Pub Date : 2025-03-18DOI: 10.1177/00224871251325058
Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy
This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through tools like real-time emotional feedback and personalized learning experiences. However, the integration of GenAI into SEL also presents significant challenges, including risks of depersonalization, algorithmic bias, and privacy concerns. This paper introduces a conceptual framework designed to prepare both pre-service and in-service teachers to navigate these complexities, emphasizing ethical considerations, human oversight, and cultural sensitivity. The framework highlights strategies to operationalize cultural sensitivity within AI systems, recognizing the limitations of current technologies in accounting for diverse social and emotional norms. By addressing both opportunities and risks, we aim to provide a balanced analysis of GenAI’s potential in SEL as well as guidance for teacher education programs.
{"title":"Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education","authors":"Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy","doi":"10.1177/00224871251325058","DOIUrl":"https://doi.org/10.1177/00224871251325058","url":null,"abstract":"This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through tools like real-time emotional feedback and personalized learning experiences. However, the integration of GenAI into SEL also presents significant challenges, including risks of depersonalization, algorithmic bias, and privacy concerns. This paper introduces a conceptual framework designed to prepare both pre-service and in-service teachers to navigate these complexities, emphasizing ethical considerations, human oversight, and cultural sensitivity. The framework highlights strategies to operationalize cultural sensitivity within AI systems, recognizing the limitations of current technologies in accounting for diverse social and emotional norms. By addressing both opportunities and risks, we aim to provide a balanced analysis of GenAI’s potential in SEL as well as guidance for teacher education programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653935","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 : 2025-03-18DOI: 10.1177/00224871251325083
Melis Dilek, Evrim Baran, Ezequiel Aleman
Teacher education increasingly requires educators to engage with generative AI technologies, yet critical and reflective engagement opportunities remain scarce. While AI is often framed as a tool for automation, its broader pedagogical and ethical implications receive less attention. To address this gap, we implemented a critical co-discovery approach within an online AI in Education (AIEd) course to enhance educators’ AI literacy. This illustrative case study examines which AI literacy components can be developed through critical co-discovery and how this approach fosters educators’ reflective, critical, and participatory engagement with AI. Findings revealed that through co-discovery activities, educators co-constructed an understanding of AI concepts, ethical considerations, and context-specific applications. The study highlights the need for prolonged engagement with AI literacy by integrating it into teacher education program to ensure educators can critically navigate and assert their agency in AI’s complex role in education.
{"title":"AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery","authors":"Melis Dilek, Evrim Baran, Ezequiel Aleman","doi":"10.1177/00224871251325083","DOIUrl":"https://doi.org/10.1177/00224871251325083","url":null,"abstract":"Teacher education increasingly requires educators to engage with generative AI technologies, yet critical and reflective engagement opportunities remain scarce. While AI is often framed as a tool for automation, its broader pedagogical and ethical implications receive less attention. To address this gap, we implemented a critical co-discovery approach within an online AI in Education (AIEd) course to enhance educators’ AI literacy. This illustrative case study examines which AI literacy components can be developed through critical co-discovery and how this approach fosters educators’ reflective, critical, and participatory engagement with AI. Findings revealed that through co-discovery activities, educators co-constructed an understanding of AI concepts, ethical considerations, and context-specific applications. The study highlights the need for prolonged engagement with AI literacy by integrating it into teacher education program to ensure educators can critically navigate and assert their agency in AI’s complex role in education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"70 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653936","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 : 2025-02-28DOI: 10.1177/00224871251321898
Michael S. Putman, Drew Polly, Miranda S. Fitzgerald
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.
{"title":"Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience","authors":"Michael S. Putman, Drew Polly, Miranda S. Fitzgerald","doi":"10.1177/00224871251321898","DOIUrl":"https://doi.org/10.1177/00224871251321898","url":null,"abstract":"This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528304","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 : 2025-02-18DOI: 10.1177/00224871251314921
Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson
{"title":"Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome?","authors":"Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson","doi":"10.1177/00224871251314921","DOIUrl":"https://doi.org/10.1177/00224871251314921","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143443388","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 : 2025-01-30DOI: 10.1177/00224871251314883
Michelle Kwok, Eleanor Su-Keene, Ambyr Rios
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and exploring the degree to which PSTs fluctuate between technical and humanist conceptualizations in their definitions of equal and equitable instruction. In this large-scale qualitative study using data collected between 2022 and 2024, we analyzed 1,528 PST responses about their conceptualizations of equity and equality. We found that PSTs harbor various conceptualizations of equity that are robust around resource-based teaching attributes such as materials, instruction, and accommodations. However, PSTs presented paradoxical understandings of equity related to treatment and opportunities, revealing tensions between technical and humanizing approaches to education.
{"title":"Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches","authors":"Michelle Kwok, Eleanor Su-Keene, Ambyr Rios","doi":"10.1177/00224871251314883","DOIUrl":"https://doi.org/10.1177/00224871251314883","url":null,"abstract":"Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and exploring the degree to which PSTs fluctuate between technical and humanist conceptualizations in their definitions of equal and equitable instruction. In this large-scale qualitative study using data collected between 2022 and 2024, we analyzed 1,528 PST responses about their conceptualizations of equity and equality. We found that PSTs harbor various conceptualizations of equity that are robust around resource-based teaching attributes such as materials, instruction, and accommodations. However, PSTs presented paradoxical understandings of equity related to treatment and opportunities, revealing tensions between technical and humanizing approaches to education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"27 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071511","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 : 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}
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