Pub Date : 2020-08-17DOI: 10.1080/10476210.2020.1803822
A. Holliman, A. Revill-Keen, D. Waldeck
ABSTRACT In this study, we examined associations between university lecturers’ perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university lecturers (N = 102) from a single ex-polytechnic higher education institution in the United Kingdom completed validated scales for each construct in the spring term. Inspired by prior work in pre-tertiary education with schoolteachers, a conceptual model of predicted relations was developed and tested using structural equation modelling (SEM). Findings showed that PAS was positively associated with lecturers’ adaptability, organisational commitment, and psychological wellbeing; however, adaptability was unable to influence these outcomes independently of its association with PAS. The findings extend prior work with schoolteachers suggesting that, while adaptability is of importance, its influence may be more salient at pre-tertiary level – where there is typically heightened regulation and lower autonomy – and less salient when autonomy options are wider, as is the case in higher education.
{"title":"University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing","authors":"A. Holliman, A. Revill-Keen, D. Waldeck","doi":"10.1080/10476210.2020.1803822","DOIUrl":"https://doi.org/10.1080/10476210.2020.1803822","url":null,"abstract":"ABSTRACT In this study, we examined associations between university lecturers’ perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university lecturers (N = 102) from a single ex-polytechnic higher education institution in the United Kingdom completed validated scales for each construct in the spring term. Inspired by prior work in pre-tertiary education with schoolteachers, a conceptual model of predicted relations was developed and tested using structural equation modelling (SEM). Findings showed that PAS was positively associated with lecturers’ adaptability, organisational commitment, and psychological wellbeing; however, adaptability was unable to influence these outcomes independently of its association with PAS. The findings extend prior work with schoolteachers suggesting that, while adaptability is of importance, its influence may be more salient at pre-tertiary level – where there is typically heightened regulation and lower autonomy – and less salient when autonomy options are wider, as is the case in higher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"42 - 55"},"PeriodicalIF":1.6,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1803822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861956","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 : 2020-08-17DOI: 10.1080/10476210.2020.1801621
M. Ryan, Theresa Bourke, Rod Lane, P. O'brien, L. L’Estrange
ABSTRACT The recasting of accountability in teaching and teacher education as a problem of impact across many countries has seen a proliferation of policies and strategies that datify the work of students and teachers. The enactment of such policies can be interrogated from the perspectives of multiple policy actors to understand the effects of the ‘impact agenda’. We use the conceptual framing of policy enactment along with discourse analysis to investigate the interpretations and negotiations of the impact agenda by twenty teachers, principals, teacher educators, regulators and policymakers from across Australia. Ten discourses were evident across interpretive, material and discursive aspects of policy enactment. Key findings include a real tension between holistic views of impact and reductive views that rely on data analytics, as well as standardisation versus the importance of accounting for the contextual conditions that influence learning and teaching. We argue that educators must be positioned as key policy actors in driving the way impact is understood and measured.
{"title":"Impact in education: a discourse analysis of interpretations and negotiations across the field","authors":"M. Ryan, Theresa Bourke, Rod Lane, P. O'brien, L. L’Estrange","doi":"10.1080/10476210.2020.1801621","DOIUrl":"https://doi.org/10.1080/10476210.2020.1801621","url":null,"abstract":"ABSTRACT The recasting of accountability in teaching and teacher education as a problem of impact across many countries has seen a proliferation of policies and strategies that datify the work of students and teachers. The enactment of such policies can be interrogated from the perspectives of multiple policy actors to understand the effects of the ‘impact agenda’. We use the conceptual framing of policy enactment along with discourse analysis to investigate the interpretations and negotiations of the impact agenda by twenty teachers, principals, teacher educators, regulators and policymakers from across Australia. Ten discourses were evident across interpretive, material and discursive aspects of policy enactment. Key findings include a real tension between holistic views of impact and reductive views that rely on data analytics, as well as standardisation versus the importance of accounting for the contextual conditions that influence learning and teaching. We argue that educators must be positioned as key policy actors in driving the way impact is understood and measured.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"27 - 41"},"PeriodicalIF":1.6,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1801621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174217","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 : 2020-07-26DOI: 10.1080/10476210.2020.1793938
Mary Gutman
ABSTRACT This study seeks to explore Israeli senior teacher educators’ retrospective interpretations of their early career experiences while addressing a special emphasis on cultural and contextual characteristics of the academic colleges of education (ACEs). In order to study in depth the attraction factors of career choices among teacher educators, who have outstanding academic skills and background in university teaching, 10 semi-structured interviews were conducted. The findings pointed to the ‘balancing between different fields of work’ as a major attraction in choosing both the profession and the academic home among teacher educators. Moreover, three balancing points of utmost importance in career choices are identified as significant: a balance between theory and practice toward educational change; a balance between self-worth and production-based worth; and a balance between social relevance and professional networks. The study concludes with a handful of recommendations for ACE administrators on the strategies of recruiting and retaining new teacher educators with impressive academic achievement.
{"title":"“Balance as a way of lifework”: early career choices among Israeli senior teacher educators","authors":"Mary Gutman","doi":"10.1080/10476210.2020.1793938","DOIUrl":"https://doi.org/10.1080/10476210.2020.1793938","url":null,"abstract":"ABSTRACT This study seeks to explore Israeli senior teacher educators’ retrospective interpretations of their early career experiences while addressing a special emphasis on cultural and contextual characteristics of the academic colleges of education (ACEs). In order to study in depth the attraction factors of career choices among teacher educators, who have outstanding academic skills and background in university teaching, 10 semi-structured interviews were conducted. The findings pointed to the ‘balancing between different fields of work’ as a major attraction in choosing both the profession and the academic home among teacher educators. Moreover, three balancing points of utmost importance in career choices are identified as significant: a balance between theory and practice toward educational change; a balance between self-worth and production-based worth; and a balance between social relevance and professional networks. The study concludes with a handful of recommendations for ACE administrators on the strategies of recruiting and retaining new teacher educators with impressive academic achievement.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"1 - 12"},"PeriodicalIF":1.6,"publicationDate":"2020-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1793938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42934797","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 : 2020-07-14DOI: 10.1080/10476210.2020.1790516
H. Soong, L. Kerkham, R. Reid-Nguyen, B. Lucas, R. Geer, M. Mills-Bayne
ABSTRACT Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country’s economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of ‘transcultural’ is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs’ contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.
{"title":"Reimagining transcultural identity: a case study of field experiences for international preservice teachers","authors":"H. Soong, L. Kerkham, R. Reid-Nguyen, B. Lucas, R. Geer, M. Mills-Bayne","doi":"10.1080/10476210.2020.1790516","DOIUrl":"https://doi.org/10.1080/10476210.2020.1790516","url":null,"abstract":"ABSTRACT Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country’s economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of ‘transcultural’ is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs’ contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"420 - 436"},"PeriodicalIF":1.6,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1790516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543735","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 : 2020-07-06DOI: 10.1080/10476210.2020.1777096
Timothy Berry, Robbie Burnett, Beth Beschorner, Karen L. Eastman, Melissa Krull, Teresa M. Kruizenga
ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty. Implications are discussed.
{"title":"Racial experiences of pre-service teachers","authors":"Timothy Berry, Robbie Burnett, Beth Beschorner, Karen L. Eastman, Melissa Krull, Teresa M. Kruizenga","doi":"10.1080/10476210.2020.1777096","DOIUrl":"https://doi.org/10.1080/10476210.2020.1777096","url":null,"abstract":"ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty. Implications are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"388 - 402"},"PeriodicalIF":1.6,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1777096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43640861","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 : 2020-07-02DOI: 10.1080/10476210.2018.1561663
A. Caldera, M. Whitaker, Dyanis A.D. Conrad Popova
ABSTRACT Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices.
{"title":"Classroom management in urban schools: proposing a course framework","authors":"A. Caldera, M. Whitaker, Dyanis A.D. Conrad Popova","doi":"10.1080/10476210.2018.1561663","DOIUrl":"https://doi.org/10.1080/10476210.2018.1561663","url":null,"abstract":"ABSTRACT Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"343 - 361"},"PeriodicalIF":1.6,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2018.1561663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719570","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 : 2020-07-02DOI: 10.1080/10476210.2018.1561661
J. Gallo-Fox, L. Stegeman
ABSTRACT Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.
{"title":"Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances","authors":"J. Gallo-Fox, L. Stegeman","doi":"10.1080/10476210.2018.1561661","DOIUrl":"https://doi.org/10.1080/10476210.2018.1561661","url":null,"abstract":"ABSTRACT Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"298 - 322"},"PeriodicalIF":1.6,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2018.1561661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389302","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 : 2020-06-25DOI: 10.1080/10476210.2020.1772226
Maia Sheppard, M. Wolfinger, Rachel Talbert
ABSTRACT This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.
{"title":"Leading from the start: preservice teachers’ conceptions of teacher leadership","authors":"Maia Sheppard, M. Wolfinger, Rachel Talbert","doi":"10.1080/10476210.2020.1772226","DOIUrl":"https://doi.org/10.1080/10476210.2020.1772226","url":null,"abstract":"ABSTRACT This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"371 - 387"},"PeriodicalIF":1.6,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1772226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403893","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 : 2020-06-24DOI: 10.1080/10476210.2020.1779210
Henrik Lindqvist, Robert Thornberg, Gunnel Colnerud
ABSTRACT Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
{"title":"Ethical dilemmas at work placements in teacher education","authors":"Henrik Lindqvist, Robert Thornberg, Gunnel Colnerud","doi":"10.1080/10476210.2020.1779210","DOIUrl":"https://doi.org/10.1080/10476210.2020.1779210","url":null,"abstract":"ABSTRACT Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"403 - 419"},"PeriodicalIF":1.6,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1779210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560446","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 : 2020-05-13DOI: 10.1080/10476210.2020.1758054
Joseph Klein, Hadas Landa
ABSTRACT Mathematics teacher training is intended to inculcate teaching skills for success in all learning levels. The aim of this study is to examine the questions: Which factors contribute to the successful assignment of teachers to learning levels? Can teachers teach all levels or only some? The findings should help to clarify which factors to consider for the proper assignment of teachers. Three hundred and twelve academic mathematics teachers were asked about their suitability to teach low and high levels of mathematics, feelings of teaching efficacy, attitudes toward high- and low-achieving students and efficacy and preferences in teaching underachievers. Extensive information was collected about their mathematics education. As most high school students are tested at the low level, most mathematics teachers are assigned to this level. Many more mathematics teachers feel suited to teach the high level rather than the low level. Factors explaining the success of teachers in the various levels were assessed. Academic educational level was not among the factors. The hypothesis is examined that new ways of thinking are required for developing teacher efficacy for lower mathematics levels. It is doubtful whether solely expanding teachers’ academic education will attain this objective. Principals are offered educational considerations for the optimal assignment of teachers.
{"title":"Which class will I be assigned to next year?","authors":"Joseph Klein, Hadas Landa","doi":"10.1080/10476210.2020.1758054","DOIUrl":"https://doi.org/10.1080/10476210.2020.1758054","url":null,"abstract":"ABSTRACT Mathematics teacher training is intended to inculcate teaching skills for success in all learning levels. The aim of this study is to examine the questions: Which factors contribute to the successful assignment of teachers to learning levels? Can teachers teach all levels or only some? The findings should help to clarify which factors to consider for the proper assignment of teachers. Three hundred and twelve academic mathematics teachers were asked about their suitability to teach low and high levels of mathematics, feelings of teaching efficacy, attitudes toward high- and low-achieving students and efficacy and preferences in teaching underachievers. Extensive information was collected about their mathematics education. As most high school students are tested at the low level, most mathematics teachers are assigned to this level. Many more mathematics teachers feel suited to teach the high level rather than the low level. Factors explaining the success of teachers in the various levels were assessed. Academic educational level was not among the factors. The hypothesis is examined that new ways of thinking are required for developing teacher efficacy for lower mathematics levels. It is doubtful whether solely expanding teachers’ academic education will attain this objective. Principals are offered educational considerations for the optimal assignment of teachers.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"353 - 370"},"PeriodicalIF":1.6,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1758054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45190850","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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