Pub Date : 2023-09-27DOI: 10.1080/20004508.2023.2260613
Fjolla Kaçaniku
Examining quality in teacher education is considered a complex task. One dimension of this complexity is examining teacher educators as key stakeholders in ensuring quality teacher education. However, the influence of teacher educators towards quality teacher education seems to be still under-researched. The theoretical framework on academic tribes and territories is employed to investigate how teacher educators' affiliations and scholarly domains lead a quality teacher education. This is a qualitative study reporting on 40 interviews conducted with teacher educators and management staff over three data collection stages in initial teacher education institutions in Kosovo. Teacher educators leading quality teacher education is characterised by many tensions and contradictions that originate in their professional embeddedness. The study endorses systematic interventions that require institutions to recruit and support teacher educators to have: wide-ranging roles that move beyond teaching, competencies to enact contemporary study programmes that facilitate research-based approaches, and open-minded views that promote interdisciplinary collaborations.
{"title":"Quality initial teacher education in the grip of teacher educator ‘academic tribes and territories’","authors":"Fjolla Kaçaniku","doi":"10.1080/20004508.2023.2260613","DOIUrl":"https://doi.org/10.1080/20004508.2023.2260613","url":null,"abstract":"Examining quality in teacher education is considered a complex task. One dimension of this complexity is examining teacher educators as key stakeholders in ensuring quality teacher education. However, the influence of teacher educators towards quality teacher education seems to be still under-researched. The theoretical framework on academic tribes and territories is employed to investigate how teacher educators' affiliations and scholarly domains lead a quality teacher education. This is a qualitative study reporting on 40 interviews conducted with teacher educators and management staff over three data collection stages in initial teacher education institutions in Kosovo. Teacher educators leading quality teacher education is characterised by many tensions and contradictions that originate in their professional embeddedness. The study endorses systematic interventions that require institutions to recruit and support teacher educators to have: wide-ranging roles that move beyond teaching, competencies to enact contemporary study programmes that facilitate research-based approaches, and open-minded views that promote interdisciplinary collaborations.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535362","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 : 2023-09-27DOI: 10.1080/20004508.2023.2262204
Artëm Ingmar Benediktsson
Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diverse cultural backgrounds and to create empowering learning environments. This paper presents findings from a qualitative study with Icelandic Master’s students who completed most courses included in their teacher education programme and had various work experience from compulsory schools in Iceland. The primary goals were to examine challenges and dilemmas that the student teachers faced when implementing different types of educational assessment of newly arrived schoolchildren and to analyse whether the teaching practices described by them align with theoretical tenets of culturally relevant and sustaining teaching. The findings indicated that, although the participants were willing to promote cultural pluralism, they were limited by their lack of theoretical and practical knowledge of relevant teaching and assessment practices. The study sheds light on some gaps in teacher education programmes in Iceland and suggests possible ways of addressing them.
{"title":"Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices","authors":"Artëm Ingmar Benediktsson","doi":"10.1080/20004508.2023.2262204","DOIUrl":"https://doi.org/10.1080/20004508.2023.2262204","url":null,"abstract":"Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diverse cultural backgrounds and to create empowering learning environments. This paper presents findings from a qualitative study with Icelandic Master’s students who completed most courses included in their teacher education programme and had various work experience from compulsory schools in Iceland. The primary goals were to examine challenges and dilemmas that the student teachers faced when implementing different types of educational assessment of newly arrived schoolchildren and to analyse whether the teaching practices described by them align with theoretical tenets of culturally relevant and sustaining teaching. The findings indicated that, although the participants were willing to promote cultural pluralism, they were limited by their lack of theoretical and practical knowledge of relevant teaching and assessment practices. The study sheds light on some gaps in teacher education programmes in Iceland and suggests possible ways of addressing them.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535932","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 : 2023-09-24DOI: 10.1080/20004508.2023.2258660
Song A. An, Daniel A. Tillman, Alyse C. Hachey, Karime Smith
This study accumulated empirical evidence pertaining to preservice teachers’ (n = 62) reasoning processes while choreographing group formations with embedded algebra tasks. The activities were designed to facilitate examination of the potential pedagogical connections between choreographing formation and mathematics, with particular emphasis on creating geometrical formation designs accompanied by corresponding algebraic equations. This study used a reflective thematic analysis to investigate the experiences and sense-making of participants during the choreography activity and related reflection. Analysis of the results revealed that the participants recognised and utilised a multiplicity of connections pertaining to the complexity of the formations and mathematical factors within the equations. This study verified that the participants were able to employ mathematical patterns of increasing levels of complexity to generate original and creative choreography designs for group formations, while completing embedded algebraic tasks. The strategies of developing choreographic positions employed by the participants revealed that mathematical models, especially those using a combination of algebra and geometry, can be useful for designing structural arrangements that are capable of flexibility and change.
{"title":"Choreographing complexity: investigation of elementary preservice teachers’ quantitative manipulation in large group formations","authors":"Song A. An, Daniel A. Tillman, Alyse C. Hachey, Karime Smith","doi":"10.1080/20004508.2023.2258660","DOIUrl":"https://doi.org/10.1080/20004508.2023.2258660","url":null,"abstract":"This study accumulated empirical evidence pertaining to preservice teachers’ (n = 62) reasoning processes while choreographing group formations with embedded algebra tasks. The activities were designed to facilitate examination of the potential pedagogical connections between choreographing formation and mathematics, with particular emphasis on creating geometrical formation designs accompanied by corresponding algebraic equations. This study used a reflective thematic analysis to investigate the experiences and sense-making of participants during the choreography activity and related reflection. Analysis of the results revealed that the participants recognised and utilised a multiplicity of connections pertaining to the complexity of the formations and mathematical factors within the equations. This study verified that the participants were able to employ mathematical patterns of increasing levels of complexity to generate original and creative choreography designs for group formations, while completing embedded algebraic tasks. The strategies of developing choreographic positions employed by the participants revealed that mathematical models, especially those using a combination of algebra and geometry, can be useful for designing structural arrangements that are capable of flexibility and change.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924512","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 : 2023-08-09DOI: 10.1080/20004508.2023.2244136
David Baidoo-Anu, A. Rasooli, Christopher DeLuca, Liying Cheng
{"title":"Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives","authors":"David Baidoo-Anu, A. Rasooli, Christopher DeLuca, Liying Cheng","doi":"10.1080/20004508.2023.2244136","DOIUrl":"https://doi.org/10.1080/20004508.2023.2244136","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45439693","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 : 2023-07-18DOI: 10.1080/20004508.2023.2234649
Sara Carlbaum, Joakim Lindgren, Malin Benerdal, Linda Rönnberg
{"title":"The local market makers: Swedish municipalities as preschool quasi-market organisers","authors":"Sara Carlbaum, Joakim Lindgren, Malin Benerdal, Linda Rönnberg","doi":"10.1080/20004508.2023.2234649","DOIUrl":"https://doi.org/10.1080/20004508.2023.2234649","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42194711","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 : 2023-07-08DOI: 10.1080/20004508.2023.2232582
Hanna Hofverberg, E. Sigurdson
{"title":"Who controls the learning environments? A critical inquiry of national policy of school architecture in Sweden","authors":"Hanna Hofverberg, E. Sigurdson","doi":"10.1080/20004508.2023.2232582","DOIUrl":"https://doi.org/10.1080/20004508.2023.2232582","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46578666","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 : 2023-06-18DOI: 10.1080/20004508.2023.2223792
Hanna Vretblom
{"title":"Defining the use of special educational needs documentation - positionings of preschool principals","authors":"Hanna Vretblom","doi":"10.1080/20004508.2023.2223792","DOIUrl":"https://doi.org/10.1080/20004508.2023.2223792","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380407","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 : 2023-06-14DOI: 10.1080/20004508.2023.2223361
K. Bergman
{"title":"Primary students’ perceptions of history and time","authors":"K. Bergman","doi":"10.1080/20004508.2023.2223361","DOIUrl":"https://doi.org/10.1080/20004508.2023.2223361","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41876162","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 : 2023-06-14DOI: 10.1080/20004508.2023.2222450
Naureen Rahnuma
{"title":"Exploring ESL students’ experiences of academic writing in higher education- a cultural historical activity theory perspective","authors":"Naureen Rahnuma","doi":"10.1080/20004508.2023.2222450","DOIUrl":"https://doi.org/10.1080/20004508.2023.2222450","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44356317","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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