An educational innovation experience developed as part of the curriculum for the Early Childhood Education degree is presented within the framework of the scientific dissemination project entitled ...
作为早期儿童教育学位课程的一部分，在科学传播项目框架内提出了一项教育创新经验，该项目名为……
{"title":"Integrating women scientists into the pre-school education degree curriculum","authors":"Jorge Alcántara-Manzanares, Jerónimo Torres-Porras, Rosario Mérida-Serrano","doi":"10.1080/02607476.2023.2283438","DOIUrl":"https://doi.org/10.1080/02607476.2023.2283438","url":null,"abstract":"An educational innovation experience developed as part of the curriculum for the Early Childhood Education degree is presented within the framework of the scientific dissemination project entitled ...","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"19 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1080/02607476.2023.2283426
Shuting Zhang, Michelle Mingyue Gu, Wang Sun, Tan Jin
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910...
本研究探讨数位素养(DL)能力的不同维度与数位素养教学实践和教师认同的关系。调查数据收集自910…
{"title":"Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers","authors":"Shuting Zhang, Michelle Mingyue Gu, Wang Sun, Tan Jin","doi":"10.1080/02607476.2023.2283426","DOIUrl":"https://doi.org/10.1080/02607476.2023.2283426","url":null,"abstract":"This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910...","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"19 3","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/02607476.2023.2274071
Xiaojing Yan, Bingqing Li
ABSTRACTMobilising urban early-career teachers to commonly perceived ‘under-resourced’ and ‘challenging’ rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational environment. This qualitative case study explores the professional trajectories of four MR-ECTs in a rural primary school in Guangxi, China, regarding their process and outcome of adaptation during their first two years of teaching. Adopting semi-structured interviews, this study finds that the MR-ECTs were somehow under-prepared for the rural school and adopted a ‘deficit’ mindset in the first place to perceive their professional challenges in the rural school. Yet, they gradually became more resilient in overcoming the challenges and retaining in the rural school by harnessing and collecting available resources from their pre-service and in-service experiences to increase their place consciousness and rural readiness. This understanding will enable teachers, teacher educators, policymakers and school leaders to assist MR-ECTs’ ruralisation and contribution to rural schools in more informed ways.KEYWORDS: Early-career teachersrural educationteacher resilienceteacher mobility AcknowledgementsThis research obtained a Human Ethics Certificate of Approval from Monash University Human Research Ethics Committee (21222), and was supported by the Capital University of Economics and Business (Grant No. XRZ2023009).Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience","authors":"Xiaojing Yan, Bingqing Li","doi":"10.1080/02607476.2023.2274071","DOIUrl":"https://doi.org/10.1080/02607476.2023.2274071","url":null,"abstract":"ABSTRACTMobilising urban early-career teachers to commonly perceived ‘under-resourced’ and ‘challenging’ rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational environment. This qualitative case study explores the professional trajectories of four MR-ECTs in a rural primary school in Guangxi, China, regarding their process and outcome of adaptation during their first two years of teaching. Adopting semi-structured interviews, this study finds that the MR-ECTs were somehow under-prepared for the rural school and adopted a ‘deficit’ mindset in the first place to perceive their professional challenges in the rural school. Yet, they gradually became more resilient in overcoming the challenges and retaining in the rural school by harnessing and collecting available resources from their pre-service and in-service experiences to increase their place consciousness and rural readiness. This understanding will enable teachers, teacher educators, policymakers and school leaders to assist MR-ECTs’ ruralisation and contribution to rural schools in more informed ways.KEYWORDS: Early-career teachersrural educationteacher resilienceteacher mobility AcknowledgementsThis research obtained a Human Ethics Certificate of Approval from Monash University Human Research Ethics Committee (21222), and was supported by the Capital University of Economics and Business (Grant No. XRZ2023009).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"4 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/02607476.2023.2274930
Rose Sebastian, Anandita Krishnamachari, Andrew McCartney
ABSTRACTConsultation evenings, also known as parent-teacher conferences, are important opportunities for teachers to strengthen their relationships with caregivers. Many teachers, however, are unprepared, having had few opportunities to build skills and participate in real consultations during teacher training. To provide student teachers with more practice opportunities, some teacher educators have begun supplementing students teachers’ real-world consultations with simulations. Our goal in this study was to use findings on students’ strengths and challenges in a simulated consultation to inform the design of future practice opportunities. Using factor analysis and descriptive statistics, we analysed 206 transcripts from 106 student teachers’ simulations to uncover patterns in their consultations. We found that students were consistently good at sharing positive information about the pupil. Student teachers had more challenges finding the balance between facilitating a productive meeting and a collaborative one. Students also varied in how well they created and maintained a welcoming meeting environment when challenged by the caregiver or presented with a personal disclosure. Based on these findings, we propose designing targeted approximations of practice for consultations, in addition to more holistic ones, so that students can build skills in areas such as finding the balance between productivity and collaboration in a meeting.KEYWORDS: Parent–teacher communicationsimulation design and trainingpreservice teacher educationparent-teacher conferenceshome-school partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Bankard Trust; Spencer Foundation; University of Virginia.
{"title":"Understanding student teachers’ strengths and areas of need in a simulated consultation evening","authors":"Rose Sebastian, Anandita Krishnamachari, Andrew McCartney","doi":"10.1080/02607476.2023.2274930","DOIUrl":"https://doi.org/10.1080/02607476.2023.2274930","url":null,"abstract":"ABSTRACTConsultation evenings, also known as parent-teacher conferences, are important opportunities for teachers to strengthen their relationships with caregivers. Many teachers, however, are unprepared, having had few opportunities to build skills and participate in real consultations during teacher training. To provide student teachers with more practice opportunities, some teacher educators have begun supplementing students teachers’ real-world consultations with simulations. Our goal in this study was to use findings on students’ strengths and challenges in a simulated consultation to inform the design of future practice opportunities. Using factor analysis and descriptive statistics, we analysed 206 transcripts from 106 student teachers’ simulations to uncover patterns in their consultations. We found that students were consistently good at sharing positive information about the pupil. Student teachers had more challenges finding the balance between facilitating a productive meeting and a collaborative one. Students also varied in how well they created and maintained a welcoming meeting environment when challenged by the caregiver or presented with a personal disclosure. Based on these findings, we propose designing targeted approximations of practice for consultations, in addition to more holistic ones, so that students can build skills in areas such as finding the balance between productivity and collaboration in a meeting.KEYWORDS: Parent–teacher communicationsimulation design and trainingpreservice teacher educationparent-teacher conferenceshome-school partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Bankard Trust; Spencer Foundation; University of Virginia.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"9 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/02607476.2023.2260753
Carmel Roofe, Eleanor Blair
ABSTRACTGiven discourse across the globe on school reform and the importance of teachers’ work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of ‘awakening the sleeping giant’, we argue that teacher leadership is an untapped phenomenon and a necessity for 21st century school improvement. Within this paper we draw on the teacher leaders’ stories to provide an understanding of the power and resources residing in the domain of teachers’ work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers’ work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural ‘truths’’ that emerged and the implications for teachers’ work and school improvement.KEYWORDS: Teacher leadershipschool cultureteacher preparationschool improvement Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“Awakening the sleeping giant”: teacher leadership in Jamaica and the USA","authors":"Carmel Roofe, Eleanor Blair","doi":"10.1080/02607476.2023.2260753","DOIUrl":"https://doi.org/10.1080/02607476.2023.2260753","url":null,"abstract":"ABSTRACTGiven discourse across the globe on school reform and the importance of teachers’ work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of ‘awakening the sleeping giant’, we argue that teacher leadership is an untapped phenomenon and a necessity for 21st century school improvement. Within this paper we draw on the teacher leaders’ stories to provide an understanding of the power and resources residing in the domain of teachers’ work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers’ work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural ‘truths’’ that emerged and the implications for teachers’ work and school improvement.KEYWORDS: Teacher leadershipschool cultureteacher preparationschool improvement Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/02607476.2023.2247340
Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruíz-Bernardo, R. Ferrández-Berrueco
{"title":"Social competences in pre-service education: what do future secondary teachers think?","authors":"Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruíz-Bernardo, R. Ferrández-Berrueco","doi":"10.1080/02607476.2023.2247340","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247340","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81294573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/02607476.2023.2247356
Jana Obrovská, Petr Svojanovský, J. Kratochvílová, Kateřina Lojdová, František Tůma, Katarína Vlčková
{"title":"Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity","authors":"Jana Obrovská, Petr Svojanovský, J. Kratochvílová, Kateřina Lojdová, František Tůma, Katarína Vlčková","doi":"10.1080/02607476.2023.2247356","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247356","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"27 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78083998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-12DOI: 10.1080/02607476.2023.2247346
Weiping Wu, Lv Linli
{"title":"Partnerships in Education: Risks in Transdisciplinary Educational Research","authors":"Weiping Wu, Lv Linli","doi":"10.1080/02607476.2023.2247346","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247346","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"72 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86326102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-11DOI: 10.1080/02607476.2023.2247351
B. Moorhouse
{"title":"Virtual teaching abroad during initial teacher education: pre-service teachers’ professional learning","authors":"B. Moorhouse","doi":"10.1080/02607476.2023.2247351","DOIUrl":"https://doi.org/10.1080/02607476.2023.2247351","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"29 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80516025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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