Pub Date : 2023-01-02DOI: 10.1080/02607476.2022.2153019
Weiping Wu, Mengyao Wang
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Pub Date : 2023-01-01DOI: 10.1080/02607476.2023.2172664
Linda la Velle
The title of this editorial would have probably been longer than the text had all the attributes and roles of the teacher educator been fully listed. A brief glance at those above will convince the reader that teacher educators across the globe are poised on a professional continuum between compliance and autonomy. Subject to continuous policy churn, teacher educators strive to fulfil imposed frameworks and inspection regimes whilst, in the spirit of upholding teaching as an intellectual activity, maintaining their academic autonomy (la Velle and Reynolds 2020). In the UK, where this situation is particularly acute, the Universities Council for the Education of Teachers has put out a position paper entitled The Intellectual Base of Teacher Education (UCET 2020), which, as well as providing a clear argument for the importance of a university education for teachers, has been used as a response to increasingly prescriptive government initiatives. That the profession of teaching should be research-informed is a basic premise of education. The UCET position is an articulation of this and arose via a framework for research-informed teacher education (UCET 2019), which in turn was based on a report on research and the teaching profession from the British Educational Research Association (BERA 2014). The professional tension that characterises the working lives of teacher educators extends to their own engagement with research (la Velle et al. 2022) both as consumers and producers of research operating within an environment of increasing accountability. In this first issue of JET of 2023, the opening article, by Ciarán Ó Gallchóir and Oliver McGarr, both actively researching teacher educators in the University of Limerick in Ireland, addresses the issue of accountability to policy-driven standards/codes of professionalism and how this is communicated to student teachers. Findings were that teacher educators, wishing to help their students to embrace the professional culture of teaching, in doing so may be enacting elements of power and conformity. Teacher educators’ professional agency is discussed in the light of this. A thoughtful and carefully researched study, this contribution highlights another professional hazard and potential source of criticism for the teacher educator. Professional development (PD) of teacher educators is the theme of the next article, from Katriina Maaranen and her colleagues from the University of Helsinki in Finland. These teacher educator researchers interviewed faculty of education leaders (Deans and Directors) about their understanding of PD for teacher educators. Most interestingly, although supportive of the notion, these pedagogic leaders did not have a clear view of what this PD should constitute; instead, they related it to the teacher educators’ own research, citing their autonomy as a major factor. Whether this is a reflection of the nonJOURNAL OF EDUCATION FOR TEACHING 2023, VOL. 49, NO. 1, 1–4 https://doi.org/10.
如果把教师教育的所有属性和角色都列出来，这篇社论的标题可能会比正文长。简单地看一下上面的内容，读者就会相信，全球的教师教育工作者都处于服从和自主之间的专业连续体上。受持续的政策变动影响，教师教育工作者努力履行强加的框架和检查制度，同时本着坚持教学作为智力活动的精神，保持他们的学术自主权(la Velle和Reynolds 2020)。在英国，这种情况尤为严重，大学教师教育委员会发布了一份题为《教师教育的知识基础》(UCET 2020)的立场文件，该文件不仅为大学教育对教师的重要性提供了明确的论据，而且已被用作对日益规范的政府举措的回应。教学专业应具有研究性，这是教育的基本前提。UCET的职位是对这一点的阐述，并通过研究型教师教育框架(UCET 2019)产生，而该框架又基于英国教育研究协会(BERA 2014)的一份关于研究和教学专业的报告。教师教育工作者工作生活的专业紧张关系延伸到他们自己与研究的接触(la Velle et al. 2022)，他们既是研究的消费者，也是研究的生产者，在一个日益问责的环境中工作。在《JET》2023年第一期中，由Ciarán Ó Gallchóir和Oliver McGarr撰写的开篇文章探讨了政策驱动的专业标准/规范的问责问题，以及如何将其传达给实习教师。他们都在积极研究爱尔兰利默里克大学的教师教育。研究发现，教师教育工作者希望帮助他们的学生接受专业的教学文化，这样做可能会产生权力和从众的因素。在此基础上探讨了教师教育工作者的专业代理问题。这是一项经过深思熟虑和仔细研究的研究，它突出了教师教育的另一个职业危险和潜在的批评来源。教师教育工作者的专业发展(PD)是下一篇文章的主题，来自芬兰赫尔辛基大学的Katriina Maaranen和她的同事。这些教师教育研究人员采访了教育领导学院(院长和主任)，了解他们对教师教育工作者PD的理解。最有趣的是，尽管支持这一概念，但这些教育学领袖对这种PD应该构成什么并没有明确的看法;相反，他们将其与教师教育者自己的研究联系起来，认为他们的自主性是一个主要因素。这是否反映了非《教育教学期刊》2023年第49卷第1期。1,1 - 4 https://doi.org/10.1080/02607476.2023.2172664
{"title":"The teacher educator: pedagogue, researcher, role model, administrator, traveller, counsellor, collaborator, technologist, academic, thinker ………. compliance or autonomy?","authors":"Linda la Velle","doi":"10.1080/02607476.2023.2172664","DOIUrl":"https://doi.org/10.1080/02607476.2023.2172664","url":null,"abstract":"The title of this editorial would have probably been longer than the text had all the attributes and roles of the teacher educator been fully listed. A brief glance at those above will convince the reader that teacher educators across the globe are poised on a professional continuum between compliance and autonomy. Subject to continuous policy churn, teacher educators strive to fulfil imposed frameworks and inspection regimes whilst, in the spirit of upholding teaching as an intellectual activity, maintaining their academic autonomy (la Velle and Reynolds 2020). In the UK, where this situation is particularly acute, the Universities Council for the Education of Teachers has put out a position paper entitled The Intellectual Base of Teacher Education (UCET 2020), which, as well as providing a clear argument for the importance of a university education for teachers, has been used as a response to increasingly prescriptive government initiatives. That the profession of teaching should be research-informed is a basic premise of education. The UCET position is an articulation of this and arose via a framework for research-informed teacher education (UCET 2019), which in turn was based on a report on research and the teaching profession from the British Educational Research Association (BERA 2014). The professional tension that characterises the working lives of teacher educators extends to their own engagement with research (la Velle et al. 2022) both as consumers and producers of research operating within an environment of increasing accountability. In this first issue of JET of 2023, the opening article, by Ciarán Ó Gallchóir and Oliver McGarr, both actively researching teacher educators in the University of Limerick in Ireland, addresses the issue of accountability to policy-driven standards/codes of professionalism and how this is communicated to student teachers. Findings were that teacher educators, wishing to help their students to embrace the professional culture of teaching, in doing so may be enacting elements of power and conformity. Teacher educators’ professional agency is discussed in the light of this. A thoughtful and carefully researched study, this contribution highlights another professional hazard and potential source of criticism for the teacher educator. Professional development (PD) of teacher educators is the theme of the next article, from Katriina Maaranen and her colleagues from the University of Helsinki in Finland. These teacher educator researchers interviewed faculty of education leaders (Deans and Directors) about their understanding of PD for teacher educators. Most interestingly, although supportive of the notion, these pedagogic leaders did not have a clear view of what this PD should constitute; instead, they related it to the teacher educators’ own research, citing their autonomy as a major factor. Whether this is a reflection of the nonJOURNAL OF EDUCATION FOR TEACHING 2023, VOL. 49, NO. 1, 1–4 https://doi.org/10.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":"1 - 4"},"PeriodicalIF":4.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90324513","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 : 2023-01-01DOI: 10.1080/02607476.2022.2053356
Ciarán Ó Gallchóir, O. Mcgarr
ABSTRACT Internationally, there is a growing recognition of teacher educators acting as both agents of and subjects to centrally devised policy reforms. In an Irish context, in which a rhetoric of policy veils teacher accountability behind standards/codes of professionalism, this study sets out to explore how professionalism is communicated to pre-service teachers during their School Placement practicum by teacher educators. This was achieved by examining a sample of teacher educators’ written reports of observed lessons (N = 429) and interviews with a sample (N = 10) of teacher educators from one Irish university. This study found that messages regarding the looking the part of a professional and fitting-in were communicated by teacher educators. While these messages appeared to be communicated from a position of care to ease students’ transition into the professional space, these messages also contained suggested sentiments of power and conformity. This study draws conclusion based on the professional agency of teacher educators and how their enactment of standards in programme design may communicate more than initially intended.
{"title":"What is caught rather than taught: messages of professionalism communicated by teacher educators","authors":"Ciarán Ó Gallchóir, O. Mcgarr","doi":"10.1080/02607476.2022.2053356","DOIUrl":"https://doi.org/10.1080/02607476.2022.2053356","url":null,"abstract":"ABSTRACT Internationally, there is a growing recognition of teacher educators acting as both agents of and subjects to centrally devised policy reforms. In an Irish context, in which a rhetoric of policy veils teacher accountability behind standards/codes of professionalism, this study sets out to explore how professionalism is communicated to pre-service teachers during their School Placement practicum by teacher educators. This was achieved by examining a sample of teacher educators’ written reports of observed lessons (N = 429) and interviews with a sample (N = 10) of teacher educators from one Irish university. This study found that messages regarding the looking the part of a professional and fitting-in were communicated by teacher educators. While these messages appeared to be communicated from a position of care to ease students’ transition into the professional space, these messages also contained suggested sentiments of power and conformity. This study draws conclusion based on the professional agency of teacher educators and how their enactment of standards in programme design may communicate more than initially intended.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"57 1","pages":"5 - 20"},"PeriodicalIF":4.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83055808","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 : 2022-12-26DOI: 10.1080/02607476.2022.2150538
Shirley Tan, Stéphane Clivaz, Masanobu Sakamoto
ABSTRACT Pupils’ ability to represent mathematical concepts in multiple ways is a central aspect of mathematical competence and communication. Thus, classroom instructions should be able to support learners in using multiple representations (MRs) to increase the quality and quantity of connections to a network of ideas. Given the importance of bansho (board writing and organisation) in Japanese mathematics classrooms, this study aimed to investigate how MRs are presented as bansho in a mathematics classroom. Guided by a coding scheme of MRs on bansho content, the analysis revealed the ways the MRs are facilitating (or hindering) pupils’ understanding. In considering the effect of the sequence and translation of MRs identified in this study, it is important to focus on these aspects of lesson design in the future. The relevant findings are also crucial to illustrate to the educators and researchers how to explore the processes involved in the use of MRs and the critical factor that contribute to the success/failure of such processes through a detailed examination of the bansho.
{"title":"Presenting multiple representations at the chalkboard: bansho analysis of a Japanese mathematics classroom","authors":"Shirley Tan, Stéphane Clivaz, Masanobu Sakamoto","doi":"10.1080/02607476.2022.2150538","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150538","url":null,"abstract":"ABSTRACT Pupils’ ability to represent mathematical concepts in multiple ways is a central aspect of mathematical competence and communication. Thus, classroom instructions should be able to support learners in using multiple representations (MRs) to increase the quality and quantity of connections to a network of ideas. Given the importance of bansho (board writing and organisation) in Japanese mathematics classrooms, this study aimed to investigate how MRs are presented as bansho in a mathematics classroom. Guided by a coding scheme of MRs on bansho content, the analysis revealed the ways the MRs are facilitating (or hindering) pupils’ understanding. In considering the effect of the sequence and translation of MRs identified in this study, it is important to focus on these aspects of lesson design in the future. The relevant findings are also crucial to illustrate to the educators and researchers how to explore the processes involved in the use of MRs and the critical factor that contribute to the success/failure of such processes through a detailed examination of the bansho.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":"630 - 647"},"PeriodicalIF":4.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029155","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 : 2022-12-15DOI: 10.1080/02607476.2022.2151877
Matthias Krepf, J. König
ABSTRACT Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the situation-specific ability of lesson planning competence. To this end, we developed a standardised method for analysing written plans of demonstration lessons during induction. Using appropriate indicators, the situation-specific planning perception, interpretation, and decision-making of pre-service teachers is reconstructed. The sample consisted of 211 written lesson plans of 106 pre-service teachers from the PlanvoLL project. The lesson plans were evaluated through content analysis. The generated codings were then quantified and analysed with Item-Response-Theory (IRT) scaling. Results show that structuring can be reliably measured. Measurements of perceived competence increased during induction. This study contributes to the development of a meaningful empirical model of how the process of lesson structuring can be measured as a competence construct and to research on the measurement of planning competence among pre-service teachers.
{"title":"Structuring the lesson: an empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson","authors":"Matthias Krepf, J. König","doi":"10.1080/02607476.2022.2151877","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151877","url":null,"abstract":"ABSTRACT Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the situation-specific ability of lesson planning competence. To this end, we developed a standardised method for analysing written plans of demonstration lessons during induction. Using appropriate indicators, the situation-specific planning perception, interpretation, and decision-making of pre-service teachers is reconstructed. The sample consisted of 211 written lesson plans of 106 pre-service teachers from the PlanvoLL project. The lesson plans were evaluated through content analysis. The generated codings were then quantified and analysed with Item-Response-Theory (IRT) scaling. Results show that structuring can be reliably measured. Measurements of perceived competence increased during induction. This study contributes to the development of a meaningful empirical model of how the process of lesson structuring can be measured as a competence construct and to research on the measurement of planning competence among pre-service teachers.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"22 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89445642","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 : 2022-12-13DOI: 10.1080/02607476.2022.2154142
Edgar A. Burns, S. Palmer, D. Edwards, Cathleen Farrelly, Leanne Grogan, Nicole Hayes, N. Meyers, Simon O’Mallon, Bruce Pridham
ABSTRACT Nine experienced university pre-service teacher educators used a collaborative autoethnography method to reflect on what they say to students on the first day of new classes and how their performance sets up the semester. Our group exchanges provided an opportunity to express long-developing values and practices embedded in individual’s teaching craft. The exchanges were often revelatory to other participants unfamiliar with the performative day-one interactions for start-of-semester classes that their colleagues had developed in different teaching specialities. Narratives of practice, experience and philosophies of class management are present in these conversations about applying pedagogical strategies. The shared accounts revealed skills developed experimentally over many semester-starts to achieve successful class management. The accounts demonstrated a range of interwoven practices individual pre-service teacher educators emphasised in engaging students: what the educators said and how they positioned their opening statements and actions for students at the start of each new semester.
{"title":"Teacher talk on day-one of pre-service teacher educator classes: performative class management","authors":"Edgar A. Burns, S. Palmer, D. Edwards, Cathleen Farrelly, Leanne Grogan, Nicole Hayes, N. Meyers, Simon O’Mallon, Bruce Pridham","doi":"10.1080/02607476.2022.2154142","DOIUrl":"https://doi.org/10.1080/02607476.2022.2154142","url":null,"abstract":"ABSTRACT Nine experienced university pre-service teacher educators used a collaborative autoethnography method to reflect on what they say to students on the first day of new classes and how their performance sets up the semester. Our group exchanges provided an opportunity to express long-developing values and practices embedded in individual’s teaching craft. The exchanges were often revelatory to other participants unfamiliar with the performative day-one interactions for start-of-semester classes that their colleagues had developed in different teaching specialities. Narratives of practice, experience and philosophies of class management are present in these conversations about applying pedagogical strategies. The shared accounts revealed skills developed experimentally over many semester-starts to achieve successful class management. The accounts demonstrated a range of interwoven practices individual pre-service teacher educators emphasised in engaging students: what the educators said and how they positioned their opening statements and actions for students at the start of each new semester.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"42 1","pages":"297 - 310"},"PeriodicalIF":4.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81007932","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 : 2022-12-11DOI: 10.1080/02607476.2022.2154643
Jelena Ž. Maksimović, B. Jevtić, Lazar Stošić
{"title":"Teachers’ personality traits and students’ motivation: study of social outcomes in Serbia","authors":"Jelena Ž. Maksimović, B. Jevtić, Lazar Stošić","doi":"10.1080/02607476.2022.2154643","DOIUrl":"https://doi.org/10.1080/02607476.2022.2154643","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80707252","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 : 2022-12-09DOI: 10.1080/02607476.2022.2155508
Shaoan Zhang, Daniel H. Unger
{"title":"Exploring mentor self-disclosure in preservice teachers’ field experience","authors":"Shaoan Zhang, Daniel H. Unger","doi":"10.1080/02607476.2022.2155508","DOIUrl":"https://doi.org/10.1080/02607476.2022.2155508","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"120 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85401961","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 : 2022-12-08DOI: 10.1080/02607476.2022.2150839
Anna Isabel Schröder, Franca Cammann, Kerstin Darge, Matthias Krepf, Jonas Weyers, J. König
ABSTRACT Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects. We present an interactive e-learning module designed to develop student teachers’ RKS and analyse the effectiveness of (1) the e-learning module, (2) its combination with online instruction and (3) online instruction only. Unlike previous research, we assessed the development of student teachers’ RKS (n = 402) using a standardised test. Findings revealed that both e-learning formats were effective in developing students’ RKS. Moreover, the study provided evidence of the sustainability of learning gains obtained through the e-learning module. Both e-learning formats proved superior to online instruction only, which in turn did not promote students’ RKS significantly, regardless of whether the course taught research methods explicitly or dealt with the contents of research. Thus, the development of further e-learning opportunities in the context of RBL should receive more attention in the future.
{"title":"How to promote student teachers’ research knowledge and skills online","authors":"Anna Isabel Schröder, Franca Cammann, Kerstin Darge, Matthias Krepf, Jonas Weyers, J. König","doi":"10.1080/02607476.2022.2150839","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150839","url":null,"abstract":"ABSTRACT Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects. We present an interactive e-learning module designed to develop student teachers’ RKS and analyse the effectiveness of (1) the e-learning module, (2) its combination with online instruction and (3) online instruction only. Unlike previous research, we assessed the development of student teachers’ RKS (n = 402) using a standardised test. Findings revealed that both e-learning formats were effective in developing students’ RKS. Moreover, the study provided evidence of the sustainability of learning gains obtained through the e-learning module. Both e-learning formats proved superior to online instruction only, which in turn did not promote students’ RKS significantly, regardless of whether the course taught research methods explicitly or dealt with the contents of research. Thus, the development of further e-learning opportunities in the context of RBL should receive more attention in the future.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"11 1","pages":"569 - 582"},"PeriodicalIF":4.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88011112","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 : 2022-12-05DOI: 10.1080/02607476.2022.2152982
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, Robert Thornberg
ABSTRACT The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.
{"title":"Emotional responses to challenges to emerging teacher identities in teacher education: student teachers’ perspectives on suitability","authors":"Henrik Lindqvist, Maria Weurlander, Annika Wernerson, Robert Thornberg","doi":"10.1080/02607476.2022.2152982","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152982","url":null,"abstract":"ABSTRACT The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"76 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89214013","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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