Pub Date : 2023-04-25DOI: 10.1080/02607476.2023.2205829
S. Wan, Suzannie K. Y. Leung, S. Yuen, C. C. Leung
{"title":"Swimming with crocodiles: understanding Hong Kong teachers’ experiences of implementing differentiated instruction through a school-university partnership programme","authors":"S. Wan, Suzannie K. Y. Leung, S. Yuen, C. C. Leung","doi":"10.1080/02607476.2023.2205829","DOIUrl":"https://doi.org/10.1080/02607476.2023.2205829","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"518 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77162962","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 : 2023-04-17DOI: 10.1080/02607476.2023.2203079
A. Parfitt, Stuart Read
{"title":"Walking-creating for fostering teachers’ education in peripheral coastal communities","authors":"A. Parfitt, Stuart Read","doi":"10.1080/02607476.2023.2203079","DOIUrl":"https://doi.org/10.1080/02607476.2023.2203079","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"76 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76511405","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 : 2023-04-17DOI: 10.1080/02607476.2023.2203080
Lan Yi, Ju-Huey Wen
ABSTRACT The present study examines college teachers’ initial and long-term career motivations. It was found that 1) themes in teachers’ reports aligned with dimensions included in the FIT-Choice framework, 2) peak moments (PMs) contributed to long-term career motivation and job satisfaction. We propose that PMs should be considered as a valid dimension to the FIT-Choice scale.
{"title":"What makes teaching a long-term career? Insights from college English teachers in China","authors":"Lan Yi, Ju-Huey Wen","doi":"10.1080/02607476.2023.2203080","DOIUrl":"https://doi.org/10.1080/02607476.2023.2203080","url":null,"abstract":"ABSTRACT The present study examines college teachers’ initial and long-term career motivations. It was found that 1) themes in teachers’ reports aligned with dimensions included in the FIT-Choice framework, 2) peak moments (PMs) contributed to long-term career motivation and job satisfaction. We propose that PMs should be considered as a valid dimension to the FIT-Choice scale.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"2016 1","pages":"537 - 539"},"PeriodicalIF":4.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86607712","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 : 2023-03-22DOI: 10.1080/02607476.2023.2193147
Íris Susana Pires Pereira, T. Russell, Xosé Antón González Riaño
{"title":"Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum","authors":"Íris Susana Pires Pereira, T. Russell, Xosé Antón González Riaño","doi":"10.1080/02607476.2023.2193147","DOIUrl":"https://doi.org/10.1080/02607476.2023.2193147","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"62 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79317898","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 : 2023-03-15DOI: 10.1080/02607476.2022.2072714
Jenni Kunnari, J. Pursiainen, E. Läärä, J. Rusanen, H. Muukkonen
ABSTRACT Fluent transitions to higher education are a common concern, especially in highly selective Finnish teacher education (TE). This study examined the fit between the matriculation examination (ME) results and the selection criteria applied in TE. We studied the accepted applicants in Finland in 2013–2015 (n = 5116), and both the accepted and rejected applicants at the University of Oulu in 2015 (n = 2170). Among the accepted applicants, the ME typically consisted of mother tongue, advanced syllabus English, basic syllabus mathematics, psychology, and health education. The various selection criteria did not directly differentiate the applicants with respect to the ME. The two strongest predictors in the ME for acceptance to TE were the choice of and performance in advanced syllabus mathematics and psychology. The results are discussed in light of selection criteria and TE.
{"title":"Fit between applicants’ prior knowledge and university selection criteria: study of Finnish teacher education student admission in 2013–2015","authors":"Jenni Kunnari, J. Pursiainen, E. Läärä, J. Rusanen, H. Muukkonen","doi":"10.1080/02607476.2022.2072714","DOIUrl":"https://doi.org/10.1080/02607476.2022.2072714","url":null,"abstract":"ABSTRACT Fluent transitions to higher education are a common concern, especially in highly selective Finnish teacher education (TE). This study examined the fit between the matriculation examination (ME) results and the selection criteria applied in TE. We studied the accepted applicants in Finland in 2013–2015 (n = 5116), and both the accepted and rejected applicants at the University of Oulu in 2015 (n = 2170). Among the accepted applicants, the ME typically consisted of mother tongue, advanced syllabus English, basic syllabus mathematics, psychology, and health education. The various selection criteria did not directly differentiate the applicants with respect to the ME. The two strongest predictors in the ME for acceptance to TE were the choice of and performance in advanced syllabus mathematics and psychology. The results are discussed in light of selection criteria and TE.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"123 1","pages":"180 - 193"},"PeriodicalIF":4.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85691343","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 : 2023-03-15DOI: 10.1080/02607476.2023.2191470
Linda la Velle
The closure of schools and universities because of the COVID-19 pandemic has thrown into sharp relief the global issue of the shortage of well-qualified teachers, a subject much discussed in recent volumes of JET. Challenges of both recruitment to and retention in the profession are the subject of an increasing number of studies that are shedding light on an array of contributing factors. Social justice, professional development, the role of the teacher educator and teachers’ knowledge, which are topics that feature through the articles of this issue, all have a significant impact on the recruitment and retention of teachers. Activities related to social justice and professional development, paired with the expertise of teacher educators and the collective knowledge of teachers, are key components of successful recruitment and retention efforts as can be seen in the articles that comprise this issue. The first paper, from Jenni Kunnari and colleagues from the University of Oulu in Finland, describes a novel lens being brought to focus on teacher recruitment: that of the matriculation results of teacher candidates. In a country where recruitment to teacher education programmes is highly selective, the findings were that the successful acceptance was generally related to the selection criteria for teacher education and with a strong performance in the contrasting disciplines of mathematics and psychology. Given that recruitment to the teaching profession is not a problem in Finland, these findings have interesting international significance. But what of the reasons people have for choosing teaching as a career in the first place? The second article is by Wenting Wang and colleagues from two universities that offer teacher education courses in China. They found that whilst student teachers perceived teaching as a platform to fulfil their professional ambitions, they were under no illusion about the challenges they might face. The negative notions of high workload, low salary and low social status were weighed against a high level of intrinsic motivation for teaching to fulfil their aspirations and to make a difference. This desire to contribute to the lives of pupils and thus society is the focus of the next paper, which comes from the Netherlands and is by Heleen Simonsz and colleagues. They looked at the relationship between motivation for becoming a teacher and educational ideals in a cohort of Dutch student teachers (secondary phase). For this group, important motivational factors included interest in their subject matter, social utility value and intrinsic value, which accord with past studies. Educational ideals included the desire to contribute to pupils’ social development and subject achievement and here lies the new contribution. Interestingly, these participants thought that it was less important for their pupils to have successful careers and develop democratic attitudes based on principles of social justice. JOURNAL OF EDUCATION FOR TEA
{"title":"The role of initial and continuing professional education in recruitment and retention of teachers: the importance of a basis of social justice","authors":"Linda la Velle","doi":"10.1080/02607476.2023.2191470","DOIUrl":"https://doi.org/10.1080/02607476.2023.2191470","url":null,"abstract":"The closure of schools and universities because of the COVID-19 pandemic has thrown into sharp relief the global issue of the shortage of well-qualified teachers, a subject much discussed in recent volumes of JET. Challenges of both recruitment to and retention in the profession are the subject of an increasing number of studies that are shedding light on an array of contributing factors. Social justice, professional development, the role of the teacher educator and teachers’ knowledge, which are topics that feature through the articles of this issue, all have a significant impact on the recruitment and retention of teachers. Activities related to social justice and professional development, paired with the expertise of teacher educators and the collective knowledge of teachers, are key components of successful recruitment and retention efforts as can be seen in the articles that comprise this issue. The first paper, from Jenni Kunnari and colleagues from the University of Oulu in Finland, describes a novel lens being brought to focus on teacher recruitment: that of the matriculation results of teacher candidates. In a country where recruitment to teacher education programmes is highly selective, the findings were that the successful acceptance was generally related to the selection criteria for teacher education and with a strong performance in the contrasting disciplines of mathematics and psychology. Given that recruitment to the teaching profession is not a problem in Finland, these findings have interesting international significance. But what of the reasons people have for choosing teaching as a career in the first place? The second article is by Wenting Wang and colleagues from two universities that offer teacher education courses in China. They found that whilst student teachers perceived teaching as a platform to fulfil their professional ambitions, they were under no illusion about the challenges they might face. The negative notions of high workload, low salary and low social status were weighed against a high level of intrinsic motivation for teaching to fulfil their aspirations and to make a difference. This desire to contribute to the lives of pupils and thus society is the focus of the next paper, which comes from the Netherlands and is by Heleen Simonsz and colleagues. They looked at the relationship between motivation for becoming a teacher and educational ideals in a cohort of Dutch student teachers (secondary phase). For this group, important motivational factors included interest in their subject matter, social utility value and intrinsic value, which accord with past studies. Educational ideals included the desire to contribute to pupils’ social development and subject achievement and here lies the new contribution. Interestingly, these participants thought that it was less important for their pupils to have successful careers and develop democratic attitudes based on principles of social justice. JOURNAL OF EDUCATION FOR TEA","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":"177 - 179"},"PeriodicalIF":4.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88469892","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 : 2023-03-15DOI: 10.1080/02607476.2023.2191838
A. Poole
{"title":"A tale of two performativities: when performative learning meets performative technologies in a private language school in China","authors":"A. Poole","doi":"10.1080/02607476.2023.2191838","DOIUrl":"https://doi.org/10.1080/02607476.2023.2191838","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89546102","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 : 2023-03-13DOI: 10.1080/02607476.2023.2188177
Miriam Howland Cummings, Joe Spotts, N. Leech, Carolyn A. Haug
{"title":"What keeps faculty members from schools of education in higher education settings: measuring occupational commitment","authors":"Miriam Howland Cummings, Joe Spotts, N. Leech, Carolyn A. Haug","doi":"10.1080/02607476.2023.2188177","DOIUrl":"https://doi.org/10.1080/02607476.2023.2188177","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"3 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89799216","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 : 2023-02-01DOI: 10.1080/02607476.2023.2173057
I. Blackwell
{"title":"The Essential Guide to Forest School & Nature Pedagogy","authors":"I. Blackwell","doi":"10.1080/02607476.2023.2173057","DOIUrl":"https://doi.org/10.1080/02607476.2023.2173057","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"60 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76020673","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 : 2023-01-29DOI: 10.1080/02607476.2023.2169601
Zhaoxuan Wang, Art Tsang, R. Yuan, Min Yang
Despite extensive research on student teachers’ engagement with university coursework, teaching practicums, and research projects in teacher education curriculums, empirical studies on the coherence among these components are lacking (Flores 2018). Coherence refers to the degree to which a curriculum supports, reinforces, and reflects shared goals (Grossman et al. 2008). The emphasis on curriculum coherence reflects an ecological perspective (e.g. Goodnough 2010) on teacher learning. Conceptualising the pre-service teacher education curriculum as a dynamic and situated ecosystem, such a perspective underscores the high degree of coherence among the system components, which can work concertedly to produce cumulative and transformative effects on student teachers’ professional development (Cavanna et al. 2021). This research explores curriculum coherence and its influences on teacher learning in a Hong Kong pre-service language teacher education program. The study attempts to answer: How do student teachers perceive the connections between the university courses, teaching practicum, and research projects in the program?
尽管对学生教师参与大学课程、教学实习和教师教育课程中的研究项目进行了广泛的研究，但缺乏对这些组成部分之间一致性的实证研究(Flores 2018)。连贯性是指课程支持、强化和反映共同目标的程度(Grossman et al. 2008)。对课程连贯性的强调反映了对教师学习的生态视角(如goodough 2010)。将职前教师教育课程概念化为一个动态的、定位的生态系统，这种观点强调了系统组件之间的高度一致性，这些组件可以协同工作，对学生教师的专业发展产生累积和变革性的影响(Cavanna et al. 2021)。本研究探讨香港职前语文教师教育课程连贯性及其对教师学习的影响。本研究试图回答:学生教师如何看待大学课程、教学实习和研究项目之间的联系?
{"title":"Probing curriculum coherence in pre-service teacher education: an exploratory study","authors":"Zhaoxuan Wang, Art Tsang, R. Yuan, Min Yang","doi":"10.1080/02607476.2023.2169601","DOIUrl":"https://doi.org/10.1080/02607476.2023.2169601","url":null,"abstract":"Despite extensive research on student teachers’ engagement with university coursework, teaching practicums, and research projects in teacher education curriculums, empirical studies on the coherence among these components are lacking (Flores 2018). Coherence refers to the degree to which a curriculum supports, reinforces, and reflects shared goals (Grossman et al. 2008). The emphasis on curriculum coherence reflects an ecological perspective (e.g. Goodnough 2010) on teacher learning. Conceptualising the pre-service teacher education curriculum as a dynamic and situated ecosystem, such a perspective underscores the high degree of coherence among the system components, which can work concertedly to produce cumulative and transformative effects on student teachers’ professional development (Cavanna et al. 2021). This research explores curriculum coherence and its influences on teacher learning in a Hong Kong pre-service language teacher education program. The study attempts to answer: How do student teachers perceive the connections between the university courses, teaching practicum, and research projects in the program?","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"12 1","pages":"739 - 742"},"PeriodicalIF":4.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78884122","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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