Pub Date : 2023-09-25DOI: 10.1177/00224871231200279
Arielle Boguslav, Julie Cohen
Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs’ instructional skills, including rater standards. Yet we know little about how these measurement challenges play out in the preservice context specifically. Here, we investigate the reliability and sensitivity of two observational measures. We find measures collected during student teaching are especially prone to measurement issues; only 3% to 4% of variation in scores reflects consistent differences between PSTs, while 9% to 17% of variation can be attributed to the mentors with whom they work. When high scores stem not from strong instructional skills, but instead from external circumstances, we cannot use them to make consequential decisions about PSTs’ individual needs or readiness for independent teaching.
{"title":"Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter","authors":"Arielle Boguslav, Julie Cohen","doi":"10.1177/00224871231200279","DOIUrl":"https://doi.org/10.1177/00224871231200279","url":null,"abstract":"Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs’ instructional skills, including rater standards. Yet we know little about how these measurement challenges play out in the preservice context specifically. Here, we investigate the reliability and sensitivity of two observational measures. We find measures collected during student teaching are especially prone to measurement issues; only 3% to 4% of variation in scores reflects consistent differences between PSTs, while 9% to 17% of variation can be attributed to the mentors with whom they work. When high scores stem not from strong instructional skills, but instead from external circumstances, we cannot use them to make consequential decisions about PSTs’ individual needs or readiness for independent teaching.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816608","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 : 2023-09-22DOI: 10.1177/00224871231200278
Ilana Finefter-Rosenbluh, Amanda Berry, Tracii Ryan
Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers’ practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD) shapes a group of Australian secondary teachers’ interaction with SPS and professional learning. Analyses of the teachers’ interviews, research projects, and reflective notes about their use of SPS illustrate how the PAR-based PD informed their practice, specifically: (i) transforming ‘survey fatigue’ to increased student voice; (ii) contemplating personal, professional, and political entanglements; and (iii) (re)building teacher agency—employing SPS as collective learning tools of professional empowerment rather than accountability measures of teaching. Implications include pathways to strengthen teachers’ agency—honoring their professionalism—in assessment spaces increasingly shaped by student voices.
{"title":"Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning","authors":"Ilana Finefter-Rosenbluh, Amanda Berry, Tracii Ryan","doi":"10.1177/00224871231200278","DOIUrl":"https://doi.org/10.1177/00224871231200278","url":null,"abstract":"Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers’ practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD) shapes a group of Australian secondary teachers’ interaction with SPS and professional learning. Analyses of the teachers’ interviews, research projects, and reflective notes about their use of SPS illustrate how the PAR-based PD informed their practice, specifically: (i) transforming ‘survey fatigue’ to increased student voice; (ii) contemplating personal, professional, and political entanglements; and (iii) (re)building teacher agency—employing SPS as collective learning tools of professional empowerment rather than accountability measures of teaching. Implications include pathways to strengthen teachers’ agency—honoring their professionalism—in assessment spaces increasingly shaped by student voices.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062052","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 : 2023-09-20DOI: 10.1177/00224871231199365
Max Antony-Newman
Teacher readiness for parental engagement is a vital competence in the context of increased emphasis on engaging parents in K–12 schools. The rise in the standards movement in education led to the inclusion of parental engagement in teacher standards. Here, critical policy analysis of teacher standards shows how teachers’ and school leaders’ readiness for parental engagement is addressed in Canadian policy documents. Teacher readiness is conceptualized as the ability to establish relationships, support communication, and build partnerships with parents and families. Current policy provisions support teachers’ capacity for parental engagement by introducing the asset-based approach to engagement and acknowledging the diversity among parents. Nevertheless, teacher standards fail to distinguish between parental involvement in schooling and parental engagement in education/learning and remain silent on the role of social inequality in parental engagement. Implications for new teacher standards include centering parental engagement on parents and families and tackling inequality in parental engagement.
{"title":"Teachers and School Leaders’ Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards","authors":"Max Antony-Newman","doi":"10.1177/00224871231199365","DOIUrl":"https://doi.org/10.1177/00224871231199365","url":null,"abstract":"Teacher readiness for parental engagement is a vital competence in the context of increased emphasis on engaging parents in K–12 schools. The rise in the standards movement in education led to the inclusion of parental engagement in teacher standards. Here, critical policy analysis of teacher standards shows how teachers’ and school leaders’ readiness for parental engagement is addressed in Canadian policy documents. Teacher readiness is conceptualized as the ability to establish relationships, support communication, and build partnerships with parents and families. Current policy provisions support teachers’ capacity for parental engagement by introducing the asset-based approach to engagement and acknowledging the diversity among parents. Nevertheless, teacher standards fail to distinguish between parental involvement in schooling and parental engagement in education/learning and remain silent on the role of social inequality in parental engagement. Implications for new teacher standards include centering parental engagement on parents and families and tackling inequality in parental engagement.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309068","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 : 2023-09-14DOI: 10.1177/00224871231199361
Anna Lees, Ann Marie Ryan, Marissa Muñoz, Charles Tocci
In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.
{"title":"Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation","authors":"Anna Lees, Ann Marie Ryan, Marissa Muñoz, Charles Tocci","doi":"10.1177/00224871231199361","DOIUrl":"https://doi.org/10.1177/00224871231199361","url":null,"abstract":"In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911780","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 : 2023-08-03DOI: 10.1177/00224871231189792
K. McDonough, S. Nieto, Valerie Hill-Jackson, C. Craig
Although equity-minded practitioners, scholars, and policymakers in the field of teacher education believed we were making slow but steady progress in educational parity, we find this certainty tested at a critical time in history. As this editorial was being finalized on June 29, 2023, the American Association of Colleges for Teacher Education (AACTE) was forced to respond to the ruling by the United States Supreme Court in Students for Fair Admissions, Inc. v. President and Fellows of Harvard University and University of North Carolina (2023), declaring the pronouncement to strike down affirmative action and other racial and ethnic preferences in college admissions as “contrary to our collective efforts to build an educator workforce that is diverse and representative” (American Association of Colleges for Teacher Education [AACTE], 2023, para. 1). Affirmative action does not focus on specific quotas but rather on targeted goals to tackle past discrimination in a particular institution or in broader society through “good-faith efforts . . . to identify, select, and train potentially qualified men and women” (Feinberg, 2005, p. 272). Already plagued by a lack of representation of teachers of color in university educator preparation programs (AACTE, 2018) and U.S. classrooms (Hill-Jackson, 2017; National Center for Education Statistics [NCES], 2018), practitioners and scholars of teacher education sustain a collective gut punch as we ponder how the impactful work of equity in teacher education would continue in a politically polarized nation.
{"title":"“Placing Equity Front and Center” for Teacher Education in a Time of Crisis","authors":"K. McDonough, S. Nieto, Valerie Hill-Jackson, C. Craig","doi":"10.1177/00224871231189792","DOIUrl":"https://doi.org/10.1177/00224871231189792","url":null,"abstract":"Although equity-minded practitioners, scholars, and policymakers in the field of teacher education believed we were making slow but steady progress in educational parity, we find this certainty tested at a critical time in history. As this editorial was being finalized on June 29, 2023, the American Association of Colleges for Teacher Education (AACTE) was forced to respond to the ruling by the United States Supreme Court in Students for Fair Admissions, Inc. v. President and Fellows of Harvard University and University of North Carolina (2023), declaring the pronouncement to strike down affirmative action and other racial and ethnic preferences in college admissions as “contrary to our collective efforts to build an educator workforce that is diverse and representative” (American Association of Colleges for Teacher Education [AACTE], 2023, para. 1). Affirmative action does not focus on specific quotas but rather on targeted goals to tackle past discrimination in a particular institution or in broader society through “good-faith efforts . . . to identify, select, and train potentially qualified men and women” (Feinberg, 2005, p. 272). Already plagued by a lack of representation of teachers of color in university educator preparation programs (AACTE, 2018) and U.S. classrooms (Hill-Jackson, 2017; National Center for Education Statistics [NCES], 2018), practitioners and scholars of teacher education sustain a collective gut punch as we ponder how the impactful work of equity in teacher education would continue in a politically polarized nation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554477","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 : 2023-07-24DOI: 10.1177/00224871231188702
Aliza Segal
Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.
{"title":"Rethinking Collective Reflection in Teacher Professional Development","authors":"Aliza Segal","doi":"10.1177/00224871231188702","DOIUrl":"https://doi.org/10.1177/00224871231188702","url":null,"abstract":"Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803372","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 : 2023-07-11DOI: 10.1177/00224871231185371
J. Burger
Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. Focusing on novice teachers’ self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers’ professional development, and how these approaches interact with the novices’ initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees’ mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices’ emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.
{"title":"Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs","authors":"J. Burger","doi":"10.1177/00224871231185371","DOIUrl":"https://doi.org/10.1177/00224871231185371","url":null,"abstract":"Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. Focusing on novice teachers’ self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers’ professional development, and how these approaches interact with the novices’ initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees’ mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices’ emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45613604","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 : 2023-07-05DOI: 10.1177/00224871231185369
H. Çelik, Ece Zehir Topkaya
Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.
{"title":"Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum","authors":"H. Çelik, Ece Zehir Topkaya","doi":"10.1177/00224871231185369","DOIUrl":"https://doi.org/10.1177/00224871231185369","url":null,"abstract":"Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47010864","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 : 2023-06-30DOI: 10.1177/00224871231183090
Bryant Jensen, E. Whiting, Jimmy Hernández, Xiaohang Zhang, Diego A. Pliego, R. Sudweeks
Animating equity in teaching and learning depends on teacher dispositions—orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in “measuring to improve” teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Integrating Messick’s “unified validity framework” with Janssen et al.’s notion of “practicality” (as face validity), we find through an iterative, mixed-methods analysis of interviews with equitable educators and survey responses from teacher candidates that incorporating recognizability, relevance, and feasibility concerns of equity disposition concepts (i.e., Social Awareness, Meekness, Advocacy for Students) within survey items enhances item-to-factor structure of a self-report measure. We discuss implications (a) to develop and appraise formative measures and (b) to support teacher learning and development to become equitable educators.
{"title":"Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth","authors":"Bryant Jensen, E. Whiting, Jimmy Hernández, Xiaohang Zhang, Diego A. Pliego, R. Sudweeks","doi":"10.1177/00224871231183090","DOIUrl":"https://doi.org/10.1177/00224871231183090","url":null,"abstract":"Animating equity in teaching and learning depends on teacher dispositions—orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in “measuring to improve” teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Integrating Messick’s “unified validity framework” with Janssen et al.’s notion of “practicality” (as face validity), we find through an iterative, mixed-methods analysis of interviews with equitable educators and survey responses from teacher candidates that incorporating recognizability, relevance, and feasibility concerns of equity disposition concepts (i.e., Social Awareness, Meekness, Advocacy for Students) within survey items enhances item-to-factor structure of a self-report measure. We discuss implications (a) to develop and appraise formative measures and (b) to support teacher learning and development to become equitable educators.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45434542","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 : 2023-06-23DOI: 10.1177/00224871231182129
Lauren Weisberg, K. Dawson
Teacher education programs play a crucial role in developing teachers’ equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (a) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (b) adopting a critical stance toward technology’s roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.
{"title":"The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review","authors":"Lauren Weisberg, K. Dawson","doi":"10.1177/00224871231182129","DOIUrl":"https://doi.org/10.1177/00224871231182129","url":null,"abstract":"Teacher education programs play a crucial role in developing teachers’ equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (a) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (b) adopting a critical stance toward technology’s roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44737608","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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