Pub Date : 2023-05-23DOI: 10.1080/10476210.2023.2215166
Judy Paulick, Alexa M. Quinn, Charlotte D. Blain
{"title":"Developing culturally responsive teaching self-efficacy through engaged, asset-based teacher preparation","authors":"Judy Paulick, Alexa M. Quinn, Charlotte D. Blain","doi":"10.1080/10476210.2023.2215166","DOIUrl":"https://doi.org/10.1080/10476210.2023.2215166","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47553966","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 : 2023-04-28DOI: 10.1080/10476210.2023.2198206
Peter Mtika, D. Robson, Archie S. Graham, Lindsay Macdougall
Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed.
{"title":"Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments","authors":"Peter Mtika, D. Robson, Archie S. Graham, Lindsay Macdougall","doi":"10.1080/10476210.2023.2198206","DOIUrl":"https://doi.org/10.1080/10476210.2023.2198206","url":null,"abstract":"Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46696049","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 : 2023-04-27DOI: 10.1080/10476210.2023.2194626
A. Amrein-Beardsley, C. Collins, Dawn Demps, B. Gong, Chukwu(emeka) Ikegwuonu, Sarah M. Salinas, Stephen Santa-Ramirez
{"title":"A sequential mixed-methods study of a technology-enabled support system promoting student-to-teacher success","authors":"A. Amrein-Beardsley, C. Collins, Dawn Demps, B. Gong, Chukwu(emeka) Ikegwuonu, Sarah M. Salinas, Stephen Santa-Ramirez","doi":"10.1080/10476210.2023.2194626","DOIUrl":"https://doi.org/10.1080/10476210.2023.2194626","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934894","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 : 2023-04-03DOI: 10.1080/10476210.2022.2077928
Karthigeyan Subramaniam
ABSTRACT This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher’s 30-minute microteaching and the use of reflective prompts to verify pre-service teachers’ responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences.
{"title":"A phenomenological study of prospective teachers’ first-time science teaching experiences","authors":"Karthigeyan Subramaniam","doi":"10.1080/10476210.2022.2077928","DOIUrl":"https://doi.org/10.1080/10476210.2022.2077928","url":null,"abstract":"ABSTRACT This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher’s 30-minute microteaching and the use of reflective prompts to verify pre-service teachers’ responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"209 - 224"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47366879","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 : 2023-03-22DOI: 10.1080/10476210.2023.2189234
Rebecca E. Vieyra, R. Hite
{"title":"Conceptualizing secondary science teachers as strategic leaders","authors":"Rebecca E. Vieyra, R. Hite","doi":"10.1080/10476210.2023.2189234","DOIUrl":"https://doi.org/10.1080/10476210.2023.2189234","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742149","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 : 2023-03-08DOI: 10.1080/10476210.2023.2181330
Charles Brooks
ABSTRACT Using the notion of ‘ideology in pieces’ as a guiding concept, this paper presents a case study of one teacher who won his state’s history teacher of the year award. This study uses critical discourse analysis to explore the complex and at-times competing racial logics this teacher expressed regarding what race/racism is, how it operates in society, and its role in his teaching. Ultimately, this paper reveals that this teacher’s racial ideologies emerged ‘in pieces,’ constituted by a range of factors including his perception of the needs of his student population, community context, and his larger epistemological stances on both race/ism and history. While some discourses seemed to be in conflict, ultimately, white supremacy was protected through a lack of systemic analyses of racism and undergirding anti-Black logics.
{"title":"‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces","authors":"Charles Brooks","doi":"10.1080/10476210.2023.2181330","DOIUrl":"https://doi.org/10.1080/10476210.2023.2181330","url":null,"abstract":"ABSTRACT Using the notion of ‘ideology in pieces’ as a guiding concept, this paper presents a case study of one teacher who won his state’s history teacher of the year award. This study uses critical discourse analysis to explore the complex and at-times competing racial logics this teacher expressed regarding what race/racism is, how it operates in society, and its role in his teaching. Ultimately, this paper reveals that this teacher’s racial ideologies emerged ‘in pieces,’ constituted by a range of factors including his perception of the needs of his student population, community context, and his larger epistemological stances on both race/ism and history. While some discourses seemed to be in conflict, ultimately, white supremacy was protected through a lack of systemic analyses of racism and undergirding anti-Black logics.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45316012","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 : 2023-02-21DOI: 10.1080/10476210.2023.2167975
Julio César Tovar-Gálvez
ABSTRACT Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teaching Practices for Science Education (ITPSE) potentially solve this problem. The ITPSE are teaching supports that embody the ‘epistemological bridge’. The epistemological bridge is a didactic process through which teachers engage students in producing explanations of a phenomenon from different epistemologies. This study aims to discuss the design of the ITPSE using evidence of how a high school teacher uses them. The method is Design-Based Research to inform the ITPSE empirically. The analysis consists of a suite of a priori categories and identifying teacher performance patterns. Results reveal the need to redesign the ITPSE to support teachers in better connecting the content to the students’ learning output. Therefore, the ITPSE redesign includes an auxiliary framework and a new task.
{"title":"Intercultural teaching practices for science education to support teachers in culturally diverse classrooms","authors":"Julio César Tovar-Gálvez","doi":"10.1080/10476210.2023.2167975","DOIUrl":"https://doi.org/10.1080/10476210.2023.2167975","url":null,"abstract":"ABSTRACT Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teaching Practices for Science Education (ITPSE) potentially solve this problem. The ITPSE are teaching supports that embody the ‘epistemological bridge’. The epistemological bridge is a didactic process through which teachers engage students in producing explanations of a phenomenon from different epistemologies. This study aims to discuss the design of the ITPSE using evidence of how a high school teacher uses them. The method is Design-Based Research to inform the ITPSE empirically. The analysis consists of a suite of a priori categories and identifying teacher performance patterns. Results reveal the need to redesign the ITPSE to support teachers in better connecting the content to the students’ learning output. Therefore, the ITPSE redesign includes an auxiliary framework and a new task.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436413","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 : 2023-01-25DOI: 10.1080/10476210.2022.2161508
K. Gibbs
ABSTRACT This study is the second in a planned series of qualitative inquiries to investigate how some Australian educators use differentiated instruction (DI) in a secondary school setting. A small-scale study was conducted using individual, semi-structured interviews with seven teachers and two school leaders via Teams, a video conferencing platform. Using thematic analysis, two major themes were identified in the data, namely: perceptions of DI and key guiding DI principles. Results indicated that teachers and school leaders have a good understanding of differentiation and are responsive to the needs of the diversity of student abilities in this educational setting. This includes pedagogies such as designing learning activities to maximise educative opportunities for all students, pre-planning lessons and collecting student data to inform teachers’ understanding and capacity to plan for student readiness differences, using scaffolded formative and summative assessment, arranging flexible learning groups, and employing adaptable teaching processes that support all learners. The findings are a starting point to further explore and expand on how Australian educators use DI strategies and approaches in their mainstream schools.
{"title":"Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school","authors":"K. Gibbs","doi":"10.1080/10476210.2022.2161508","DOIUrl":"https://doi.org/10.1080/10476210.2022.2161508","url":null,"abstract":"ABSTRACT This study is the second in a planned series of qualitative inquiries to investigate how some Australian educators use differentiated instruction (DI) in a secondary school setting. A small-scale study was conducted using individual, semi-structured interviews with seven teachers and two school leaders via Teams, a video conferencing platform. Using thematic analysis, two major themes were identified in the data, namely: perceptions of DI and key guiding DI principles. Results indicated that teachers and school leaders have a good understanding of differentiation and are responsive to the needs of the diversity of student abilities in this educational setting. This includes pedagogies such as designing learning activities to maximise educative opportunities for all students, pre-planning lessons and collecting student data to inform teachers’ understanding and capacity to plan for student readiness differences, using scaffolded formative and summative assessment, arranging flexible learning groups, and employing adaptable teaching processes that support all learners. The findings are a starting point to further explore and expand on how Australian educators use DI strategies and approaches in their mainstream schools.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43856837","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 : 2023-01-20DOI: 10.1080/10476210.2023.2166918
P. Adams, Amy Burns
ABSTRACT This article empirically examines the ways in which Initial Teacher Education in Scotland and Alberta, Canada, seeks to ‘get students in’, ‘get them out and into the workforce’, ‘get on with teaching future teachers’ and how it should ‘get on with students’. Using Adams’ (2016) policy heuristic, which posits that policy can be discerned in three realms: frame; explanation; and formation, this paper considers the middle realm: that of policy explanation. Here, attempts to position policy through public pronouncement, policy directive, mandate and/or missive are examined in the context of ITE in Scotland and Alberta. By analysing policy explanations, the paper marks out how both jurisdictions should begin to attempt to craft ITE located in career-long, professional learning and development that understands and acknowledges tensions between ITE and later teacher-education phases. Finally, the paper makes a tentative proposal as to what such ITE might hope to achieve and how it might contribute to a well-developed workforce, so that both locations and other jurisdictions might orient initial teacher development.
{"title":"What should teacher education be about? Initial comparisons from Scotland and Alberta","authors":"P. Adams, Amy Burns","doi":"10.1080/10476210.2023.2166918","DOIUrl":"https://doi.org/10.1080/10476210.2023.2166918","url":null,"abstract":"ABSTRACT This article empirically examines the ways in which Initial Teacher Education in Scotland and Alberta, Canada, seeks to ‘get students in’, ‘get them out and into the workforce’, ‘get on with teaching future teachers’ and how it should ‘get on with students’. Using Adams’ (2016) policy heuristic, which posits that policy can be discerned in three realms: frame; explanation; and formation, this paper considers the middle realm: that of policy explanation. Here, attempts to position policy through public pronouncement, policy directive, mandate and/or missive are examined in the context of ITE in Scotland and Alberta. By analysing policy explanations, the paper marks out how both jurisdictions should begin to attempt to craft ITE located in career-long, professional learning and development that understands and acknowledges tensions between ITE and later teacher-education phases. Finally, the paper makes a tentative proposal as to what such ITE might hope to achieve and how it might contribute to a well-developed workforce, so that both locations and other jurisdictions might orient initial teacher development.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42709730","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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