Pub Date : 2020-10-01DOI: 10.1080/10476210.2019.1635108
Christopher J. Mccarthy, Paul G. Fitchett, R. Lambert, Lauren H. Boyle
ABSTRACT Stress is increasingly being linked to teacher turnover. This study examined 1,750 first-year U.S. public school teachers’ classroom-specific appraisals of demands and resources as indices of risk for stress, which was then used to predict their career trajectories in subsequent years. Data from the Beginning Teacher Longitudinal Study, a nationally representative survey of U.S. teachers new to the profession in 2007–2008, tracked teacher mobility for five years. One overarching research question guided our study: Are teachers who appraise their overall classroom demands as exceeding classroom resources in their first year more likely to move schools or leave the profession in subsequent years? Using longitudinal weights, the results of bivariate and logistic regression analyses showed that group membership was associated with occupational mobility in subsequent years. These results provide evidence that new teachers’ risk for stress can be operationalized by comparing early-career teachers’ perceptions of classroom demands vis-à-vis classroom resources.
{"title":"Stress vulnerability in the first year of teaching","authors":"Christopher J. Mccarthy, Paul G. Fitchett, R. Lambert, Lauren H. Boyle","doi":"10.1080/10476210.2019.1635108","DOIUrl":"https://doi.org/10.1080/10476210.2019.1635108","url":null,"abstract":"ABSTRACT Stress is increasingly being linked to teacher turnover. This study examined 1,750 first-year U.S. public school teachers’ classroom-specific appraisals of demands and resources as indices of risk for stress, which was then used to predict their career trajectories in subsequent years. Data from the Beginning Teacher Longitudinal Study, a nationally representative survey of U.S. teachers new to the profession in 2007–2008, tracked teacher mobility for five years. One overarching research question guided our study: Are teachers who appraise their overall classroom demands as exceeding classroom resources in their first year more likely to move schools or leave the profession in subsequent years? Using longitudinal weights, the results of bivariate and logistic regression analyses showed that group membership was associated with occupational mobility in subsequent years. These results provide evidence that new teachers’ risk for stress can be operationalized by comparing early-career teachers’ perceptions of classroom demands vis-à-vis classroom resources.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"424 - 443"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1635108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42697326","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 : 2020-10-01DOI: 10.1080/10476210.2020.1826424
Preeti Jain, Amber Brown
ABSTRACT This study examined the impact of an Adapted Lesson Study Project (ALSP), an undergraduate course assignment, utilized for field-experience, on teaching efficacy, and the quality of lessons developed by pre-service teachers. Participants consisted of 23 undergraduate early childhood education students enrolled in an early childhood mathematics and science education course. The study used a mixed-methods model. Results of a paired samples t-test on the Sense of Teaching efficacy survey indicated significant differences in the sub-categories of instructional strategies and student engagement from pre- to post-participation in the ALSP. Lesson plans were quantitatively evaluated using a rubric developed to assess lesson quality. Lesson observation, reflection, and revision notes were analyzed using content analysis. Results indicated the ALSP, which included iterative collaborative and reflective practices, improved teaching efficacy and the quality of lessons. The study provides a viable methodology for the inclusion of Lesson Study processes within short-term field-based projects in teacher preparation programs.
{"title":"Using an Adapted Lesson Study with Early Childhood Undergraduate Students","authors":"Preeti Jain, Amber Brown","doi":"10.1080/10476210.2020.1826424","DOIUrl":"https://doi.org/10.1080/10476210.2020.1826424","url":null,"abstract":"ABSTRACT This study examined the impact of an Adapted Lesson Study Project (ALSP), an undergraduate course assignment, utilized for field-experience, on teaching efficacy, and the quality of lessons developed by pre-service teachers. Participants consisted of 23 undergraduate early childhood education students enrolled in an early childhood mathematics and science education course. The study used a mixed-methods model. Results of a paired samples t-test on the Sense of Teaching efficacy survey indicated significant differences in the sub-categories of instructional strategies and student engagement from pre- to post-participation in the ALSP. Lesson plans were quantitatively evaluated using a rubric developed to assess lesson quality. Lesson observation, reflection, and revision notes were analyzed using content analysis. Results indicated the ALSP, which included iterative collaborative and reflective practices, improved teaching efficacy and the quality of lessons. The study provides a viable methodology for the inclusion of Lesson Study processes within short-term field-based projects in teacher preparation programs.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"154 - 174"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1826424","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46983310","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 : 2020-10-01DOI: 10.1080/10476210.2019.1583728
John Kertesz, Peter Brett
ABSTRACT This article explores contested possible meanings of the term ‘impact’ used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness.
{"title":"Defining and designing impact consciousness in teacher education","authors":"John Kertesz, Peter Brett","doi":"10.1080/10476210.2019.1583728","DOIUrl":"https://doi.org/10.1080/10476210.2019.1583728","url":null,"abstract":"ABSTRACT This article explores contested possible meanings of the term ‘impact’ used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"363 - 380"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1583728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41450158","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 : 2020-10-01DOI: 10.1080/10476210.2019.1649648
Aoife Neary
ABSTRACT ‘Difficult’ or potentially discomforting diversity topics and critical, unsettling pedagogies often induce resistances or charges of ‘irrelevance’ in teacher education contexts. In teaching with these topics and pedagogies, there is often a significant emphasis on fostering and utilising the process of empathy in productive ways to change attitudes and reduce social injustices. Drawing on a selection of illustrative accounts from three qualitative studies in schools in Ireland, interwoven with media commentary and some personal catalytic reflections, this paper explores (a) how an emphasis on empathy is not without its limits and restrictive effects in teacher education and (b) the generative possibilities yielded by situating empathy within a queer pedagogy of emotion. This paper’s close attention to and illustration of the limits of empathy within the context of teaching about gender and sexuality diversity opens a new consideration of empathy within a queer pedagogy of emotion and considers the broader potential of this for teaching about diversity in teacher education. Ultimately, this paper advances an argument for a constant watchfulness about how we are responding to diversity dilemmas in teacher education on the premise that such attention can yield new pedagogical imaginaries and possibilities.
{"title":"Critical imaginaries of empathy in teaching and learning about diversity in teacher education","authors":"Aoife Neary","doi":"10.1080/10476210.2019.1649648","DOIUrl":"https://doi.org/10.1080/10476210.2019.1649648","url":null,"abstract":"ABSTRACT ‘Difficult’ or potentially discomforting diversity topics and critical, unsettling pedagogies often induce resistances or charges of ‘irrelevance’ in teacher education contexts. In teaching with these topics and pedagogies, there is often a significant emphasis on fostering and utilising the process of empathy in productive ways to change attitudes and reduce social injustices. Drawing on a selection of illustrative accounts from three qualitative studies in schools in Ireland, interwoven with media commentary and some personal catalytic reflections, this paper explores (a) how an emphasis on empathy is not without its limits and restrictive effects in teacher education and (b) the generative possibilities yielded by situating empathy within a queer pedagogy of emotion. This paper’s close attention to and illustration of the limits of empathy within the context of teaching about gender and sexuality diversity opens a new consideration of empathy within a queer pedagogy of emotion and considers the broader potential of this for teaching about diversity in teacher education. Ultimately, this paper advances an argument for a constant watchfulness about how we are responding to diversity dilemmas in teacher education on the premise that such attention can yield new pedagogical imaginaries and possibilities.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"444 - 458"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1649648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48211652","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 : 2020-10-01DOI: 10.1080/10476210.2019.1594755
K. Clarke, A. Truckenbrodt, J. Kriewaldt, T. Angelico, S. Windsor
ABSTRACT This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centred focus by the beginning teachers. Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.
{"title":"Beginning teachers’ developing clinical judgement: knowledge, skills and attributes for clinical teaching","authors":"K. Clarke, A. Truckenbrodt, J. Kriewaldt, T. Angelico, S. Windsor","doi":"10.1080/10476210.2019.1594755","DOIUrl":"https://doi.org/10.1080/10476210.2019.1594755","url":null,"abstract":"ABSTRACT This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centred focus by the beginning teachers. Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"381 - 403"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1594755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49463641","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 : 2020-09-29DOI: 10.1080/10476210.2020.1819975
Noga Magen-Nagar, Pnina Steinberger
ABSTRACT In recent decades, live simulation has been introduced into teacher training in the USA, Europe and Asia in order to better prepare students for teaching in class. The current study sought to examine the effect of using live simulations of conflict management on the formation of professional identity among Israeli students in a multicultural teacher education college. The study included 145 B.Ed. and M.Ed. students attending an Israeli teacher education college. Data were collected using the teachers’ professional identity scale, teachers’ identity conflicts scale and an open-ended questionnaire about the advantages and challenges of teaching-learning through simulations. The content analysis of the open-ended questions supported the SEM findings and showed that the less central, cognitive and emotion-arousing the conflict, and the higher its level of resolution, the stronger the professional identity formation among the intervention group members. The research conclusion is that learning through conflict simulations contributes to the development of pre-service teachers’ professional identity.
{"title":"Developing teachers’ professional identity through conflict simulations","authors":"Noga Magen-Nagar, Pnina Steinberger","doi":"10.1080/10476210.2020.1819975","DOIUrl":"https://doi.org/10.1080/10476210.2020.1819975","url":null,"abstract":"ABSTRACT In recent decades, live simulation has been introduced into teacher training in the USA, Europe and Asia in order to better prepare students for teaching in class. The current study sought to examine the effect of using live simulations of conflict management on the formation of professional identity among Israeli students in a multicultural teacher education college. The study included 145 B.Ed. and M.Ed. students attending an Israeli teacher education college. Data were collected using the teachers’ professional identity scale, teachers’ identity conflicts scale and an open-ended questionnaire about the advantages and challenges of teaching-learning through simulations. The content analysis of the open-ended questions supported the SEM findings and showed that the less central, cognitive and emotion-arousing the conflict, and the higher its level of resolution, the stronger the professional identity formation among the intervention group members. The research conclusion is that learning through conflict simulations contributes to the development of pre-service teachers’ professional identity.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"102 - 122"},"PeriodicalIF":1.6,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1819975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549194","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 : 2020-09-29DOI: 10.1080/10476210.2020.1813703
Jihea Maddamsetti
ABSTRACT Despite pedagogical efforts to promote preservice teachers’ racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their coursework and fieldwork, I investigated preservice teachers’ engagement with race in discussing Claudia Rankine’s Citizen in an informal online space. The preservice teachers were embedded in an urban emergent elementary school in a predominantly African-American community in the Southeastern U.S. I asked: (1) how do PSTs use their racial literacy in an online critical inquiry community? (2) how might we understand the possibilities and constraints of PSTs’ practice of racial literacy? I found that some students continued to see issues of race and racism as an intellectual rather than a lived problem. Other students wrestled with their lived experiences of racism and those shared by their peers in response to their text. This work provides insight into how informal online spaces and small storytelling can be used to teach racial literacy, understand resistance, and implement antiracist action within teacher education.
{"title":"Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities","authors":"Jihea Maddamsetti","doi":"10.1080/10476210.2020.1813703","DOIUrl":"https://doi.org/10.1080/10476210.2020.1813703","url":null,"abstract":"ABSTRACT Despite pedagogical efforts to promote preservice teachers’ racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their coursework and fieldwork, I investigated preservice teachers’ engagement with race in discussing Claudia Rankine’s Citizen in an informal online space. The preservice teachers were embedded in an urban emergent elementary school in a predominantly African-American community in the Southeastern U.S. I asked: (1) how do PSTs use their racial literacy in an online critical inquiry community? (2) how might we understand the possibilities and constraints of PSTs’ practice of racial literacy? I found that some students continued to see issues of race and racism as an intellectual rather than a lived problem. Other students wrestled with their lived experiences of racism and those shared by their peers in response to their text. This work provides insight into how informal online spaces and small storytelling can be used to teach racial literacy, understand resistance, and implement antiracist action within teacher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"81 - 101"},"PeriodicalIF":1.6,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1813703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45022738","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 : 2020-09-15DOI: 10.1080/10476210.2020.1808610
Chanelle Wilson, E. Soslau
ABSTRACT Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom communities where all students feel safe, respected, and justly included in the classroom. We, two practitioner-researchers, both taught separate sections of one such mandatory graduate diversity course for inservice teachers. Instructor photos revealing our race (Author 1: Black, Author 2: White) were the only differences in the fully online, asynchronous course sections. After experiencing/witnessing graduate students’ racial bias towards the Black instructor captured via informal communication posted to the ‘Ask the Instructor’ board, we investigated whether students’ racial bias would be captured in graded coursework. Using both Cultural Historical Activity Theory (CHAT) and Critical Race Theory (CRT) we compared students’ work samples from each course section and found that students’ racial biases were not captured. Our findings help us problematize diversity courses hinged on broad-stroke equity frameworks. Thus, we use CRT to posit course revisions aimed at helping students develop post-racist mindsets and commit to anti-racist practices.
{"title":"Masquerading as equitable: using white teachers’ racist communication to guide diversity course revisions","authors":"Chanelle Wilson, E. Soslau","doi":"10.1080/10476210.2020.1808610","DOIUrl":"https://doi.org/10.1080/10476210.2020.1808610","url":null,"abstract":"ABSTRACT Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom communities where all students feel safe, respected, and justly included in the classroom. We, two practitioner-researchers, both taught separate sections of one such mandatory graduate diversity course for inservice teachers. Instructor photos revealing our race (Author 1: Black, Author 2: White) were the only differences in the fully online, asynchronous course sections. After experiencing/witnessing graduate students’ racial bias towards the Black instructor captured via informal communication posted to the ‘Ask the Instructor’ board, we investigated whether students’ racial bias would be captured in graded coursework. Using both Cultural Historical Activity Theory (CHAT) and Critical Race Theory (CRT) we compared students’ work samples from each course section and found that students’ racial biases were not captured. Our findings help us problematize diversity courses hinged on broad-stroke equity frameworks. Thus, we use CRT to posit course revisions aimed at helping students develop post-racist mindsets and commit to anti-racist practices.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"56 - 80"},"PeriodicalIF":1.6,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1808610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45523528","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 : 2020-09-10DOI: 10.1080/10476210.2020.1796957
Srikala Naraian
ABSTRACT New materialist thought complicates humanist conceptions of agency that inform the trope of ‘change agent’ which has been foundational to the scholarship on teacher preparation for inclusive education. This paper describes a preliminary exploration of a new materialist approach to the narrative inquiry of teacher enactments of inclusion. I begin with a brief interpretivist account that privileges the agency of Elizabeth, a novice teacher prepared within a disability studies informed teacher preparation program. Subsequently, in a move characteristic of a new materialist diffractive reading, I read into and through that account using the framework of agential realism to situate Elizabeth among multiple human and non-human agents. I argue for debility as a foundational construct to foster new ways of understanding teacher agency for inclusion.
{"title":"Diffractively narrating teacher agency within the entanglements of inclusion","authors":"Srikala Naraian","doi":"10.1080/10476210.2020.1796957","DOIUrl":"https://doi.org/10.1080/10476210.2020.1796957","url":null,"abstract":"ABSTRACT New materialist thought complicates humanist conceptions of agency that inform the trope of ‘change agent’ which has been foundational to the scholarship on teacher preparation for inclusive education. This paper describes a preliminary exploration of a new materialist approach to the narrative inquiry of teacher enactments of inclusion. I begin with a brief interpretivist account that privileges the agency of Elizabeth, a novice teacher prepared within a disability studies informed teacher preparation program. Subsequently, in a move characteristic of a new materialist diffractive reading, I read into and through that account using the framework of agential realism to situate Elizabeth among multiple human and non-human agents. I argue for debility as a foundational construct to foster new ways of understanding teacher agency for inclusion.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"13 - 26"},"PeriodicalIF":1.6,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1796957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48147259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-17DOI: 10.1080/10476210.2020.1796956
B. Barrio
ABSTRACT With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today’s schools, equity discourses continue to arise. For example, more than four decades of data have pointed towards the disproportionality (i.e. over- or -under-representation) of students from diverse cultural and linguistic backgrounds in special education in the United States, Europe, and beyond. As a continuous problem, there have not been enough studies exploring the state of general education teacher preparation programs and pre-service teachers’ use of culturally responsive practices (CRP) within referral models for special education. Knowing that teacher preparation is a key formation period for practicing teachers’ beliefs and knowledge the current study examined pre-service teachers’ knowledge and skills of culturally responsive practices within pre-referral models in order to address equity issues in special education (e.g. service delivery). Results from a fully integrated mixed methods study showed to be contradictory as the rating of pre-service teachers’ perceived knowledge and skills of CRP and pre-referral models to be high but their work indicated otherwise. Implications for teacher preparation programs include more in-depth learning experiences on CRP, disabilities, and engaging in equity discourses as part of pre-service teachers’ preparation.
{"title":"Understanding culturally responsive practices in teacher preparation: an avenue to address disproportionality in special education","authors":"B. Barrio","doi":"10.1080/10476210.2020.1796956","DOIUrl":"https://doi.org/10.1080/10476210.2020.1796956","url":null,"abstract":"ABSTRACT With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today’s schools, equity discourses continue to arise. For example, more than four decades of data have pointed towards the disproportionality (i.e. over- or -under-representation) of students from diverse cultural and linguistic backgrounds in special education in the United States, Europe, and beyond. As a continuous problem, there have not been enough studies exploring the state of general education teacher preparation programs and pre-service teachers’ use of culturally responsive practices (CRP) within referral models for special education. Knowing that teacher preparation is a key formation period for practicing teachers’ beliefs and knowledge the current study examined pre-service teachers’ knowledge and skills of culturally responsive practices within pre-referral models in order to address equity issues in special education (e.g. service delivery). Results from a fully integrated mixed methods study showed to be contradictory as the rating of pre-service teachers’ perceived knowledge and skills of CRP and pre-referral models to be high but their work indicated otherwise. Implications for teacher preparation programs include more in-depth learning experiences on CRP, disabilities, and engaging in equity discourses as part of pre-service teachers’ preparation.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"437 - 456"},"PeriodicalIF":1.6,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1796956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44036870","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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