Pub Date : 2023-12-26DOI: 10.1080/13664530.2023.2295414
Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
The study investigated Finnish in-service primary school teachers’ (N = 815) sense of professional agency and inadequacy in teacher–student interaction over a five-year period. Teachers’ profession...
{"title":"Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction","authors":"Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö","doi":"10.1080/13664530.2023.2295414","DOIUrl":"https://doi.org/10.1080/13664530.2023.2295414","url":null,"abstract":"The study investigated Finnish in-service primary school teachers’ (N = 815) sense of professional agency and inadequacy in teacher–student interaction over a five-year period. Teachers’ profession...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139069068","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 : 2023-12-17DOI: 10.1080/13664530.2023.2286982
Alfonso García-Monge, Daniel Bores-García, Gustavo González-Calvo
Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional...
{"title":"Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’","authors":"Alfonso García-Monge, Daniel Bores-García, Gustavo González-Calvo","doi":"10.1080/13664530.2023.2286982","DOIUrl":"https://doi.org/10.1080/13664530.2023.2286982","url":null,"abstract":"Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"37 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138818560","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 : 2023-11-30DOI: 10.1080/13664530.2023.2279560
Jessica Gibbons
Shared leadership research shows that it could be beneficial in the high school classroom. During the COVID-19 pandemic, teachers were looking for best-practice strategies to move their curriculum ...
{"title":"‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic","authors":"Jessica Gibbons","doi":"10.1080/13664530.2023.2279560","DOIUrl":"https://doi.org/10.1080/13664530.2023.2279560","url":null,"abstract":"Shared leadership research shows that it could be beneficial in the high school classroom. During the COVID-19 pandemic, teachers were looking for best-practice strategies to move their curriculum ...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"58 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536432","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 : 2023-11-10DOI: 10.1080/13664530.2023.2273848
Alexandra Shelton, Brennan Register
ABSTRACTSecondary students with disabilities (SWDs) require evidence-based practices that promote their academic success. However, secondary teachers may feel unprepared to support secondary SWDs, which may reduce their likelihood of implementing evidence-based practices. Therefore, the authors investigated the influence of several preservice and in-service support factors on general and special education teachers’ perceived knowledge of evidence-based methods and where to access information on effective methods for serving secondary SWDs in the United States. Their secondary analysis revealed that multiple factors are associated with higher levels of perceived knowledge, such as participation in teacher preparation programs with an adequate focus on SWDs, regardless of teacher type. However, other factors, such as special education certification, were not related to teachers’ perceived knowledge. Given the influence of perceived knowledge on teacher implementation, these findings have important implications for researchers, teacher educators, and school and district administrators.KEYWORDS: Secondary educationevidence-based instructionteacher preparationprofessional development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the RAND American Educator Panel.Notes on contributorsAlexandra SheltonAlexandra Shelton is an Assistant Professor of Special Education at Johns Hopkins University. Her research interests include improving literacy outcomes for historically marginalized adolescents with disabilities and reading difficulties via evidence-based literacy instruction and intervention and teacher professional development and coaching. As a former high school special education teacher, Alexandra served students in the general and special education settings in English language arts, reading, math, and science.Brennan RegisterBrennan Register is a PhD student in the Quantitative Methodology: Measurement and Statistics program at the University of Maryland College Park. With a solid foundation in statistical analysis, she joined the University of Maryland following the successful completion of her Master’s in Statistics from the University of Pittsburgh. Brennan’s research lies in the application of cutting-edge statistical methodologies to complex educational data. She is particularly interested in investigating the performance of multilevel and standard prediction algorithms on large-scale educational datasets and strives to make a meaningful impact in the realm of data-driven decision-making for education.
{"title":"Factors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities","authors":"Alexandra Shelton, Brennan Register","doi":"10.1080/13664530.2023.2273848","DOIUrl":"https://doi.org/10.1080/13664530.2023.2273848","url":null,"abstract":"ABSTRACTSecondary students with disabilities (SWDs) require evidence-based practices that promote their academic success. However, secondary teachers may feel unprepared to support secondary SWDs, which may reduce their likelihood of implementing evidence-based practices. Therefore, the authors investigated the influence of several preservice and in-service support factors on general and special education teachers’ perceived knowledge of evidence-based methods and where to access information on effective methods for serving secondary SWDs in the United States. Their secondary analysis revealed that multiple factors are associated with higher levels of perceived knowledge, such as participation in teacher preparation programs with an adequate focus on SWDs, regardless of teacher type. However, other factors, such as special education certification, were not related to teachers’ perceived knowledge. Given the influence of perceived knowledge on teacher implementation, these findings have important implications for researchers, teacher educators, and school and district administrators.KEYWORDS: Secondary educationevidence-based instructionteacher preparationprofessional development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the RAND American Educator Panel.Notes on contributorsAlexandra SheltonAlexandra Shelton is an Assistant Professor of Special Education at Johns Hopkins University. Her research interests include improving literacy outcomes for historically marginalized adolescents with disabilities and reading difficulties via evidence-based literacy instruction and intervention and teacher professional development and coaching. As a former high school special education teacher, Alexandra served students in the general and special education settings in English language arts, reading, math, and science.Brennan RegisterBrennan Register is a PhD student in the Quantitative Methodology: Measurement and Statistics program at the University of Maryland College Park. With a solid foundation in statistical analysis, she joined the University of Maryland following the successful completion of her Master’s in Statistics from the University of Pittsburgh. Brennan’s research lies in the application of cutting-edge statistical methodologies to complex educational data. She is particularly interested in investigating the performance of multilevel and standard prediction algorithms on large-scale educational datasets and strives to make a meaningful impact in the realm of data-driven decision-making for education.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"3 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141608","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 : 2023-10-18DOI: 10.1080/13664530.2023.2265889
Rebecca Woodland, Ann M. Leonard, Itza D. Martinez
ABSTRACTProfessional learning communities (PLCs) are a powerful school improvement strategy designed to advance teacher professional development. Protocols are tools for structuring teacher conversations in PLCs. In this article the authors present the results of a qualitative study of teacher perspectives about the value and effects of systematic protocol use. This investigation took place within the context of a Researcher–Practitioner Partnership situated in an urban school district that aims to bring culturally responsive computer science education to all K–5 students. Findings revealed that teachers believe use of protocols supplanted ‘chaotic’ conversation with critical dialogue and improved their instructional practices. Protocols appear to ameliorate common hindering factors to the realization of effective PLCs, including conflict avoidance, participation inequities, and lack of group purpose. An annotated list of protocols of especially high value, and that teachers used most frequently to advance their collaborative learning and professional development, is presented.KEYWORDS: Professional learning communitiesprotocolscollaborationresearch–practice partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation [DRL 1837086].Notes on contributorsRebecca WoodlandRebecca H. Woodland, PhD, is Professor of Educational Policy, Research, and Administration at the University of Massachusetts Amherst. She is Co-Director of the UMass Center for Education Policy, and Director of Program Evaluation for the Center for Educational Assessment. She is a former public school teacher in Colorado, and served as Director of Teacher Education at the University of Vermont. She is on the Board of the International Network for the Science of Team Science (INSciTS), and Co-PI of Computer Science for All, an NSF-funded Research Practitioner Partnership.Ann M. LeonardAnn M. Leonard is Director of Coaching at the Center for Collaborative Education and visiting assistant professor in the School of Education at Salem State University. She has been a public school educator for 30 years, serving as a teacher, project director, assistant principal, and principal at the elementary, middle, and high school levels in rural, suburban, and urban districts. She holds BA and MAT degrees from Brown University and a PhD in Educational Leadership from the University of Massachusetts Amherst.Itza D. MartinezItza D. Martínez, PhD, is a research associate at the Collaborative for Educational Services in Northampton, Massachusetts. She has a BFA in Visual Arts Education and an MAT from Manhattanville College and her doctoral degree in educational leadership with a graduate certificate in Teaching for Diversity and Social Justice from the University of Massachusetts-Amherst. She has worked in a variety of K–12, graduate, and adult learning environments. Her work is
摘要专业学习社区是促进教师专业发展的一种强有力的学校改进策略。协议是在plc中组织教师对话的工具。在这篇文章中，作者介绍了一项定性研究的结果，该研究从教师的角度研究了系统协议使用的价值和效果。这项调查是在一个位于城市学区的研究人员-从业者合作伙伴关系的背景下进行的，该合作伙伴关系旨在为所有K-5学生提供具有文化响应性的计算机科学教育。调查结果显示，教师认为协议的使用用批判性对话取代了“混乱”的对话，并改善了他们的教学实践。协议似乎改善了实现有效plc的常见阻碍因素，包括避免冲突、参与不公平和缺乏群体目标。一份特别有价值的、教师最常用于促进他们的合作学习和专业发展的协议的注释列表被提出。关键词:专业学习社区协议合作研究实践伙伴关系披露声明作者未报告潜在利益冲突。本研究得到了美国国家科学基金会[DRL 1837086]的支持。作者简介丽贝卡·伍德兰丽贝卡·伍德兰博士，马萨诸塞大学阿默斯特分校教育政策、研究与管理教授。她是麻省大学教育政策中心的联合主任，也是教育评估中心的项目评估主任。她曾在科罗拉多州的一所公立学校担任教师，并在佛蒙特大学担任教师教育主任。她是国际团队科学网络(INSciTS)的董事会成员，也是“全民计算机科学”(nsf资助的研究从业者伙伴关系)的共同负责人。Ann M. Leonard，合作教育中心指导主任，塞勒姆州立大学教育学院客座助理教授。她在公立学校担任了30年的教育工作者，在农村、郊区和城市地区担任过小学、初中和高中的教师、项目主任、副校长和校长。她拥有布朗大学的学士和硕士学位，以及马萨诸塞大学阿姆赫斯特分校的教育领导博士学位。Itza D. MartinezItza D. Martínez，博士，马萨诸塞州北安普顿教育服务合作中心的研究助理。她拥有曼哈顿维尔学院视觉艺术教育学士学位和硕士学位，以及马萨诸塞州阿默斯特大学教育领导博士学位和多样性与社会正义教学研究生证书。她曾在各种K-12，研究生和成人学习环境中工作。她的工作主要集中在课程开发、设计和评估中的协作、领导力、批判性对话和社会正义。
{"title":"Teachers’ perceptions about the value of protocols for professional development: results of a qualitative investigation","authors":"Rebecca Woodland, Ann M. Leonard, Itza D. Martinez","doi":"10.1080/13664530.2023.2265889","DOIUrl":"https://doi.org/10.1080/13664530.2023.2265889","url":null,"abstract":"ABSTRACTProfessional learning communities (PLCs) are a powerful school improvement strategy designed to advance teacher professional development. Protocols are tools for structuring teacher conversations in PLCs. In this article the authors present the results of a qualitative study of teacher perspectives about the value and effects of systematic protocol use. This investigation took place within the context of a Researcher–Practitioner Partnership situated in an urban school district that aims to bring culturally responsive computer science education to all K–5 students. Findings revealed that teachers believe use of protocols supplanted ‘chaotic’ conversation with critical dialogue and improved their instructional practices. Protocols appear to ameliorate common hindering factors to the realization of effective PLCs, including conflict avoidance, participation inequities, and lack of group purpose. An annotated list of protocols of especially high value, and that teachers used most frequently to advance their collaborative learning and professional development, is presented.KEYWORDS: Professional learning communitiesprotocolscollaborationresearch–practice partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation [DRL 1837086].Notes on contributorsRebecca WoodlandRebecca H. Woodland, PhD, is Professor of Educational Policy, Research, and Administration at the University of Massachusetts Amherst. She is Co-Director of the UMass Center for Education Policy, and Director of Program Evaluation for the Center for Educational Assessment. She is a former public school teacher in Colorado, and served as Director of Teacher Education at the University of Vermont. She is on the Board of the International Network for the Science of Team Science (INSciTS), and Co-PI of Computer Science for All, an NSF-funded Research Practitioner Partnership.Ann M. LeonardAnn M. Leonard is Director of Coaching at the Center for Collaborative Education and visiting assistant professor in the School of Education at Salem State University. She has been a public school educator for 30 years, serving as a teacher, project director, assistant principal, and principal at the elementary, middle, and high school levels in rural, suburban, and urban districts. She holds BA and MAT degrees from Brown University and a PhD in Educational Leadership from the University of Massachusetts Amherst.Itza D. MartinezItza D. Martínez, PhD, is a research associate at the Collaborative for Educational Services in Northampton, Massachusetts. She has a BFA in Visual Arts Education and an MAT from Manhattanville College and her doctoral degree in educational leadership with a graduate certificate in Teaching for Diversity and Social Justice from the University of Massachusetts-Amherst. She has worked in a variety of K–12, graduate, and adult learning environments. Her work is","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889011","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}
Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations. The findings show changes in the participant’s PD trajectories. These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program. For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD. The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches.
{"title":"Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program","authors":"Amélie Desmeules, Christine Hamel, Anabelle Viau-Guay, Caroline Bouchard","doi":"10.1080/13664530.2023.2260353","DOIUrl":"https://doi.org/10.1080/13664530.2023.2260353","url":null,"abstract":"Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations. The findings show changes in the participant’s PD trajectories. These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program. For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD. The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597420","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 : 2023-09-21DOI: 10.1080/13664530.2023.2259355
Syukron Fajriansyah
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSyukron FajriansyahSyukron Fajriansyah is a postgraduate student in English Language Education at Universitas Pendidikan Indonesia, Indonesia. His research interests include English teaching methods, teaching technology, e-learning, teaching development, and teacher training.
{"title":"International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional <b>International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional</b> , edited by Andrew Goodwyn, Jacqueline Manuel, Rachel Roberts, Lisa Scherff, Wayne Sawyer, Cal Durrant, and Don Zancanella, London, Routledge, 2022, 306 pp., £120.00 (hardback), ISBN: 9780367766900, £34.99 (paperback), ISBN: 9780367766917…","authors":"Syukron Fajriansyah","doi":"10.1080/13664530.2023.2259355","DOIUrl":"https://doi.org/10.1080/13664530.2023.2259355","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSyukron FajriansyahSyukron Fajriansyah is a postgraduate student in English Language Education at Universitas Pendidikan Indonesia, Indonesia. His research interests include English teaching methods, teaching technology, e-learning, teaching development, and teacher training.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237413","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 : 2023-09-21DOI: 10.1080/13664530.2023.2258106
Nick Gee, Abigail Parrish, Steven Puttick
ABSTRACTSubject departments are an increasingly important unit of analysis for research on schools and beginning teachers’ experiences. By analysing a practice-based typology of eight departmental types through an exploratory factor analysis of questionnaires completed by beginning teachers (n = 55), the authors refined the typology to four (hierarchical; open; self-promoting; divisive). Further exploration of this refined typology, through in-depth interviews with a purposive sample of six beginning teachers, allowed the authors to illustrate the departmental types in relation to their experiences. These findings highlight some of the ways in which new regimes of accountability and corporatisation are reshaping the ways in which departmental cultures are constructed and enacted. The beginning teachers in this study describe their responses and adaptations to their placement departments in ways that highlight opportunities for Initial Teacher Education partnerships to better anticipate and prepare beginning teachers for the departmentalised nature of their experiences.KEYWORDS: School departmentsculturedepartment leadershipdepartment typology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick GeeNick Gee is the Dean of Faculty at Bishop Grosseteste University in Lincoln.Abigail ParrishAbigail Parrish is a Lecturer in Education at the University of Sheffield and a former modern foreign languages teacher.Steven PuttickSteve Puttick is Associate Professor of Teacher Education at the Department of Education, University of Oxford, and Fellow of St Anne’s College.
{"title":"Towards a typology of secondary school subject departments","authors":"Nick Gee, Abigail Parrish, Steven Puttick","doi":"10.1080/13664530.2023.2258106","DOIUrl":"https://doi.org/10.1080/13664530.2023.2258106","url":null,"abstract":"ABSTRACTSubject departments are an increasingly important unit of analysis for research on schools and beginning teachers’ experiences. By analysing a practice-based typology of eight departmental types through an exploratory factor analysis of questionnaires completed by beginning teachers (n = 55), the authors refined the typology to four (hierarchical; open; self-promoting; divisive). Further exploration of this refined typology, through in-depth interviews with a purposive sample of six beginning teachers, allowed the authors to illustrate the departmental types in relation to their experiences. These findings highlight some of the ways in which new regimes of accountability and corporatisation are reshaping the ways in which departmental cultures are constructed and enacted. The beginning teachers in this study describe their responses and adaptations to their placement departments in ways that highlight opportunities for Initial Teacher Education partnerships to better anticipate and prepare beginning teachers for the departmentalised nature of their experiences.KEYWORDS: School departmentsculturedepartment leadershipdepartment typology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick GeeNick Gee is the Dean of Faculty at Bishop Grosseteste University in Lincoln.Abigail ParrishAbigail Parrish is a Lecturer in Education at the University of Sheffield and a former modern foreign languages teacher.Steven PuttickSteve Puttick is Associate Professor of Teacher Education at the Department of Education, University of Oxford, and Fellow of St Anne’s College.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237417","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 : 2023-09-13DOI: 10.1080/13664530.2023.2254280
Kathleen K. Wallace, Nancy K. DeJarnette
The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft in spite of their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers.
{"title":"edTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development?","authors":"Kathleen K. Wallace, Nancy K. DeJarnette","doi":"10.1080/13664530.2023.2254280","DOIUrl":"https://doi.org/10.1080/13664530.2023.2254280","url":null,"abstract":"The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft in spite of their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135733893","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 : 2023-09-08DOI: 10.1080/13664530.2023.2246934
Lorna Hamilton, Angela Jaap
{"title":"Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view","authors":"Lorna Hamilton, Angela Jaap","doi":"10.1080/13664530.2023.2246934","DOIUrl":"https://doi.org/10.1080/13664530.2023.2246934","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44714520","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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