Pub Date : 2023-04-17DOI: 10.1177/00224871231165478
Scott Kissau, K. Davin, Kristen Moore
Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward, little is known about this program and the extent to which it meets the needs of Cherokee language teacher candidates. In response, we conducted a year-long case study to chronicle the experiences of a Cherokee language teacher as he completes this program. Results confirmed that teachers of Indigenous languages may still be developing language proficiency and may lack resources, rendering instruction more challenging. Findings also shed light on beneficial program characteristics (e.g., attention to lesson and unit plan design) and emphasized the need for greater involvement of the Indigenous community in teacher preparation programs.
{"title":"Preparing Cherokee Language Teachers: Lessons Learned From an Innovative Licensure Program","authors":"Scott Kissau, K. Davin, Kristen Moore","doi":"10.1177/00224871231165478","DOIUrl":"https://doi.org/10.1177/00224871231165478","url":null,"abstract":"Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward, little is known about this program and the extent to which it meets the needs of Cherokee language teacher candidates. In response, we conducted a year-long case study to chronicle the experiences of a Cherokee language teacher as he completes this program. Results confirmed that teachers of Indigenous languages may still be developing language proficiency and may lack resources, rendering instruction more challenging. Findings also shed light on beneficial program characteristics (e.g., attention to lesson and unit plan design) and emphasized the need for greater involvement of the Indigenous community in teacher preparation programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45357164","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 : 2023-04-02DOI: 10.1177/00224871231162295
Colin Cramer, Christopher R. Brown, D. Aldridge
The present work discusses the relevance of meta-reflexivity, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an essential element characterizing the act of teaching. Inherent rationales of specific theories and empirical findings are made explicit, thus creating a referential framework for situation-specific interpretations and professional action. Based on a theoretical reconstruction, we propose meta-reflexivity as an essential element of pedagogic practice and, consequently, teacher professionalism. Such professionalism is characterized by teachers being able to undertake exemplary-typifying interpretations of situations, based on a deep understanding of multiple approaches. While assessing specific situations in school, a teacher can refer to these interpretations. Possible principles of a meta-reflexive teacher education are proposed that can potentially enrich the practice of teacher education for a future-proof profession.
{"title":"Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession","authors":"Colin Cramer, Christopher R. Brown, D. Aldridge","doi":"10.1177/00224871231162295","DOIUrl":"https://doi.org/10.1177/00224871231162295","url":null,"abstract":"The present work discusses the relevance of meta-reflexivity, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an essential element characterizing the act of teaching. Inherent rationales of specific theories and empirical findings are made explicit, thus creating a referential framework for situation-specific interpretations and professional action. Based on a theoretical reconstruction, we propose meta-reflexivity as an essential element of pedagogic practice and, consequently, teacher professionalism. Such professionalism is characterized by teachers being able to undertake exemplary-typifying interpretations of situations, based on a deep understanding of multiple approaches. While assessing specific situations in school, a teacher can refer to these interpretations. Possible principles of a meta-reflexive teacher education are proposed that can potentially enrich the practice of teacher education for a future-proof profession.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"467 - 480"},"PeriodicalIF":3.9,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162973","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 : 2023-03-09DOI: 10.1177/00224871231156371
Sarah M. Lupo, Katherine K. Frankel, Mark A. Lewis, Alina Wilson
There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators’ beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students’ situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research.
{"title":"Literacy Intervention in Secondary Schools: Exploring Educators’ Beliefs and Practices about Supporting Adolescents’ Literacy Learning","authors":"Sarah M. Lupo, Katherine K. Frankel, Mark A. Lewis, Alina Wilson","doi":"10.1177/00224871231156371","DOIUrl":"https://doi.org/10.1177/00224871231156371","url":null,"abstract":"There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators’ beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students’ situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65203878","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 : 2023-03-03DOI: 10.1177/00224871231157327
J. Richards
Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, is highly contextualized and often fleeting. This study conceptualizes and examines what functioned as “resources for responsiveness” within and across nine sustained cases of responsiveness in three science teachers’ inquiry-oriented classrooms. Analyses demonstrated how a diverse range of personal, social, and material/structural resources facilitated teachers’ responsiveness, with some commonalities but also much variation across teachers. These findings contribute to the field’s understanding of what may support teachers’ attention and responsiveness to student thinking and suggest the importance of (a) responsiveness in the design and facilitation of professional learning and (b) increased attention to teachers’ affect.
{"title":"Exploring Resources for Responsiveness to Student Thinking in Practice","authors":"J. Richards","doi":"10.1177/00224871231157327","DOIUrl":"https://doi.org/10.1177/00224871231157327","url":null,"abstract":"Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, is highly contextualized and often fleeting. This study conceptualizes and examines what functioned as “resources for responsiveness” within and across nine sustained cases of responsiveness in three science teachers’ inquiry-oriented classrooms. Analyses demonstrated how a diverse range of personal, social, and material/structural resources facilitated teachers’ responsiveness, with some commonalities but also much variation across teachers. These findings contribute to the field’s understanding of what may support teachers’ attention and responsiveness to student thinking and suggest the importance of (a) responsiveness in the design and facilitation of professional learning and (b) increased attention to teachers’ affect.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"481 - 494"},"PeriodicalIF":3.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036264","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 : 2023-03-01DOI: 10.1177/00224871231160384
C. Sleeter
In this article, Sleeter reflects on her previous article, “An Invitation to Support Diverse Students through Teacher Education.” She argues that her earlier recommendations are still valid, but changing conditions have lent them greater urgency. Research has made clear the positive impact of culturally relevant curriculum and pedagogy on students of color. Although White teachers still dominate the profession, White students are no longer in the majority. But schools are still highly racially segregated, with unequal access to resources, and school closures coupled with increased online education have only widened racial gaps. Because of these conditions, she argues that public education needs federal leadership.
{"title":"Support for Diverse Students Through Teacher Education Still Needs Presidential Leadership","authors":"C. Sleeter","doi":"10.1177/00224871231160384","DOIUrl":"https://doi.org/10.1177/00224871231160384","url":null,"abstract":"In this article, Sleeter reflects on her previous article, “An Invitation to Support Diverse Students through Teacher Education.” She argues that her earlier recommendations are still valid, but changing conditions have lent them greater urgency. Research has made clear the positive impact of culturally relevant curriculum and pedagogy on students of color. Although White teachers still dominate the profession, White students are no longer in the majority. But schools are still highly racially segregated, with unequal access to resources, and school closures coupled with increased online education have only widened racial gaps. Because of these conditions, she argues that public education needs federal leadership.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"188 - 190"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41461859","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 : 2023-03-01DOI: 10.1177/00224871231160373
Marilyn Cochran-Smith
This article is a rejoinder, some 20 years later, to a JTE editorial, titled “The Problem of Teacher Education.” The previous piece suggested that in response to unprecedented attention by high-level policy makers to “fixing” the “broken” system of teacher education, teacher education was treated as what I called a “policy problem” during the late 1990s and 2000s From this perspective, the goal was to identify which of the broad aspects of teacher education that could be controlled by policymakers was most likely to have a positive impact on teacher quality, defined primarily in terms of teachers’ effectiveness at producing a strong workforce for the new economy. In this new article, the author argues that now—during the 2020s—teacher education should be constructed as an “equity problem.” This means acknowledging that, despite many important and powerful multicultural and other initiatives over the last two decades, dominant educational and social policies, practices, and frames coupled with deeply institutionalized and intransigent racism, linguicism, and homophobia continue to produce educational inequality and inequity and continue to impede the recognition and representation of minoritized groups in determining shared educational values and purposes. A short list of contemporary scholarship and preparation programs/projects that construct teacher education as an “equity problem” is included.
{"title":"What’s the “Problem of Teacher Education” in the 2020s?","authors":"Marilyn Cochran-Smith","doi":"10.1177/00224871231160373","DOIUrl":"https://doi.org/10.1177/00224871231160373","url":null,"abstract":"This article is a rejoinder, some 20 years later, to a JTE editorial, titled “The Problem of Teacher Education.” The previous piece suggested that in response to unprecedented attention by high-level policy makers to “fixing” the “broken” system of teacher education, teacher education was treated as what I called a “policy problem” during the late 1990s and 2000s From this perspective, the goal was to identify which of the broad aspects of teacher education that could be controlled by policymakers was most likely to have a positive impact on teacher quality, defined primarily in terms of teachers’ effectiveness at producing a strong workforce for the new economy. In this new article, the author argues that now—during the 2020s—teacher education should be constructed as an “equity problem.” This means acknowledging that, despite many important and powerful multicultural and other initiatives over the last two decades, dominant educational and social policies, practices, and frames coupled with deeply institutionalized and intransigent racism, linguicism, and homophobia continue to produce educational inequality and inequity and continue to impede the recognition and representation of minoritized groups in determining shared educational values and purposes. A short list of contemporary scholarship and preparation programs/projects that construct teacher education as an “equity problem” is included.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"127 - 130"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531147","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 : 2023-03-01DOI: 10.1177/00224871231160377
L. Orland‐Barak
In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.
{"title":"Lost in Translation in the Study of Mentoring 17 Years Later","authors":"L. Orland‐Barak","doi":"10.1177/00224871231160377","DOIUrl":"https://doi.org/10.1177/00224871231160377","url":null,"abstract":"In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"140 - 143"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849457","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 : 2023-03-01DOI: 10.1177/00224871231161452
A. Goodwin
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and control, (d) sufficient time, (e) energy, (f) effective communication, (g) resources, (h) leadership, and (i) ongoing evaluation. The analysis resulted in the identification of three additional factors that support successful collaboration: (a) levels of collaboration, (b) continual redefinition, and (c) avoidance of interinstitutional conflicts.
{"title":"Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage","authors":"A. Goodwin","doi":"10.1177/00224871231161452","DOIUrl":"https://doi.org/10.1177/00224871231161452","url":null,"abstract":"This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and control, (d) sufficient time, (e) energy, (f) effective communication, (g) resources, (h) leadership, and (i) ongoing evaluation. The analysis resulted in the identification of three additional factors that support successful collaboration: (a) levels of collaboration, (b) continual redefinition, and (c) avoidance of interinstitutional conflicts.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"160 - 166"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144535","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 : 2023-03-01DOI: 10.1177/00224871231160376
Gretchen McAllister
After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough.
{"title":"Rejoinder to The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers’ Beliefs","authors":"Gretchen McAllister","doi":"10.1177/00224871231160376","DOIUrl":"https://doi.org/10.1177/00224871231160376","url":null,"abstract":"After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"200 - 201"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465381","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 : 2023-03-01DOI: 10.1177/00224871231160401
Kenneth M. Zeichner
This paper provides an analysis of how work on practice-based teacher education has evolved and remained the same since 2012.
本文分析了自2012年以来，基于实践的教师教育工作是如何演变和保持不变的。
{"title":"The “Turn Once Again Toward Practice-Based Teacher Education” Revisited","authors":"Kenneth M. Zeichner","doi":"10.1177/00224871231160401","DOIUrl":"https://doi.org/10.1177/00224871231160401","url":null,"abstract":"This paper provides an analysis of how work on practice-based teacher education has evolved and remained the same since 2012.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"178 - 180"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534098","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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