Pub Date : 2024-01-30DOI: 10.1177/00224871231223460
Carmen Durham
Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.
{"title":"Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)","authors":"Carmen Durham","doi":"10.1177/00224871231223460","DOIUrl":"https://doi.org/10.1177/00224871231223460","url":null,"abstract":"Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"68 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939051","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 : 2023-12-07DOI: 10.1177/00224871231214799
Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl
The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.
{"title":"Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland","authors":"Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl","doi":"10.1177/00224871231214799","DOIUrl":"https://doi.org/10.1177/00224871231214799","url":null,"abstract":"The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"58 29","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592893","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 : 2023-11-10DOI: 10.1177/00224871231208683
Oddvar Aalde, Inga Staal Jenset
Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.
{"title":"Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs","authors":"Oddvar Aalde, Inga Staal Jenset","doi":"10.1177/00224871231208683","DOIUrl":"https://doi.org/10.1177/00224871231208683","url":null,"abstract":"Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" 736","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186753","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 : 2023-11-03DOI: 10.1177/00224871231208684
Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey
Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.
{"title":"A Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health","authors":"Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey","doi":"10.1177/00224871231208684","DOIUrl":"https://doi.org/10.1177/00224871231208684","url":null,"abstract":"Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868932","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 : 2023-10-23DOI: 10.1177/00224871231203926
Joni S. Kolman, Carol Battle, Laura Vernikoff, Jenna Kamrass Morvay
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.
{"title":"Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?","authors":"Joni S. Kolman, Carol Battle, Laura Vernikoff, Jenna Kamrass Morvay","doi":"10.1177/00224871231203926","DOIUrl":"https://doi.org/10.1177/00224871231203926","url":null,"abstract":"This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"28 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412873","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 : 2023-10-14DOI: 10.1177/00224871231202828
Bugrahan Yalvac, Cheryl Craig, Valerie Hill-Jackson, Chelsea Cole
Inquiries in teaching help teachers to continually monitor, evaluate, and revise their practice (Hill-Jackson et al., 2019) as well as generate new knowledge (Bailey & Van Harken, 2014). What is lacking in teacher education is the requisite for preservice and inservice teachers to engage in healthy skepticism about the art of teaching and learning so they can question certain taken-for-granted teaching practices (Craig et al., 2022). In teacher education programs, preservice teachers (PSTs), for example, are typically expected to assume a passive role when learning about the best teaching methods and techniques (van Katwijk et al., 2022). Pedagogical procedures and content knowledge are delivered to them via a one-way conduit (Clandinin & Connelly, 1995; Craig, 2002) for which the exchange of knowledge and ideas is not the expectation or solicited. Teacher educators often deposit the best teaching techniques and methods onto PSTs who function as compliant receptacles. These unidirectional transmissions of knowledge are devoid of inquiry and mirror Freire’s (2000) concept of education as a process of depositing knowledge. Freire (2000) noted:
{"title":"Toward Inquiry and Problem Posing in Teacher Education","authors":"Bugrahan Yalvac, Cheryl Craig, Valerie Hill-Jackson, Chelsea Cole","doi":"10.1177/00224871231202828","DOIUrl":"https://doi.org/10.1177/00224871231202828","url":null,"abstract":"Inquiries in teaching help teachers to continually monitor, evaluate, and revise their practice (Hill-Jackson et al., 2019) as well as generate new knowledge (Bailey & Van Harken, 2014). What is lacking in teacher education is the requisite for preservice and inservice teachers to engage in healthy skepticism about the art of teaching and learning so they can question certain taken-for-granted teaching practices (Craig et al., 2022). In teacher education programs, preservice teachers (PSTs), for example, are typically expected to assume a passive role when learning about the best teaching methods and techniques (van Katwijk et al., 2022). Pedagogical procedures and content knowledge are delivered to them via a one-way conduit (Clandinin & Connelly, 1995; Craig, 2002) for which the exchange of knowledge and ideas is not the expectation or solicited. Teacher educators often deposit the best teaching techniques and methods onto PSTs who function as compliant receptacles. These unidirectional transmissions of knowledge are devoid of inquiry and mirror Freire’s (2000) concept of education as a process of depositing knowledge. Freire (2000) noted:","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803374","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 : 2023-09-30DOI: 10.1177/00224871231201838
Kaitlin E. Popielarz
This community-based action research (CBAR) project acknowledges and disrupts existing systemic barriers to bring teacher candidates and grassroots youth organizers together through dialogue and reflection for transformative action. The practice of community-based pedagogy is described and utilized to demonstrate how critical understandings of community may imagine new ways of learning in conventional teacher education programs. This process enhances teacher candidates’ understanding and use of community-based pedagogy while supporting youth organizers in social justice initiatives within schools and communities. The findings, which draw from the CBAR project of a white, cis-gender woman who is a teacher educator-scholar-community organizer, provide implications for teacher educators aiming to foster collaborative partnerships with youth-centered grassroots community organizations and intergenerational community members. Teacher educators are invited to engage in paradigm shifts to curate community-based teacher education programs that are stimulated by and benefit local schools and communities.
{"title":"Community-Based Teacher Education: The Experiences of Teacher Candidates Learning Alongside Grassroots Youth Organizers","authors":"Kaitlin E. Popielarz","doi":"10.1177/00224871231201838","DOIUrl":"https://doi.org/10.1177/00224871231201838","url":null,"abstract":"This community-based action research (CBAR) project acknowledges and disrupts existing systemic barriers to bring teacher candidates and grassroots youth organizers together through dialogue and reflection for transformative action. The practice of community-based pedagogy is described and utilized to demonstrate how critical understandings of community may imagine new ways of learning in conventional teacher education programs. This process enhances teacher candidates’ understanding and use of community-based pedagogy while supporting youth organizers in social justice initiatives within schools and communities. The findings, which draw from the CBAR project of a white, cis-gender woman who is a teacher educator-scholar-community organizer, provide implications for teacher educators aiming to foster collaborative partnerships with youth-centered grassroots community organizations and intergenerational community members. Teacher educators are invited to engage in paradigm shifts to curate community-based teacher education programs that are stimulated by and benefit local schools and communities.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279622","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 : 2023-09-30DOI: 10.1177/00224871231201367
Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora
Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.
{"title":"Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards","authors":"Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora","doi":"10.1177/00224871231201367","DOIUrl":"https://doi.org/10.1177/00224871231201367","url":null,"abstract":"Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341611","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 : 2023-09-27DOI: 10.1177/00224871231202956
Kristy A. Brugar, Amy Allen, Kathryn L. Roberts, Kamrin Ratcliff, Caitlin Capps
In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.
{"title":"Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design","authors":"Kristy A. Brugar, Amy Allen, Kathryn L. Roberts, Kamrin Ratcliff, Caitlin Capps","doi":"10.1177/00224871231202956","DOIUrl":"https://doi.org/10.1177/00224871231202956","url":null,"abstract":"In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135472712","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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