Pub Date : 2023-11-16DOI: 10.1080/10476210.2023.2278802
Marie Møller-Skau
This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers’ aesthetic learning processes in a professional workshop. The workshop is i...
{"title":"Exploring student teachers’ aesthetic learning processes","authors":"Marie Møller-Skau","doi":"10.1080/10476210.2023.2278802","DOIUrl":"https://doi.org/10.1080/10476210.2023.2278802","url":null,"abstract":"This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers’ aesthetic learning processes in a professional workshop. The workshop is i...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509704","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 : 2023-10-24DOI: 10.1080/10476210.2023.2265311
P.J. White, E. Mayes, B. Sutton, J.P. Ferguson, M. Green
Teachers are working in disturbing and challenging times, characterised by coterminous crises, the Covid-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore what it means to be teachers and learners in uncertain times of multiple crises. We use a collaborative autoethnographic methodology to better understand the kind of educator these times demand and consider the implications for teacher education. Through fictionalised, co-constructed vignettes that act as pedagogical encounters, we explore our collaborative experiences in relation to multiple crises: in the classroom, at climate strikes, and in conversations with teachers during the pandemic. We use these vignettes to think with and through teaching during the global pandemic and the climate catastrophe, and with young people’s climate activism. Thinking with these vignettes, we analyse the ways (young) people across the world were already creating and are continuing to create, prefiguratively, different possible futures through public and ‘everyday’ modes of political action for climate justice, and what this might mean for teacher education.
{"title":"Teaching and learning in uncertain times: thinking with multiple crises","authors":"P.J. White, E. Mayes, B. Sutton, J.P. Ferguson, M. Green","doi":"10.1080/10476210.2023.2265311","DOIUrl":"https://doi.org/10.1080/10476210.2023.2265311","url":null,"abstract":"Teachers are working in disturbing and challenging times, characterised by coterminous crises, the Covid-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore what it means to be teachers and learners in uncertain times of multiple crises. We use a collaborative autoethnographic methodology to better understand the kind of educator these times demand and consider the implications for teacher education. Through fictionalised, co-constructed vignettes that act as pedagogical encounters, we explore our collaborative experiences in relation to multiple crises: in the classroom, at climate strikes, and in conversations with teachers during the pandemic. We use these vignettes to think with and through teaching during the global pandemic and the climate catastrophe, and with young people’s climate activism. Thinking with these vignettes, we analyse the ways (young) people across the world were already creating and are continuing to create, prefiguratively, different possible futures through public and ‘everyday’ modes of political action for climate justice, and what this might mean for teacher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135316493","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}
ABSTRACTSocial-emotional learning (SEL) has received growing attention in recent decades. Although much is known about the benefits of integrating SEL in educational settings, knowledge about teachers’ SEL learning is limited, particularly among special-education teachers from diverse backgrounds. The study’s goals were: (1) to conceptualise the SEL learning of 30 in-service and preservice special-education teachers from the Bedouin community, where emotional restraint is the social norm; (2) to compare the learning patterns of teachers in different career stages. An exploratory case study was employed in a special-education school. Data collected from 20 interviews, 147 reflections and two focus groups were analysed using mixed methods (content analysis, exploratory analysis, and quantitative analysis). The findings revealed a three-phase model denoting teachers’ SEL learning – intrapersonal, interpersonal, and professional. Career stage-based differences were found. The study enhances our theoretical understanding of teachers’ SEL learning, which ultimately may promote best SEL practice in special education.KEYWORDS: Social-emotional learningneurodevelopmental disordersspecial-educationmulticulturismexploratory case studyprofessional learning Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 All names are pseudonyms to maintain participant confidentiality.
{"title":"Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders","authors":"Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya, Lior Idan","doi":"10.1080/10476210.2023.2261385","DOIUrl":"https://doi.org/10.1080/10476210.2023.2261385","url":null,"abstract":"ABSTRACTSocial-emotional learning (SEL) has received growing attention in recent decades. Although much is known about the benefits of integrating SEL in educational settings, knowledge about teachers’ SEL learning is limited, particularly among special-education teachers from diverse backgrounds. The study’s goals were: (1) to conceptualise the SEL learning of 30 in-service and preservice special-education teachers from the Bedouin community, where emotional restraint is the social norm; (2) to compare the learning patterns of teachers in different career stages. An exploratory case study was employed in a special-education school. Data collected from 20 interviews, 147 reflections and two focus groups were analysed using mixed methods (content analysis, exploratory analysis, and quantitative analysis). The findings revealed a three-phase model denoting teachers’ SEL learning – intrapersonal, interpersonal, and professional. Career stage-based differences were found. The study enhances our theoretical understanding of teachers’ SEL learning, which ultimately may promote best SEL practice in special education.KEYWORDS: Social-emotional learningneurodevelopmental disordersspecial-educationmulticulturismexploratory case studyprofessional learning Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 All names are pseudonyms to maintain participant confidentiality.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568083","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 : 2023-10-12DOI: 10.1080/10476210.2023.2265828
Christopher P. Brown, David P. Barry, Da Hei Ku, Kate Puckett
ABSTRACTPolicymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers’ conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers’ conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers’ sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.Keywords: preservice teachersRIGOROUS DAPsensemakingcase studyteacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The authors would like to thank the editors of this journal and the reviewers for their thoughtful suggestions for improving this article. They would also like to thank the teachers who participated in their research project.
{"title":"Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study","authors":"Christopher P. Brown, David P. Barry, Da Hei Ku, Kate Puckett","doi":"10.1080/10476210.2023.2265828","DOIUrl":"https://doi.org/10.1080/10476210.2023.2265828","url":null,"abstract":"ABSTRACTPolicymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers’ conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers’ conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers’ sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.Keywords: preservice teachersRIGOROUS DAPsensemakingcase studyteacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The authors would like to thank the editors of this journal and the reviewers for their thoughtful suggestions for improving this article. They would also like to thank the teachers who participated in their research project.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014017","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 : 2023-10-03DOI: 10.1080/10476210.2023.2260751
Jennifer K. Shah, Arthi B. Rao, Lindsay J. Wexler, Jennifer D. Olson
{"title":"How about a round of applause: assets, dispositions and contributions of first-year teachers during parallel pandemics of 2020","authors":"Jennifer K. Shah, Arthi B. Rao, Lindsay J. Wexler, Jennifer D. Olson","doi":"10.1080/10476210.2023.2260751","DOIUrl":"https://doi.org/10.1080/10476210.2023.2260751","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744378","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 : 2023-10-03DOI: 10.1080/10476210.2023.2261383
Dragana Mirkovic, Ellouise VanBerkel, Lisa Farley
ABSTRACTThis article examines how five teacher candidates conceptualized meanings of teaching and childhood through discussions of childhood objects within a focus group. Drawing on psychosocial methods, we show how teachers used their objects to work through tensions between professional roles as educators and the return of personal memory. We highlight the ways in which meanings of teaching and childhood were affected by the shifting dynamics of compliance, anxiety, and conflict within the group. Through our analysis, we illustrate the value of using objects to support emerging teachers’ engagements in complicated conversations within a divergent community to represent conflictive meanings of childhood and education.KEYWORDS: Teacher educationcurriculum theorypsychosocial methodsfocus groupschildhood objectsmemory Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This research was approved by York University’s Human Participants Research Review Committee.2. Earlier findings examined the pedagogical significance of childhood memories of nuisance-making leading to school surveillance (Farley et al., Citation2020), the colonial construct of innocence (Garlen, Chang-Kredl, Farley & Sonu, Citation2021), the relationship between memories of parental care and empathy (Chang-Kredl et al., Citation2021), and childhood memories of injustice and illness as catalysts for teachers’ dreams for just futures and pedagogical practice (Sonu et al., Citation2020, Citation2022). The second phase of research surfaced the role of nostalgia in teachers’ understandings of childhood under Covid-19 (Farley et al., Citation2022) and the meaning of childhood agency in oppressive contexts of schooling (Garlen et al., Citation2022).3. Webkinz are a stuffed animal franchise with interactive online counterparts (GANZ, Citation2012).Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council.
摘要本文考察了五位教师候选人如何在焦点小组中通过对童年对象的讨论来概念化教学和童年的意义。利用社会心理方法，我们展示了教师如何使用他们的对象来解决作为教育者的专业角色和个人记忆的回归之间的紧张关系。我们强调了教学和童年的意义是如何受到群体内顺从、焦虑和冲突的变化动态的影响的。通过我们的分析，我们说明了使用对象来支持新兴教师在不同社区中参与复杂对话的价值，以代表童年和教育的冲突意义。关键词:教师教育课程理论心理社会方法关注群体童年客体记忆披露声明作者未报告潜在利益冲突这项研究得到了约克大学人类参与者研究审查委员会的批准。早期的研究结果考察了导致学校监控的骚扰童年记忆的教学意义(Farley等人，Citation2020)，无罪的殖民建构(Garlen, Chang-Kredl, Farley & Sonu, Citation2021)，父母照顾记忆与移情之间的关系(Chang-Kredl等人，Citation2021)，以及童年不公正和疾病记忆作为教师梦想公正未来和教学实践的催化剂(Sonu等人，Citation2020)。Citation2022)。第二阶段的研究揭示了怀旧在Covid-19时期教师对童年的理解中的作用(Farley et al.， Citation2022)，以及童年代理在学校压迫环境中的意义(Garlen et al.， Citation2022)。Webkinz是一个毛绒玩具专营权与互动在线对手(GANZ, Citation2012)。本研究得到了社会科学与人文研究委员会的支持。
{"title":"Staying with difficulty: on the emotional and social uses of childhood objects in unbecoming a teacher","authors":"Dragana Mirkovic, Ellouise VanBerkel, Lisa Farley","doi":"10.1080/10476210.2023.2261383","DOIUrl":"https://doi.org/10.1080/10476210.2023.2261383","url":null,"abstract":"ABSTRACTThis article examines how five teacher candidates conceptualized meanings of teaching and childhood through discussions of childhood objects within a focus group. Drawing on psychosocial methods, we show how teachers used their objects to work through tensions between professional roles as educators and the return of personal memory. We highlight the ways in which meanings of teaching and childhood were affected by the shifting dynamics of compliance, anxiety, and conflict within the group. Through our analysis, we illustrate the value of using objects to support emerging teachers’ engagements in complicated conversations within a divergent community to represent conflictive meanings of childhood and education.KEYWORDS: Teacher educationcurriculum theorypsychosocial methodsfocus groupschildhood objectsmemory Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This research was approved by York University’s Human Participants Research Review Committee.2. Earlier findings examined the pedagogical significance of childhood memories of nuisance-making leading to school surveillance (Farley et al., Citation2020), the colonial construct of innocence (Garlen, Chang-Kredl, Farley & Sonu, Citation2021), the relationship between memories of parental care and empathy (Chang-Kredl et al., Citation2021), and childhood memories of injustice and illness as catalysts for teachers’ dreams for just futures and pedagogical practice (Sonu et al., Citation2020, Citation2022). The second phase of research surfaced the role of nostalgia in teachers’ understandings of childhood under Covid-19 (Farley et al., Citation2022) and the meaning of childhood agency in oppressive contexts of schooling (Garlen et al., Citation2022).3. Webkinz are a stuffed animal franchise with interactive online counterparts (GANZ, Citation2012).Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135743744","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: 10.1080/10476210.2023.2252353
Kristine E. Larson, Amrita Chaturvedi, Molly Dunn, Nora Chavers
This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from participants’ written reflections were used to understand participant experiences with the intervention. Results suggested that the intervention was associated with decreases in implicit racial bias. Moreover, participant reflections suggested preliminary social validity of the intervention. Taken together, the contemplative practice intervention used in this feasibility study is a promising approach to neutralize prospective and current teachers’ implicit racial bias.
{"title":"Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: a feasibility study","authors":"Kristine E. Larson, Amrita Chaturvedi, Molly Dunn, Nora Chavers","doi":"10.1080/10476210.2023.2252353","DOIUrl":"https://doi.org/10.1080/10476210.2023.2252353","url":null,"abstract":"This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from participants’ written reflections were used to understand participant experiences with the intervention. Results suggested that the intervention was associated with decreases in implicit racial bias. Moreover, participant reflections suggested preliminary social validity of the intervention. Taken together, the contemplative practice intervention used in this feasibility study is a promising approach to neutralize prospective and current teachers’ implicit racial bias.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"37 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":"135736425","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 : 2023-08-07DOI: 10.1080/10476210.2023.2239714
Nelly Tournaki, Stuart Woodcock, J. Ehrich
{"title":"Tale of the tape: psychometric investigation of two popular teacher self-efficacy scales","authors":"Nelly Tournaki, Stuart Woodcock, J. Ehrich","doi":"10.1080/10476210.2023.2239714","DOIUrl":"https://doi.org/10.1080/10476210.2023.2239714","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47454391","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 : 2023-06-21DOI: 10.1080/10476210.2023.2223526
A. Glover, S. Stewart
Recruiting high-quality teachers is critical in supporting the delivery of an effective education experience for learners in schools. This paper examines how a new flexible two-year postgraduate teaching qualification is contributing to addressing the challenges of teacher recruitment in Wales. There is a shortage of teachers able to teach mathematics and science. It is also challenging to recruit Welsh-medium teachers, teachers from minority ethnic backgrounds and to fill vacancies in rural schools. To widen access to teacher education and diversify the teaching workforce, individuals with an appropriate undergraduate degree are offered the opportunity to train to teach via a flexible blended distance learning route, which is either part time or salaried. Early indications show that the flexibility of the programme has attracted career changers, who bring important transferable skills to their teaching practice. Although this is a relatively small-scale case study, it is apparent that offering a more flexible opportunity to those wishing to train to teach is of benefit to individuals, schools and the wider education system.
{"title":"Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment","authors":"A. Glover, S. Stewart","doi":"10.1080/10476210.2023.2223526","DOIUrl":"https://doi.org/10.1080/10476210.2023.2223526","url":null,"abstract":"Recruiting high-quality teachers is critical in supporting the delivery of an effective education experience for learners in schools. This paper examines how a new flexible two-year postgraduate teaching qualification is contributing to addressing the challenges of teacher recruitment in Wales. There is a shortage of teachers able to teach mathematics and science. It is also challenging to recruit Welsh-medium teachers, teachers from minority ethnic backgrounds and to fill vacancies in rural schools. To widen access to teacher education and diversify the teaching workforce, individuals with an appropriate undergraduate degree are offered the opportunity to train to teach via a flexible blended distance learning route, which is either part time or salaried. Early indications show that the flexibility of the programme has attracted career changers, who bring important transferable skills to their teaching practice. Although this is a relatively small-scale case study, it is apparent that offering a more flexible opportunity to those wishing to train to teach is of benefit to individuals, schools and the wider education system.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44794379","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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