Pub Date : 2021-03-22DOI: 10.1080/10476210.2021.1895106
Christine A. Ogren
ABSTRACT In this article, I discuss seldom-acknowledged ways in which university teacher preparation has served the common good throughout its history. I focus on the U.S., where teacher education has contributed to the larger university mission to serve society. I offer a new synthesis of varied strands of historical scholarship to explain how, for two centuries, teacher-education institutions and programs have responded to public needs to sustain college enrollments and expand access to higher learning, and have been pivotal in expanding student diversity, equity, and inclusion in higher education. Understanding that preparing teachers in the university rather than through alternative routes serves the common good enhances research on teacher education in the U.S. as well as in other countries.
{"title":"Teacher education in institutions of higher education: A history of common good","authors":"Christine A. Ogren","doi":"10.1080/10476210.2021.1895106","DOIUrl":"https://doi.org/10.1080/10476210.2021.1895106","url":null,"abstract":"ABSTRACT In this article, I discuss seldom-acknowledged ways in which university teacher preparation has served the common good throughout its history. I focus on the U.S., where teacher education has contributed to the larger university mission to serve society. I offer a new synthesis of varied strands of historical scholarship to explain how, for two centuries, teacher-education institutions and programs have responded to public needs to sustain college enrollments and expand access to higher learning, and have been pivotal in expanding student diversity, equity, and inclusion in higher education. Understanding that preparing teachers in the university rather than through alternative routes serves the common good enhances research on teacher education in the U.S. as well as in other countries.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"301 - 316"},"PeriodicalIF":1.6,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1895106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328592","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 : 2021-03-15DOI: 10.1080/10476210.2021.1895105
Maryann Jortveit, V. Kovač
ABSTRACT There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators have been analysed to identify underlying processes and mechanisms that are characteristic of successful collaboration between these two educational professions. The sampling was purposive and only educators who have been found to have achieved successful collaboration in the past were invited to participate. Three main themes emerged during the analysis: a meta-analytic approach to teaching, mutual recognition and enthusiasm, and inclusive education teaching. The overall conclusion of the findings indicates that successful collaboration is embedded in the type of instruction that supports the basic premises of inclusive education and appreciation of diversity. Educational professionals who are willing to come closer to one another in terms of their practice and professional identities are better equipped to succeed in co-teaching situations.
{"title":"Co-teaching that works: special and general educators’ perspectives on collaboration","authors":"Maryann Jortveit, V. Kovač","doi":"10.1080/10476210.2021.1895105","DOIUrl":"https://doi.org/10.1080/10476210.2021.1895105","url":null,"abstract":"ABSTRACT There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators have been analysed to identify underlying processes and mechanisms that are characteristic of successful collaboration between these two educational professions. The sampling was purposive and only educators who have been found to have achieved successful collaboration in the past were invited to participate. Three main themes emerged during the analysis: a meta-analytic approach to teaching, mutual recognition and enthusiasm, and inclusive education teaching. The overall conclusion of the findings indicates that successful collaboration is embedded in the type of instruction that supports the basic premises of inclusive education and appreciation of diversity. Educational professionals who are willing to come closer to one another in terms of their practice and professional identities are better equipped to succeed in co-teaching situations.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"286 - 300"},"PeriodicalIF":1.6,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1895105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49339110","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 : 2021-03-10DOI: 10.1080/10476210.2021.1895107
Jodi Nickel, S. Crosby
ABSTRACT This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those graduates seemed to have a strong sense of PI and were optimistic about their careers (Nickel & Zimmer, 2019). The research literature suggests that entering the teaching profession provokes many tensions for new teachers; while these tensions may foster learning, unresolved tensions may prompt teachers to leave the profession. This study explores how the ideals of these new teachers persisted or changed in the first two years of teaching, strengths and growth areas in meeting those ideals, and tensions and supports that were impactful.
{"title":"Professional identity values and tensions for early career teachers","authors":"Jodi Nickel, S. Crosby","doi":"10.1080/10476210.2021.1895107","DOIUrl":"https://doi.org/10.1080/10476210.2021.1895107","url":null,"abstract":"ABSTRACT This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those graduates seemed to have a strong sense of PI and were optimistic about their careers (Nickel & Zimmer, 2019). The research literature suggests that entering the teaching profession provokes many tensions for new teachers; while these tensions may foster learning, unresolved tensions may prompt teachers to leave the profession. This study explores how the ideals of these new teachers persisted or changed in the first two years of teaching, strengths and growth areas in meeting those ideals, and tensions and supports that were impactful.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"317 - 331"},"PeriodicalIF":1.6,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1895107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45350732","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 : 2021-02-01DOI: 10.1080/10476210.2020.1868423
V. Prain, S. Emery, Damon P. Thomas, Valerie Lovejoy, Cathleen Farrelly, L. Baxter, D. Blake, Craig Deed, Marie-Christina Edwards, Doug Fingland, A. Mooney, T. Muir, K. Swabey, R. Tytler, Emma Workman, Tina Daniel-Zitzlaff, Joanne Henriksen
ABSTRACT Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form of collaboration, drawing on both relevant literature and analyses of three case studies of team teaching. We found that team teaching (a) is enabled and constrained by multiple contextual factors, and (b) potentially changes and enhances the nature and scope of teacher professional learning.
{"title":"Team teaching in large spaces: three case studies framed by relational agency","authors":"V. Prain, S. Emery, Damon P. Thomas, Valerie Lovejoy, Cathleen Farrelly, L. Baxter, D. Blake, Craig Deed, Marie-Christina Edwards, Doug Fingland, A. Mooney, T. Muir, K. Swabey, R. Tytler, Emma Workman, Tina Daniel-Zitzlaff, Joanne Henriksen","doi":"10.1080/10476210.2020.1868423","DOIUrl":"https://doi.org/10.1080/10476210.2020.1868423","url":null,"abstract":"ABSTRACT Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form of collaboration, drawing on both relevant literature and analyses of three case studies of team teaching. We found that team teaching (a) is enabled and constrained by multiple contextual factors, and (b) potentially changes and enhances the nature and scope of teacher professional learning.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"272 - 285"},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1868423","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373981","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 : 2021-01-31DOI: 10.1080/10476210.2020.1856065
Stanisław Byra, Ewa Domagała-Zyśk
ABSTRACT This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion, self-esteem and attitudes towards people with disabilities. Higher self-esteem was associated with more positive attitudes, manifested as thoughts about people with disabilities, emotions felt towards them, and behaviours directed at them. The results show that the correlation between self-esteem and negative attitudes towards inclusion is mediated by negative attitudes towards persons with disabilities. These results correspond to findings pointing to the importance of self-esteem as a psychological resource that affects one’s interpretation of difficulties, life situations, and other people. The correlations of these three complex variables form a basis for a model of how to educate student teachers on inclusion.
{"title":"Multidimensional assessment of student teachers’ self-esteem and attitudes towards inclusive education and people with disabilities","authors":"Stanisław Byra, Ewa Domagała-Zyśk","doi":"10.1080/10476210.2020.1856065","DOIUrl":"https://doi.org/10.1080/10476210.2020.1856065","url":null,"abstract":"ABSTRACT This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion, self-esteem and attitudes towards people with disabilities. Higher self-esteem was associated with more positive attitudes, manifested as thoughts about people with disabilities, emotions felt towards them, and behaviours directed at them. The results show that the correlation between self-esteem and negative attitudes towards inclusion is mediated by negative attitudes towards persons with disabilities. These results correspond to findings pointing to the importance of self-esteem as a psychological resource that affects one’s interpretation of difficulties, life situations, and other people. The correlations of these three complex variables form a basis for a model of how to educate student teachers on inclusion.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"237 - 253"},"PeriodicalIF":1.6,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1856065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46335103","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 : 2021-01-02DOI: 10.1080/10476210.2020.1862077
C. Brooks
ABSTRACT Stenhouse’s image of the teaching profession as a ‘village’ could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale university-providers of ITE in different national contexts, I outline four trends. The first is that the role of universities within teacher education is precarious, along with the perceived value of research in teacher education. The second argues that prospective teachers do not perceive teaching as a research-based profession and therefore expect teacher education to be practice-orientated. Teacher education accountability structures downplay the significance of research as part of a teacher’s knowledge base and practical repertoire. And finally, the career trajectories and contractual arrangements of teacher educators reduces the overall research capacity of the field. Taken together, these four trends affect how (new) teachers are introduced to education research and diminish their capacity to be actively involved in education research throughout their careers.
{"title":"Research capacity in initial teacher education: trends in joining the ‘village’","authors":"C. Brooks","doi":"10.1080/10476210.2020.1862077","DOIUrl":"https://doi.org/10.1080/10476210.2020.1862077","url":null,"abstract":"ABSTRACT Stenhouse’s image of the teaching profession as a ‘village’ could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale university-providers of ITE in different national contexts, I outline four trends. The first is that the role of universities within teacher education is precarious, along with the perceived value of research in teacher education. The second argues that prospective teachers do not perceive teaching as a research-based profession and therefore expect teacher education to be practice-orientated. Teacher education accountability structures downplay the significance of research as part of a teacher’s knowledge base and practical repertoire. And finally, the career trajectories and contractual arrangements of teacher educators reduces the overall research capacity of the field. Taken together, these four trends affect how (new) teachers are introduced to education research and diminish their capacity to be actively involved in education research throughout their careers.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"7 - 26"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1862077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46052458","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 : 2021-01-02DOI: 10.1080/10476210.2020.1868141
Martin Mills, Nicole Mockler, M. Stacey, B. Taylor
{"title":"‘The village and the world’: research with, for and by teachers in an age of data","authors":"Martin Mills, Nicole Mockler, M. Stacey, B. Taylor","doi":"10.1080/10476210.2020.1868141","DOIUrl":"https://doi.org/10.1080/10476210.2020.1868141","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"1 - 6"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1868141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49571841","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 : 2021-01-02DOI: 10.1080/10476210.2020.1868142
Marilyn Cochran-Smith, S. Lytle
{"title":"Inquiry in the age of data: a commentary","authors":"Marilyn Cochran-Smith, S. Lytle","doi":"10.1080/10476210.2020.1868142","DOIUrl":"https://doi.org/10.1080/10476210.2020.1868142","url":null,"abstract":"","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"99 - 107"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1868142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295321","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 : 2021-01-02DOI: 10.1080/10476210.2020.1860000
M. Tatto
ABSTRACT With a focus on the US, I briefly review the literature to examine current trends, and outline a typology of what is meant by educational research for teaching by, with and for teachers, followed by a discussion of why it is important for educators to engage in and commit to such research. The key question in this article is what kinds of research are helpful for program improvement and for high-quality teaching and learning? A follow-up question is where should teachers learn to do such research and what would it mean to be a proficient teacher-researcher? These questions lead to an exploration of the role of teacher educators in helping teachers learn diverse epistemologies, theoretical perspectives, and methodologies to engage in researching the complexity involved in enriching and improving teacher education, teaching and learning.
{"title":"Developing teachers’ research capacity: the essential role of teacher education","authors":"M. Tatto","doi":"10.1080/10476210.2020.1860000","DOIUrl":"https://doi.org/10.1080/10476210.2020.1860000","url":null,"abstract":"ABSTRACT With a focus on the US, I briefly review the literature to examine current trends, and outline a typology of what is meant by educational research for teaching by, with and for teachers, followed by a discussion of why it is important for educators to engage in and commit to such research. The key question in this article is what kinds of research are helpful for program improvement and for high-quality teaching and learning? A follow-up question is where should teachers learn to do such research and what would it mean to be a proficient teacher-researcher? These questions lead to an exploration of the role of teacher educators in helping teachers learn diverse epistemologies, theoretical perspectives, and methodologies to engage in researching the complexity involved in enriching and improving teacher education, teaching and learning.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"27 - 46"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1860000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948784","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 : 2020-12-22DOI: 10.1080/10476210.2020.1856805
Sharon Friesen, Barb Brown
ABSTRACT Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based professional learning program (DBPL) as part of a design-based research study. Two research questions guided the study: (1) In what ways does DBPL support teacher leaders’ efforts in creating the collective collaborative capacity? (2) What is needed for teacher leaders to develop collective collaborative capacity? Teacher leaders (n = 374/500) completed a pre- and post-survey, provided artefacts, contributed to online collaborative conversations, and provided written feedback. Four findings emerged from this study; teacher leaders: 1) increased in leading teacher learning, using resources, understanding school authority goals and leadership expectations, and expanding their professional network; 2) increased in their ability to lead collaboration in their professional learning community; 3) developed trusting relationships within the network of learning leaders; and 4) required a shared or distributed approach at the school level. DBPL empowered teacher leaders to exercise leadership by taking on leadership responsibilities outside of the classroom with a deliberate focus on creating coherence by developing collective responsibility for student success.
{"title":"Teacher leaders: developing collective responsibility through design-based professional learning","authors":"Sharon Friesen, Barb Brown","doi":"10.1080/10476210.2020.1856805","DOIUrl":"https://doi.org/10.1080/10476210.2020.1856805","url":null,"abstract":"ABSTRACT Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based professional learning program (DBPL) as part of a design-based research study. Two research questions guided the study: (1) In what ways does DBPL support teacher leaders’ efforts in creating the collective collaborative capacity? (2) What is needed for teacher leaders to develop collective collaborative capacity? Teacher leaders (n = 374/500) completed a pre- and post-survey, provided artefacts, contributed to online collaborative conversations, and provided written feedback. Four findings emerged from this study; teacher leaders: 1) increased in leading teacher learning, using resources, understanding school authority goals and leadership expectations, and expanding their professional network; 2) increased in their ability to lead collaboration in their professional learning community; 3) developed trusting relationships within the network of learning leaders; and 4) required a shared or distributed approach at the school level. DBPL empowered teacher leaders to exercise leadership by taking on leadership responsibilities outside of the classroom with a deliberate focus on creating coherence by developing collective responsibility for student success.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"254 - 271"},"PeriodicalIF":1.6,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1856805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48105944","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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