Pub Date : 2022-07-12DOI: 10.1177/00224871221108993
Natalie R. Andzik, Stephanie N. Baker, K. Koehler
Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice teacher candidates and report on their experiences when selecting their university of choice, the barriers they faced, and the supports they received. Participants reported coming to their university because of cost, location, and reputation. They reported common barriers such as inability to work, caring for children, and lack of support or access to other resources. However, participants reported professors and external funding as the major factors that had helped them succeed. Implications about this diverse group of students are discussed.
{"title":"The Perceptions and Experiences of Nontraditional Students in Teacher Licensure Programs","authors":"Natalie R. Andzik, Stephanie N. Baker, K. Koehler","doi":"10.1177/00224871221108993","DOIUrl":"https://doi.org/10.1177/00224871221108993","url":null,"abstract":"Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice teacher candidates and report on their experiences when selecting their university of choice, the barriers they faced, and the supports they received. Participants reported coming to their university because of cost, location, and reputation. They reported common barriers such as inability to work, caring for children, and lack of support or access to other resources. However, participants reported professors and external funding as the major factors that had helped them succeed. Implications about this diverse group of students are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44879887","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 : 2022-07-12DOI: 10.1177/00224871221105814
Kevin C. Bastian, D. Lys, Waverly R. L. Whisenant
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates’ edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating teacher who is more familiar with performance assessments. Finally, we find that the relationships between student teaching environments and edTPA scores vary by characteristics of the candidate. This study reinforces prior work on the importance of learning environments to teacher development and the importance of preparation programs securing placements in high-quality learning environments. Our results may also have implications for the use of performance assessments by states and preparation programs.
{"title":"Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates’ Performance Assessment Scores","authors":"Kevin C. Bastian, D. Lys, Waverly R. L. Whisenant","doi":"10.1177/00224871221105814","DOIUrl":"https://doi.org/10.1177/00224871221105814","url":null,"abstract":"In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates’ edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating teacher who is more familiar with performance assessments. Finally, we find that the relationships between student teaching environments and edTPA scores vary by characteristics of the candidate. This study reinforces prior work on the importance of learning environments to teacher development and the importance of preparation programs securing placements in high-quality learning environments. Our results may also have implications for the use of performance assessments by states and preparation programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47797677","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 : 2022-07-11DOI: 10.1177/00224871221105813
Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen
We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.
{"title":"A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice","authors":"Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen","doi":"10.1177/00224871221105813","DOIUrl":"https://doi.org/10.1177/00224871221105813","url":null,"abstract":"We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874471","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 : 2022-07-11DOI: 10.1177/00224871221108642
Paul G. Fitchett, T. Heafner
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.
{"title":"Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement","authors":"Paul G. Fitchett, T. Heafner","doi":"10.1177/00224871221108642","DOIUrl":"https://doi.org/10.1177/00224871221108642","url":null,"abstract":"Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43258729","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 : 2022-07-08DOI: 10.1177/00224871221108645
Thomas H. Levine, Glenn Mitoma, D. Anagnostopoulos, René Roselle
Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.
{"title":"Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices","authors":"Thomas H. Levine, Glenn Mitoma, D. Anagnostopoulos, René Roselle","doi":"10.1177/00224871221108645","DOIUrl":"https://doi.org/10.1177/00224871221108645","url":null,"abstract":"Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43354980","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 : 2022-07-06DOI: 10.1177/00224871221105799
V. Bahrami, Mehrdad Hosseini
The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.
{"title":"Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research","authors":"V. Bahrami, Mehrdad Hosseini","doi":"10.1177/00224871221105799","DOIUrl":"https://doi.org/10.1177/00224871221105799","url":null,"abstract":"The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881392","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 : 2022-07-05DOI: 10.1177/00224871221105803
Christopher P. Brown, D. Ku, David P. Barry, K. Puckett
Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.
{"title":"Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession","authors":"Christopher P. Brown, D. Ku, David P. Barry, K. Puckett","doi":"10.1177/00224871221105803","DOIUrl":"https://doi.org/10.1177/00224871221105803","url":null,"abstract":"Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685382","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 : 2022-07-03DOI: 10.1177/00224871221105801
Z. Kaya, Osman Nafiz Kaya
The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected PSTs. Results revealed a range of the level of data richness of the PSTs’ LPs on PCK and five descriptive categories about the PSTs’ reasons for the richness of LP data on PCK. The study implies that researchers should consider the inclusion of the LP as a valid tool in their triangulation design; however, they should weigh the factors that influence the collection of rich data in their PCK studies to triangulate findings better to portray a holistic picture of PCK.
本研究的目的是:首先，检验职前科学教师(pst, N = 631)教案(lp)作为收集其教学内容知识(PCK)丰富数据来源的潜力;其次，定性地描述职前科学教师(pst)在其教学内容知识(PCK)的lp中数据丰富程度的原因。通过分析标题分析了pst的手写lp，并对随机选择的79名pst进行了半结构化访谈。结果揭示了pst在PCK上LP数据丰富程度的范围，以及pst在PCK上LP数据丰富程度的原因的五个描述性类别。研究表明，研究人员应该考虑将LP作为三角测量设计的有效工具;然而，他们应该权衡影响PCK研究中丰富数据收集的因素，以更好地三角测量结果，以描绘PCK的整体图景。
{"title":"Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans","authors":"Z. Kaya, Osman Nafiz Kaya","doi":"10.1177/00224871221105801","DOIUrl":"https://doi.org/10.1177/00224871221105801","url":null,"abstract":"The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected PSTs. Results revealed a range of the level of data richness of the PSTs’ LPs on PCK and five descriptive categories about the PSTs’ reasons for the richness of LP data on PCK. The study implies that researchers should consider the inclusion of the LP as a valid tool in their triangulation design; however, they should weigh the factors that influence the collection of rich data in their PCK studies to triangulate findings better to portray a holistic picture of PCK.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036780","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 : 2022-07-03DOI: 10.1177/00224871221105791
Emma C. Gargroetzi, Antero Garcia
This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teacher development in the realm of civics education.
{"title":"“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project","authors":"Emma C. Gargroetzi, Antero Garcia","doi":"10.1177/00224871221105791","DOIUrl":"https://doi.org/10.1177/00224871221105791","url":null,"abstract":"This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teacher development in the realm of civics education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093798","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 : 2022-07-03DOI: 10.1177/00224871221105807
Megan Guise, Eric Ambroso, Katie Paulding, Courtney Moore, Sarah Hegg
This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support.
{"title":"Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?","authors":"Megan Guise, Eric Ambroso, Katie Paulding, Courtney Moore, Sarah Hegg","doi":"10.1177/00224871221105807","DOIUrl":"https://doi.org/10.1177/00224871221105807","url":null,"abstract":"This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257448","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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