Pub Date : 2022-11-20DOI: 10.1080/10476210.2022.2146088
Britt Adams, Nance S. Wilson, Tess M. Dussling, E. Stevens, A. Van Wig, Jennie Baumann, Shuling Yang, Gillian Mertens, Jane Bean-Folkes, Linda Smetana
ABSTRACT As an internal process, documenting reading comprehension has remained challenging. This paper presents three case studies that explore the transactional practices of literacy education graduate students as they read and annotate assigned texts in an online, asynchronous class. Social annotation tools give multiple students simultaneous access to the same text and allow them to interact with one another, which positions literacy as a social practice. Findings illuminate the different approaches participants engaged in to interact with the text and their peers, with regard to comprehension strategies, critique, and community interaction. Implications offer insight for teacher educators on assessing teacher reading comprehension through social annotation.
{"title":"Literacy’s Schrödinger’s cat: capturing reading comprehension with social annotation","authors":"Britt Adams, Nance S. Wilson, Tess M. Dussling, E. Stevens, A. Van Wig, Jennie Baumann, Shuling Yang, Gillian Mertens, Jane Bean-Folkes, Linda Smetana","doi":"10.1080/10476210.2022.2146088","DOIUrl":"https://doi.org/10.1080/10476210.2022.2146088","url":null,"abstract":"ABSTRACT As an internal process, documenting reading comprehension has remained challenging. This paper presents three case studies that explore the transactional practices of literacy education graduate students as they read and annotate assigned texts in an online, asynchronous class. Social annotation tools give multiple students simultaneous access to the same text and allow them to interact with one another, which positions literacy as a social practice. Findings illuminate the different approaches participants engaged in to interact with the text and their peers, with regard to comprehension strategies, critique, and community interaction. Implications offer insight for teacher educators on assessing teacher reading comprehension through social annotation.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48797120","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 : 2022-10-25DOI: 10.1080/10476210.2022.2136157
Tim Corcoran, B. Whitburn, Beth Rice
ABSTRACT In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means by which educators can critically respond to the uncomfortable couplet of standardisation and difference. This is primarily achieved by theorising alternative ways of making sense of difference. Core to the argument is that standards can become more than prescriptions for educating in the same way when teachers recognise their positionality, examine the socio-cultural context of their work, and take action to ensure equality or equity of opportunity within the classroom. The paper is presented in three sections. The first section addresses the use of teaching standards in the United States and Australia, examining various ways inclusive education is articulated as a standard for practice. The second section engages theory from critical disability studies as a fillip to thinking differently about disability. The final section creates conceptual space for educators to move effectively between different intentions – their own as practitioners, the profession’s standards, and socio-material conditions involving ethics and accountability. On the whole, conveyed throughout the paper is the necessity for teachers to orientate towards contextual sense-making of professional standards to support inclusive practice.
{"title":"Teaching standards and inclusion: beyond educating the same way","authors":"Tim Corcoran, B. Whitburn, Beth Rice","doi":"10.1080/10476210.2022.2136157","DOIUrl":"https://doi.org/10.1080/10476210.2022.2136157","url":null,"abstract":"ABSTRACT In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means by which educators can critically respond to the uncomfortable couplet of standardisation and difference. This is primarily achieved by theorising alternative ways of making sense of difference. Core to the argument is that standards can become more than prescriptions for educating in the same way when teachers recognise their positionality, examine the socio-cultural context of their work, and take action to ensure equality or equity of opportunity within the classroom. The paper is presented in three sections. The first section addresses the use of teaching standards in the United States and Australia, examining various ways inclusive education is articulated as a standard for practice. The second section engages theory from critical disability studies as a fillip to thinking differently about disability. The final section creates conceptual space for educators to move effectively between different intentions – their own as practitioners, the profession’s standards, and socio-material conditions involving ethics and accountability. On the whole, conveyed throughout the paper is the necessity for teachers to orientate towards contextual sense-making of professional standards to support inclusive practice.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46717904","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 : 2022-09-15DOI: 10.1080/10476210.2022.2118703
Aisling Ní Dhiorbháin
ABSTRACT Explicit knowledge of language is posited as a core component of language teachers’ professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education. In an explicit-inductive approach, students are guided to induce and articulate grammatical rules for themselves. A tripartite analysis of: teacher educator as pedagogue, student language teacher as teacher-learner and pedagogy as process within an explicit-inductive approach is presented, to form a sociocultural model for the teaching of explicit knowledge in L2 teacher education. It is argued that an explicit-inductive approach which is grounded in praxis has the potential to develop student language teachers’ (SLTs’) content knowledge, i.e., their declarative knowledge of grammar, as well as their pedagogical knowledge of how to teach grammar. The paper calls for further discussion and critical reflection on the teaching of explicit knowledge in L2 teacher education.
{"title":"A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education","authors":"Aisling Ní Dhiorbháin","doi":"10.1080/10476210.2022.2118703","DOIUrl":"https://doi.org/10.1080/10476210.2022.2118703","url":null,"abstract":"ABSTRACT Explicit knowledge of language is posited as a core component of language teachers’ professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education. In an explicit-inductive approach, students are guided to induce and articulate grammatical rules for themselves. A tripartite analysis of: teacher educator as pedagogue, student language teacher as teacher-learner and pedagogy as process within an explicit-inductive approach is presented, to form a sociocultural model for the teaching of explicit knowledge in L2 teacher education. It is argued that an explicit-inductive approach which is grounded in praxis has the potential to develop student language teachers’ (SLTs’) content knowledge, i.e., their declarative knowledge of grammar, as well as their pedagogical knowledge of how to teach grammar. The paper calls for further discussion and critical reflection on the teaching of explicit knowledge in L2 teacher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"319 - 334"},"PeriodicalIF":1.6,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620053","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 : 2022-09-14DOI: 10.1080/10476210.2022.2118704
C. Woodfine, Diane Warner
ABSTRACT Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article explores how beginning teachers from under-represented groups come to understand themselves and others during the process of becoming a primary teacher. Through qualitative analysis of video stories of 12 novice primary teachers, we identified salient themes including dilemmas around identity invisibility/hypervisibility and lack of agency to (re)construct their identities. Our findings have implications for teacher educators and school leaders to provide new teachers opportunities to explore their identity dilemmas alongside their peers in safe spaces. Developing provision that builds beginning teachers’ peer networks alongside their understanding of self may not only offer an outlet for self-agency but impact on teacher retention from those located in under-represented groups.
{"title":"The identity dilemmas of Early Career Teachers from under-represented groups in the UK","authors":"C. Woodfine, Diane Warner","doi":"10.1080/10476210.2022.2118704","DOIUrl":"https://doi.org/10.1080/10476210.2022.2118704","url":null,"abstract":"ABSTRACT Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article explores how beginning teachers from under-represented groups come to understand themselves and others during the process of becoming a primary teacher. Through qualitative analysis of video stories of 12 novice primary teachers, we identified salient themes including dilemmas around identity invisibility/hypervisibility and lack of agency to (re)construct their identities. Our findings have implications for teacher educators and school leaders to provide new teachers opportunities to explore their identity dilemmas alongside their peers in safe spaces. Developing provision that builds beginning teachers’ peer networks alongside their understanding of self may not only offer an outlet for self-agency but impact on teacher retention from those located in under-represented groups.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"335 - 350"},"PeriodicalIF":1.6,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48920069","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 : 2022-09-14DOI: 10.1080/10476210.2022.2106964
Y. Nissim, Eitan Simon
ABSTRACT The Corona pandemic caused ‘disruption’ in the world of higher education and required a transition to emergency remote teaching (ERT). Lecturers and students experienced disruption in the familiar processes of teaching and learning. Yet, about a year after the outbreak of the pandemic, a routine of remote teaching was reached. The study examines the perspectives of students at a teacher training college in northern Israel regarding their satisfaction with the remote learning during that year. The findings indicate challenges and successes as well as better academic preparedness for the second semester. A significant increase in the students’ satisfaction occurred in all indices examined. A strong connection was found between the students’ emotions and coping with remote learning and their appreciation of the lecturers’ and the college’s functioning. During the second semester, the students reported greater motivation to study, higher concentration, greater participation in lessons, greater interest in the studied material, and fewer distractions than in the first semester. The students adapted, participated more and felt greater engagement with their studies, and hence, their satisfaction with remote learning increased. These insights are valuable when dealing with education, remote teaching in general, and designing teaching and learning in higher education in particular.
{"title":"From disruption to ‘Comfort-Zoom’ routine: preservice teachers’ perspectives on remote learning during the Corona year","authors":"Y. Nissim, Eitan Simon","doi":"10.1080/10476210.2022.2106964","DOIUrl":"https://doi.org/10.1080/10476210.2022.2106964","url":null,"abstract":"ABSTRACT The Corona pandemic caused ‘disruption’ in the world of higher education and required a transition to emergency remote teaching (ERT). Lecturers and students experienced disruption in the familiar processes of teaching and learning. Yet, about a year after the outbreak of the pandemic, a routine of remote teaching was reached. The study examines the perspectives of students at a teacher training college in northern Israel regarding their satisfaction with the remote learning during that year. The findings indicate challenges and successes as well as better academic preparedness for the second semester. A significant increase in the students’ satisfaction occurred in all indices examined. A strong connection was found between the students’ emotions and coping with remote learning and their appreciation of the lecturers’ and the college’s functioning. During the second semester, the students reported greater motivation to study, higher concentration, greater participation in lessons, greater interest in the studied material, and fewer distractions than in the first semester. The students adapted, participated more and felt greater engagement with their studies, and hence, their satisfaction with remote learning increased. These insights are valuable when dealing with education, remote teaching in general, and designing teaching and learning in higher education in particular.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"283 - 304"},"PeriodicalIF":1.6,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46161508","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 : 2022-09-07DOI: 10.1080/10476210.2022.2109623
O. Mcgarr
ABSTRACT The metaphors used by teachers to explain the nature of student learning and student difficulty can reveal a great deal about how teachers conceive the teaching and learning process. This is an important area of research as it can shed light on how they see their role in the learning process and how they should intervene to assist students in difficulty. Drawing on conceptual metaphorical theory, this paper explores how high school teachers described student learning by examining the metaphors they drew on to talk about student learning. The research found that the teachers drew primarily on metaphors associated with a journey when describing student learning. The paper argues that the employment of such metaphors can limit teachers’ responses to situations where students experience challenge and difficulty. It is further argued that teachers need to reflect on the use of such metaphors (and the accompanying essentialist language) and consider the affordances offered by employing alternative metaphors to describe student learning.
{"title":"‘Hitting a brick wall’: using conceptual metaphorical theory to explore teachers’ conceptions of learning in Computer Science","authors":"O. Mcgarr","doi":"10.1080/10476210.2022.2109623","DOIUrl":"https://doi.org/10.1080/10476210.2022.2109623","url":null,"abstract":"ABSTRACT The metaphors used by teachers to explain the nature of student learning and student difficulty can reveal a great deal about how teachers conceive the teaching and learning process. This is an important area of research as it can shed light on how they see their role in the learning process and how they should intervene to assist students in difficulty. Drawing on conceptual metaphorical theory, this paper explores how high school teachers described student learning by examining the metaphors they drew on to talk about student learning. The research found that the teachers drew primarily on metaphors associated with a journey when describing student learning. The paper argues that the employment of such metaphors can limit teachers’ responses to situations where students experience challenge and difficulty. It is further argued that teachers need to reflect on the use of such metaphors (and the accompanying essentialist language) and consider the affordances offered by employing alternative metaphors to describe student learning.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"305 - 318"},"PeriodicalIF":1.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42832024","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 : 2022-09-07DOI: 10.1080/10476210.2022.2106963
Martin Hermida, Nina Imlig-Iten, Iwan Schrackmann, Eva Marinus
ABSTRACT With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students’ sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is important to understand pre-service teachers’ attitudes about online privacy and to assess their knowledge about protection strategies. Therefore, we tested whether existing scales for attitudes (perceived severity, perceived vulnerability, self-efficacy) about online privacy in social networks can be applied to pre-service teachers and be extended to e-mail and cloud storage. We then explored how these attitudes relate to protection strategies. Except for perceived vulnerability regarding social networks, we succeeded in reliably measuring the three different attitudes in the three domains. Priming did not change the attitudes. However, we did find that self-efficacy was related to the degree to which students report using data protection strategies. This suggests that to motivate pre-service teachers to engage in data protection, teaching them these strategies is more effective than making them more aware of their vulnerability and the severity of data breaches.
{"title":"Assessing and priming pre-service teachers’ attitudes about online privacy and their protection strategies for social networks, email and cloud storage","authors":"Martin Hermida, Nina Imlig-Iten, Iwan Schrackmann, Eva Marinus","doi":"10.1080/10476210.2022.2106963","DOIUrl":"https://doi.org/10.1080/10476210.2022.2106963","url":null,"abstract":"ABSTRACT With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students’ sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is important to understand pre-service teachers’ attitudes about online privacy and to assess their knowledge about protection strategies. Therefore, we tested whether existing scales for attitudes (perceived severity, perceived vulnerability, self-efficacy) about online privacy in social networks can be applied to pre-service teachers and be extended to e-mail and cloud storage. We then explored how these attitudes relate to protection strategies. Except for perceived vulnerability regarding social networks, we succeeded in reliably measuring the three different attitudes in the three domains. Priming did not change the attitudes. However, we did find that self-efficacy was related to the degree to which students report using data protection strategies. This suggests that to motivate pre-service teachers to engage in data protection, teaching them these strategies is more effective than making them more aware of their vulnerability and the severity of data breaches.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"265 - 282"},"PeriodicalIF":1.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46708271","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 : 2022-08-18DOI: 10.1080/10476210.2022.2104832
Kira J. Carbonneau, Yuliya Ardasheva, Lindsay K. Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison, Stephen J. Morrison
ABSTRACT As the number of culturally and linguistically diverse (CLD) students increases, teachers need to leverage their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically relevant pedagogy (CLRP). We then explore the relative contributions of teachers’ self-efficacy to enact CLRP. The results suggest that CLRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, and teachers’ teaching and assessment of CLD students.
{"title":"Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students","authors":"Kira J. Carbonneau, Yuliya Ardasheva, Lindsay K. Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison, Stephen J. Morrison","doi":"10.1080/10476210.2022.2104832","DOIUrl":"https://doi.org/10.1080/10476210.2022.2104832","url":null,"abstract":"ABSTRACT As the number of culturally and linguistically diverse (CLD) students increases, teachers need to leverage their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically relevant pedagogy (CLRP). We then explore the relative contributions of teachers’ self-efficacy to enact CLRP. The results suggest that CLRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, and teachers’ teaching and assessment of CLD students.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"247 - 264"},"PeriodicalIF":1.6,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160478","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 : 2022-06-01DOI: 10.1080/10476210.2022.2078299
M. Porto
ABSTRACT Framed within the theory and practice of social justice in English language teacher education (ELTE), the aim of this study was to foster pre-service teachers’ awareness of social justice principles, issues and practices by taking part in a service learning experience during their higher education studies in a non-governmental organisation located on the outskirts of La Plata city in Argentina. In collaboration with their university tutors, three pre-service teachers taught workshops using intercultural literature in English during 2017–2018 for underserved children in the NGO. Data comprise four reflection logs written by each teacher candidate during 2017–2020, analysed using content analysis. Findings show the significance of providing an experientially grounded sense of social justice education. The study illustrates pre-service teachers’ journeys toward social justice grounded in field work beyond the level of rhetoric. It also tests current perspectives on social justice in a South American setting, as work done on this basis has focused almost exclusively on Africa. Implications for ELTE and education in general are discussed.
{"title":"Experientially grounded praxis of social justice language education: pre-service teachers of English engage in field work in an Argentine NGO","authors":"M. Porto","doi":"10.1080/10476210.2022.2078299","DOIUrl":"https://doi.org/10.1080/10476210.2022.2078299","url":null,"abstract":"ABSTRACT Framed within the theory and practice of social justice in English language teacher education (ELTE), the aim of this study was to foster pre-service teachers’ awareness of social justice principles, issues and practices by taking part in a service learning experience during their higher education studies in a non-governmental organisation located on the outskirts of La Plata city in Argentina. In collaboration with their university tutors, three pre-service teachers taught workshops using intercultural literature in English during 2017–2018 for underserved children in the NGO. Data comprise four reflection logs written by each teacher candidate during 2017–2020, analysed using content analysis. Findings show the significance of providing an experientially grounded sense of social justice education. The study illustrates pre-service teachers’ journeys toward social justice grounded in field work beyond the level of rhetoric. It also tests current perspectives on social justice in a South American setting, as work done on this basis has focused almost exclusively on Africa. Implications for ELTE and education in general are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"225 - 245"},"PeriodicalIF":1.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277368","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 : 2022-05-05DOI: 10.1080/10476210.2022.2066076
Guillaume Escalié, S. Chaliès, Pascal Legrain, Sylvie Moussay
ABSTRACT In many countries, preservice teachers’ (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.
{"title":"A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France","authors":"Guillaume Escalié, S. Chaliès, Pascal Legrain, Sylvie Moussay","doi":"10.1080/10476210.2022.2066076","DOIUrl":"https://doi.org/10.1080/10476210.2022.2066076","url":null,"abstract":"ABSTRACT In many countries, preservice teachers’ (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"194 - 208"},"PeriodicalIF":1.6,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43648557","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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