Pub Date : 2022-12-30DOI: 10.1177/00224871221142842
Jamie N. Mikeska, Heather Howell, Devon Kinsey
Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.
{"title":"Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?","authors":"Jamie N. Mikeska, Heather Howell, Devon Kinsey","doi":"10.1177/00224871221142842","DOIUrl":"https://doi.org/10.1177/00224871221142842","url":null,"abstract":"Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"422 - 436"},"PeriodicalIF":3.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65203869","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 : 2022-12-30DOI: 10.1177/00224871221142845
Catherine J. Michener, Sora Suh
This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.
{"title":"The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts","authors":"Catherine J. Michener, Sora Suh","doi":"10.1177/00224871221142845","DOIUrl":"https://doi.org/10.1177/00224871221142845","url":null,"abstract":"This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"398 - 412"},"PeriodicalIF":3.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45794752","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 : 2022-12-24DOI: 10.1177/00224871221143124
Nicholas Kochmanski, P. Cobb
A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers’ current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students’ learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching.
{"title":"Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching","authors":"Nicholas Kochmanski, P. Cobb","doi":"10.1177/00224871221143124","DOIUrl":"https://doi.org/10.1177/00224871221143124","url":null,"abstract":"A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers’ current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students’ learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"437 - 450"},"PeriodicalIF":3.9,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44966664","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 : 2022-12-21DOI: 10.1177/00224871221142843
S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.
{"title":"Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching","authors":"S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace","doi":"10.1177/00224871221142843","DOIUrl":"https://doi.org/10.1177/00224871221142843","url":null,"abstract":"Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"274 - 287"},"PeriodicalIF":3.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818568","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 : 2022-12-05DOI: 10.1177/00224871221137622
Valerie Hill-Jackson, C. Craig
In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that
{"title":"(Re)Constructing Teacher Knowledge: Old Quests for New Reform","authors":"Valerie Hill-Jackson, C. Craig","doi":"10.1177/00224871221137622","DOIUrl":"https://doi.org/10.1177/00224871221137622","url":null,"abstract":"In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"5 - 9"},"PeriodicalIF":3.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48038235","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 : 2022-11-04DOI: 10.1177/00224871221130742
A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi
With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.
{"title":"Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study","authors":"A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi","doi":"10.1177/00224871221130742","DOIUrl":"https://doi.org/10.1177/00224871221130742","url":null,"abstract":"With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"260 - 273"},"PeriodicalIF":3.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299522","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 : 2022-09-30DOI: 10.1177/00224871221123724
Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson
Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.
{"title":"Agents, Agency, and Teacher Education","authors":"Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson","doi":"10.1177/00224871221123724","DOIUrl":"https://doi.org/10.1177/00224871221123724","url":null,"abstract":"Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 1","pages":"445 - 448"},"PeriodicalIF":3.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768398","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 : 2022-09-21DOI: 10.1177/00224871221121767
S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.
{"title":"Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development","authors":"S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt","doi":"10.1177/00224871221121767","DOIUrl":"https://doi.org/10.1177/00224871221121767","url":null,"abstract":"Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574066","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 : 2022-09-14DOI: 10.1177/00224871221121278
A. R. Firestone, Rebecca A. Cruz
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression analyses, and open-ended items, coded to identify key themes. Results indicated that special educators generally had low perceptions of preparedness to support students with internalizing needs. In addition, we found that participants possessed critical misconceptions about research-based practices for supporting students with these needs in the school context, and that differences in perceptions of preparedness were associated with teachers’ race and the grade level at which they taught.
{"title":"“It’s Not Easy, But It Needs to Be Done”: Educators’ Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs","authors":"A. R. Firestone, Rebecca A. Cruz","doi":"10.1177/00224871221121278","DOIUrl":"https://doi.org/10.1177/00224871221121278","url":null,"abstract":"This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression analyses, and open-ended items, coded to identify key themes. Results indicated that special educators generally had low perceptions of preparedness to support students with internalizing needs. In addition, we found that participants possessed critical misconceptions about research-based practices for supporting students with these needs in the school context, and that differences in perceptions of preparedness were associated with teachers’ race and the grade level at which they taught.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"245 - 259"},"PeriodicalIF":3.9,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692094","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 : 2022-09-13DOI: 10.1177/00224871221121285
S. Sanders-Smith, A. Olguín, Kutasha Bryan-Silva
Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.
{"title":"Pushing Through: Developing Teacher Identity Under Times of Crisis","authors":"S. Sanders-Smith, A. Olguín, Kutasha Bryan-Silva","doi":"10.1177/00224871221121285","DOIUrl":"https://doi.org/10.1177/00224871221121285","url":null,"abstract":"Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"359 - 370"},"PeriodicalIF":3.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619010","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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