00224871221105799","DOIUrl":"https://doi.org/10.1177/00224871221105799","url":null,"abstract":"The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"85 - 100"},"PeriodicalIF":3.9,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881392","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 : 2022-07-05DOI: 10.1177/00224871221105803
Christopher P. Brown, D. Ku, David P. Barry, K. Puckett
Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.
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