Pub Date : 2022-08-18DOI: 10.1080/1547688X.2022.2104982
J. Bell, Christina L Wilcoxen, A. Steiner
ABSTRACT This evaluative case study explores how mentors or coaches, called Associates, support beginning in-service teachers in developing reflective teaching practices, as well as which practices are most effective in supporting beginning teachers. Using a definition of effective reflective practice and a tool for gauging progress toward becoming a reflective practitioner taken from previous research, researchers conducted an evaluative case study of one Associate and two beginning teachers across two school years. Findings suggest Associates should meet beginning teachers where they are on the reflective continuum. Implications include that Associates need meaningful professional development to support teachers in growing as reflective practitioners.
{"title":"Mentoring and Coaching through Induction to Develop Reflective Practices in Beginning Teachers","authors":"J. Bell, Christina L Wilcoxen, A. Steiner","doi":"10.1080/1547688X.2022.2104982","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2104982","url":null,"abstract":"ABSTRACT This evaluative case study explores how mentors or coaches, called Associates, support beginning in-service teachers in developing reflective teaching practices, as well as which practices are most effective in supporting beginning teachers. Using a definition of effective reflective practice and a tool for gauging progress toward becoming a reflective practitioner taken from previous research, researchers conducted an evaluative case study of one Associate and two beginning teachers across two school years. Findings suggest Associates should meet beginning teachers where they are on the reflective continuum. Implications include that Associates need meaningful professional development to support teachers in growing as reflective practitioners.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123013130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1547688X.2022.2096948
Shea N. Kerkhoff, Nadia Behizadeh, E. Olan
ABSTRACT In this article, we reflect on pedagogy we implemented to help teachers enact praxis in their classrooms. We explore how our own classroom spaces inadvertently reified banking education and ways we can disrupt the “schoolishness of school” in teacher preparation. We share a series of reflective vignettes from each author followed by a collaboratively written discussion with hope that readers will also explore their culturally relevant instruction and guide teachers to go beyond awareness of students’ ethnic and cultural diversity to achieve authentic commitment to educational equity and justice.
{"title":"Moving toward Praxis: Disrupting the Banking Model in English Teacher Education","authors":"Shea N. Kerkhoff, Nadia Behizadeh, E. Olan","doi":"10.1080/1547688X.2022.2096948","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2096948","url":null,"abstract":"ABSTRACT In this article, we reflect on pedagogy we implemented to help teachers enact praxis in their classrooms. We explore how our own classroom spaces inadvertently reified banking education and ways we can disrupt the “schoolishness of school” in teacher preparation. We share a series of reflective vignettes from each author followed by a collaboratively written discussion with hope that readers will also explore their culturally relevant instruction and guide teachers to go beyond awareness of students’ ethnic and cultural diversity to achieve authentic commitment to educational equity and justice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131272968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1547688X.2022.2098438
Erin Hogan, Colleen Gannon, M. Anthony, Virginia L. Byrne, Neil Dhingra
ABSTRACT The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that 1) representations and 2) approximations of practice could be adapted with minimal disruption. However, 3) enactments could be transitioned only with loss and cascading effects that impacted 4) reflections on practice. These findings can promote teacher educators’ awareness of how to create intentionally designed online practice-based teacher education courses.
{"title":"Transfer, Adaptation, and Loss in Practice-Based Teacher Education Amidst COVID-19","authors":"Erin Hogan, Colleen Gannon, M. Anthony, Virginia L. Byrne, Neil Dhingra","doi":"10.1080/1547688X.2022.2098438","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2098438","url":null,"abstract":"ABSTRACT The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that 1) representations and 2) approximations of practice could be adapted with minimal disruption. However, 3) enactments could be transitioned only with loss and cascading effects that impacted 4) reflections on practice. These findings can promote teacher educators’ awareness of how to create intentionally designed online practice-based teacher education courses.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126720872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1547688X.2022.2085831
B. Brady
ABSTRACT LGBTQ+ teachers are an understudied and overlooked population in educational research, especially in the nascent field of international teacher studies. International teachers must contend with new kinds of precarity than they are used to in their home countries, and these kinds of precarity are more threatening to LGBTQ+ and BIPOC teachers. This paper is a call to recognize not only the experiences of LGBTQ+ teachers in the international teaching community, but also the heteronormative and racial biases that come into play in the hiring of teachers, both in the United States and international schools.
{"title":"“We Think You’ll Make a Great Fit”: Navigating the Precarity of Being a Gay International Teacher","authors":"B. Brady","doi":"10.1080/1547688X.2022.2085831","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2085831","url":null,"abstract":"ABSTRACT LGBTQ+ teachers are an understudied and overlooked population in educational research, especially in the nascent field of international teacher studies. International teachers must contend with new kinds of precarity than they are used to in their home countries, and these kinds of precarity are more threatening to LGBTQ+ and BIPOC teachers. This paper is a call to recognize not only the experiences of LGBTQ+ teachers in the international teaching community, but also the heteronormative and racial biases that come into play in the hiring of teachers, both in the United States and international schools.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125399000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1547688X.2022.2097753
Catherine Lammert, Susan Tily
ABSTRACT The purpose of this qualitative design-based study was to use peer coaching as an intervention to encourage preservice teachers (PTs) to enact adaptive teaching. Twenty PTs were instructed in the use of a reflective model for peer coaching. Then, co-teaching in pairs, PTs taught using a curricular model requiring adaptiveness, and they provided one another with feedback. Data sources included field observations, assignments, and the PTs’ coauthored teaching plans and reflections. Analysis revealed both successes and tensions. Findings show that in the case of two PT pairs (20% of participants) evaluative feedback between peer coaches and imbalances in content knowledge strained their relationships. However, peer coaching was successful for most PT pairs. Implications suggest that appropriately structured peer coaching has curricular, professional, and student affordances.
{"title":"Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education","authors":"Catherine Lammert, Susan Tily","doi":"10.1080/1547688X.2022.2097753","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2097753","url":null,"abstract":"ABSTRACT The purpose of this qualitative design-based study was to use peer coaching as an intervention to encourage preservice teachers (PTs) to enact adaptive teaching. Twenty PTs were instructed in the use of a reflective model for peer coaching. Then, co-teaching in pairs, PTs taught using a curricular model requiring adaptiveness, and they provided one another with feedback. Data sources included field observations, assignments, and the PTs’ coauthored teaching plans and reflections. Analysis revealed both successes and tensions. Findings show that in the case of two PT pairs (20% of participants) evaluative feedback between peer coaches and imbalances in content knowledge strained their relationships. However, peer coaching was successful for most PT pairs. Implications suggest that appropriately structured peer coaching has curricular, professional, and student affordances.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126212518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1080/1547688X.2022.2055249
Stephanie M. Moody, Zohreh R. Eslami, Li-Jen Kuo
ABSTRACT Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE program influenced their recognition and interpretation of core practices for L2 writing instruction within clinical teaching contexts. Findings showed that the preservice teachers PSTs recognized more practical than conceptual tools, and suffered from a lack of theoretical understandings in their interpretations. Implications for future research and teacher education are provided.
{"title":"Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences","authors":"Stephanie M. Moody, Zohreh R. Eslami, Li-Jen Kuo","doi":"10.1080/1547688X.2022.2055249","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2055249","url":null,"abstract":"ABSTRACT Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE program influenced their recognition and interpretation of core practices for L2 writing instruction within clinical teaching contexts. Findings showed that the preservice teachers PSTs recognized more practical than conceptual tools, and suffered from a lack of theoretical understandings in their interpretations. Implications for future research and teacher education are provided.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123279676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/1547688X.2022.2055248
Phyllis M. Robertson, Karen McCaleb, L. McFarland
ABSTRACT Despite evidence that inclusion is a research-based practice for students with extensive support needs (ESN), such students are often denied access to meaningful instruction in general education. This article describes an interdisciplinary program that prepares educators to serve all students, including those with low-incidence disabilities, in inclusive environments. Results of the needs assessment that informed program development are shared along with a description of the program model and its implementation. The goal is to ensure that candidates are equipped to not only comply with legal mandates but also meet the social justice intent of Individuals with Disabilities Education Act.
{"title":"Preparing All Educators to Serve Students with Extensive Support Needs: An Interdisciplinary Approach","authors":"Phyllis M. Robertson, Karen McCaleb, L. McFarland","doi":"10.1080/1547688X.2022.2055248","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2055248","url":null,"abstract":"ABSTRACT Despite evidence that inclusion is a research-based practice for students with extensive support needs (ESN), such students are often denied access to meaningful instruction in general education. This article describes an interdisciplinary program that prepares educators to serve all students, including those with low-incidence disabilities, in inclusive environments. Results of the needs assessment that informed program development are shared along with a description of the program model and its implementation. The goal is to ensure that candidates are equipped to not only comply with legal mandates but also meet the social justice intent of Individuals with Disabilities Education Act.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114011488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-18DOI: 10.1080/1547688X.2022.2038746
Megan Guise, Sarah Hegg, Chance Hoellwarth, M. O'shea
ABSTRACT Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing – one component of coteaching – where coteachers collaboratively analyze the results of student assessments and determine instructional next steps. Through a review of coassessing literature and analyses of coassessing videos, we developed a coassessing rubric to support coassessing implementation. We describe the methods used to develop the coassessing rubric and outline the use of the rubric as a resource for advancing coassessing practice.
{"title":"Support for Coteaching in Clinical Practice: The Development and Use of a Coassessing Rubric for Collaboratively Analyzing Student Learning","authors":"Megan Guise, Sarah Hegg, Chance Hoellwarth, M. O'shea","doi":"10.1080/1547688X.2022.2038746","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2038746","url":null,"abstract":"ABSTRACT Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing – one component of coteaching – where coteachers collaboratively analyze the results of student assessments and determine instructional next steps. Through a review of coassessing literature and analyses of coassessing videos, we developed a coassessing rubric to support coassessing implementation. We describe the methods used to develop the coassessing rubric and outline the use of the rubric as a resource for advancing coassessing practice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126050349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1080/1547688X.2022.2044099
B. Dyson, Yanhua Shen, M. Hemphill
ABSTRACT The purpose of this paper was to investigate school educators’ perspectives on Restorative Practices (RP) in Aotearoa, New Zealand elementary schools. Based on a case study design, this study collected qualitative data by interviewing and observing elementary teachers and principals. Five themes were drawn from the data: showing empathy, making decisions, managing emotions, building relationships, and empowering students. The findings indicate that RP are effective pedagogical practices that facilitate social and emotional learning and provide an alternative to zero-tolerance discipline in elementary schools. We argue teachers’ and principals’ voices can inspire and inform future directions of school-based SEL programs and interventions grounded in RP. This paper provides evidence from educators that discipline policies can be changed from punitive to proactive Restorative Practice.
{"title":"School Educators’ Perspectives on Restorative Practices in Aotearoa, New Zealand Elementary Schools","authors":"B. Dyson, Yanhua Shen, M. Hemphill","doi":"10.1080/1547688X.2022.2044099","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2044099","url":null,"abstract":"ABSTRACT The purpose of this paper was to investigate school educators’ perspectives on Restorative Practices (RP) in Aotearoa, New Zealand elementary schools. Based on a case study design, this study collected qualitative data by interviewing and observing elementary teachers and principals. Five themes were drawn from the data: showing empathy, making decisions, managing emotions, building relationships, and empowering students. The findings indicate that RP are effective pedagogical practices that facilitate social and emotional learning and provide an alternative to zero-tolerance discipline in elementary schools. We argue teachers’ and principals’ voices can inspire and inform future directions of school-based SEL programs and interventions grounded in RP. This paper provides evidence from educators that discipline policies can be changed from punitive to proactive Restorative Practice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"36 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114112993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-19DOI: 10.1080/1547688X.2022.2035473
Laura Álvarez, Sarah Capitelli, Guadalupe Valdés, Marguerite L. De Loney
ABSTRACT Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th grade teachers to pilot inquiry-based science units designed for linguistically diverse classrooms. Through our analysis of classroom videos and teacher interviews, we surfaced ways teachers used the curriculum to create affordances for emergent multilingual students’ language use and development, as well as tensions and recurrent “missed affordances” that emerged in their practice.
{"title":"Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science","authors":"Laura Álvarez, Sarah Capitelli, Guadalupe Valdés, Marguerite L. De Loney","doi":"10.1080/1547688X.2022.2035473","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2035473","url":null,"abstract":"ABSTRACT Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th grade teachers to pilot inquiry-based science units designed for linguistically diverse classrooms. Through our analysis of classroom videos and teacher interviews, we surfaced ways teachers used the curriculum to create affordances for emergent multilingual students’ language use and development, as well as tensions and recurrent “missed affordances” that emerged in their practice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121633101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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