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":"26 1","pages":"0"},"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":"74 1","pages":"293 - 298"},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":"74 1","pages":"299 - 314"},"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":"74 1","pages":"327 - 342"},"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}
Pub Date : 2023-06-23DOI: 10.1177/00224871231181374
Fernando Núñez-Regueiro, Géraldine Escriva-Boulley, S. Azouaghe, Nadia Leroy, Santiago Núñez-Regueiro
Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis ( N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers’ wellbeing and thus limit attrition rates.
{"title":"“Motivated To Teach, but Stressed Out by Teacher Education”: A Content Analysis of Self-Reported Sources of Stress and Motivation Among Preservice Teachers","authors":"Fernando Núñez-Regueiro, Géraldine Escriva-Boulley, S. Azouaghe, Nadia Leroy, Santiago Núñez-Regueiro","doi":"10.1177/00224871231181374","DOIUrl":"https://doi.org/10.1177/00224871231181374","url":null,"abstract":"Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis ( N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers’ wellbeing and thus limit attrition rates.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42263435","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 : 2023-06-21DOI: 10.1177/00224871231180214
Jeremy Zelkowski, Tye G. Campbell, A. Moldavan
Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.
{"title":"The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations","authors":"Jeremy Zelkowski, Tye G. Campbell, A. Moldavan","doi":"10.1177/00224871231180214","DOIUrl":"https://doi.org/10.1177/00224871231180214","url":null,"abstract":"Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292815","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 : 2023-06-15DOI: 10.1177/00224871231180536
A. R. Firestone, Rebecca A. Cruz, Darcie Massey
Equity-centered preparation builds novice teachers’ capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators’ development of equity-centered practices. We examined 60 preservice teachers’ instruction prior to and following study group participation, embedded in a fieldwork support course, alongside related artifacts shared during weekly sessions. Using a convergent mixed-methods approach, we analyzed quantitative and qualitative data separately and then integrated findings using joint display analysis; in doing so, we generated meta-inferences regarding how teachers’ attitudes mediated growth in practice. We uncovered salient participatory experiences that influenced—and hindered—professional growth. Our findings have implications for programs interested in structuring professional learning in a manner that builds foundations for an equity-centered practice.
{"title":"Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context","authors":"A. R. Firestone, Rebecca A. Cruz, Darcie Massey","doi":"10.1177/00224871231180536","DOIUrl":"https://doi.org/10.1177/00224871231180536","url":null,"abstract":"Equity-centered preparation builds novice teachers’ capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators’ development of equity-centered practices. We examined 60 preservice teachers’ instruction prior to and following study group participation, embedded in a fieldwork support course, alongside related artifacts shared during weekly sessions. Using a convergent mixed-methods approach, we analyzed quantitative and qualitative data separately and then integrated findings using joint display analysis; in doing so, we generated meta-inferences regarding how teachers’ attitudes mediated growth in practice. We uncovered salient participatory experiences that influenced—and hindered—professional growth. Our findings have implications for programs interested in structuring professional learning in a manner that builds foundations for an equity-centered practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"343 - 358"},"PeriodicalIF":3.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226920","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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