Pub Date : 2023-05-27DOI: 10.1080/02619768.2023.2220595
A. Swennen
Valdés and Macarena Salas Aguayo from Chile also focuses on reflection in their article Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers . This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.
来自智利的vald和Macarena Salas Aguayo也在他们的文章《实习辅导中生成性反思的条件:导师和职前教师的表现》中关注反思。本文采用扎根理论启发下的定性方法和分析，探讨了教师初始培训中基于教师和学生社会表征的生成性反思的条件。调查结果显示，两组参与者都高度重视反思。也有证据表明，导师的主要指导作用，以及对职前教师作为专家的地位的赞赏。文献中先前提到的条件是有效的，其他条件根据智利的情况出现。
{"title":"The intricate relationship between person, society and policy in education","authors":"A. Swennen","doi":"10.1080/02619768.2023.2220595","DOIUrl":"https://doi.org/10.1080/02619768.2023.2220595","url":null,"abstract":"Valdés and Macarena Salas Aguayo from Chile also focuses on reflection in their article Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers . This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"18 1","pages":"349 - 353"},"PeriodicalIF":6.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80819504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1080/02619768.2023.2208281
Rotem Trachtenberg-Maslaton, D. Vedder‐Weiss, A. Lefstein, Mirit Israeli
{"title":"‘I don’t assess children this way’ – how do disagreements about assessment support (or limit) teacher on-the-job learning?","authors":"Rotem Trachtenberg-Maslaton, D. Vedder‐Weiss, A. Lefstein, Mirit Israeli","doi":"10.1080/02619768.2023.2208281","DOIUrl":"https://doi.org/10.1080/02619768.2023.2208281","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81993458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/02619768.2023.2212870
Lina Feder, Colin Cramer
{"title":"Research on portfolios in teacher education: a systematic review","authors":"Lina Feder, Colin Cramer","doi":"10.1080/02619768.2023.2212870","DOIUrl":"https://doi.org/10.1080/02619768.2023.2212870","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82561745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/02619768.2023.2212854
Lara K. T. Smetana, Ali Kushki
{"title":"Confronting, investigating, and learning from professional identity tensions","authors":"Lara K. T. Smetana, Ali Kushki","doi":"10.1080/02619768.2023.2212854","DOIUrl":"https://doi.org/10.1080/02619768.2023.2212854","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"72 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79588189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/02619768.2023.2211730
Anniina Kettunen, Erkki T. Lassila, Sonja Lutovac, Minna Uitto
{"title":"Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs","authors":"Anniina Kettunen, Erkki T. Lassila, Sonja Lutovac, Minna Uitto","doi":"10.1080/02619768.2023.2211730","DOIUrl":"https://doi.org/10.1080/02619768.2023.2211730","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"55 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81274037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/02619768.2023.2201874
Yasemin Z. Varol, Gerald M Weiher, S. F. C. Wenzel, H. Horz
{"title":"Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being","authors":"Yasemin Z. Varol, Gerald M Weiher, S. F. C. Wenzel, H. Horz","doi":"10.1080/02619768.2023.2201874","DOIUrl":"https://doi.org/10.1080/02619768.2023.2201874","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"88 3 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73426072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1080/02619768.2023.2198101
{"title":"Does the duration of professional development programs influence effects on instruction? An analysis of 174 lessons during a national-scale program","authors":"","doi":"10.1080/02619768.2023.2198101","DOIUrl":"https://doi.org/10.1080/02619768.2023.2198101","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"35 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73170669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-05DOI: 10.1080/02619768.2023.2195974
H. Tack, Ainat Guberman, A. MacPhail, R. Vanderlinde
{"title":"Higher education-based teacher educators’ researcherly disposition: An international perspective","authors":"H. Tack, Ainat Guberman, A. MacPhail, R. Vanderlinde","doi":"10.1080/02619768.2023.2195974","DOIUrl":"https://doi.org/10.1080/02619768.2023.2195974","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80531773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1080/02619768.2023.2198102
J. Väätäjä
{"title":"A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum","authors":"J. Väätäjä","doi":"10.1080/02619768.2023.2198102","DOIUrl":"https://doi.org/10.1080/02619768.2023.2198102","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"158 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86351525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/02619768.2023.2175663
E. Rushton, Simon Gibbons, Richard Brock, Ye Cao, Carla Finesilver, Jane Jones, A. Manning, B. Marshall, C. Richardson, S. Steadman, Sooyeon Suh, E. Towers
Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, communities and modes. Collaborative identity development featured in how pre-service teachers saw themselves making a positive contribution to society through education and, in strong subject connections. Reflection that is collaborative, personalised, iterative, and separate from notions of formal progression enables positive identity work. Notions of identity are absent from international policy initiatives in ITE (Initial Teacher Education). This case study provides insights for policy makers in and beyond England who aim to support teachers at the beginning of their career so that they are retained.
{"title":"Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England","authors":"E. Rushton, Simon Gibbons, Richard Brock, Ye Cao, Carla Finesilver, Jane Jones, A. Manning, B. Marshall, C. Richardson, S. Steadman, Sooyeon Suh, E. Towers","doi":"10.1080/02619768.2023.2175663","DOIUrl":"https://doi.org/10.1080/02619768.2023.2175663","url":null,"abstract":"Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, communities and modes. Collaborative identity development featured in how pre-service teachers saw themselves making a positive contribution to society through education and, in strong subject connections. Reflection that is collaborative, personalised, iterative, and separate from notions of formal progression enables positive identity work. Notions of identity are absent from international policy initiatives in ITE (Initial Teacher Education). This case study provides insights for policy makers in and beyond England who aim to support teachers at the beginning of their career so that they are retained.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"12 9","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72478701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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