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 : 2023-09-30DOI: 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 : 2023-09-27DOI: 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}
Pub Date : 2023-09-25DOI: 10.1177/00224871231200276
Tal Carmi
Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor–teachers’ work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that accomplished mentor-teachers promoted and their practices and found four mentoring styles that characterized these mentors. After, it interrogated how the mentoring styles interrelated with three distinct visions of teacher professionalism (teachers as intellectuals, craftspeople, or artists). Findings challenge the idea that mentor-teachers’ work can be evaluated as either advancing or degrading teacher professionalism. The study questions this framing of mentoring literature and suggests that a bipolar logic could mislead us to forsake essential aspects of mentoring, for instance, ones associated with apprenticeship relations. The study concludes by offering to replace the bipolar logic with a more balanced consideration of the different aspects of teacher mentoring.
{"title":"Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession","authors":"Tal Carmi","doi":"10.1177/00224871231200276","DOIUrl":"https://doi.org/10.1177/00224871231200276","url":null,"abstract":"Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor–teachers’ work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that accomplished mentor-teachers promoted and their practices and found four mentoring styles that characterized these mentors. After, it interrogated how the mentoring styles interrelated with three distinct visions of teacher professionalism (teachers as intellectuals, craftspeople, or artists). Findings challenge the idea that mentor-teachers’ work can be evaluated as either advancing or degrading teacher professionalism. The study questions this framing of mentoring literature and suggests that a bipolar logic could mislead us to forsake essential aspects of mentoring, for instance, ones associated with apprenticeship relations. The study concludes by offering to replace the bipolar logic with a more balanced consideration of the different aspects of teacher mentoring.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815558","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 : 2023-09-25DOI: 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":"53 1","pages":"0"},"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":"33 1","pages":"0"},"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":"187 1","pages":"0"},"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":"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}
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