Pub Date : 2023-12-06DOI: 10.1080/02619768.2023.2288552
José Castro Silva, Francisco Peixoto, Adriana Galhoz, Sérgio Gaitas
This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary ...
{"title":"Job demands and resources as predictors of well-being in portuguese teachers","authors":"José Castro Silva, Francisco Peixoto, Adriana Galhoz, Sérgio Gaitas","doi":"10.1080/02619768.2023.2288552","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288552","url":null,"abstract":"This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"10 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138547994","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 : 2023-12-04DOI: 10.1080/02619768.2023.2282369
Richard Bowles, Tony Sweeney, Maura Coulter
Collaborative self-study provides teacher educators with opportunities to enhance professional learning. This paper explores how three teacher educators used this approach to support their learning...
{"title":"Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education","authors":"Richard Bowles, Tony Sweeney, Maura Coulter","doi":"10.1080/02619768.2023.2282369","DOIUrl":"https://doi.org/10.1080/02619768.2023.2282369","url":null,"abstract":"Collaborative self-study provides teacher educators with opportunities to enhance professional learning. This paper explores how three teacher educators used this approach to support their learning...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"21 4 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530072","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 : 2023-11-30DOI: 10.1080/02619768.2023.2288549
Nurit Chamo, Orit Broza
This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘h...
{"title":"Six milestones responding to five calls in the process of becoming teacher-leader","authors":"Nurit Chamo, Orit Broza","doi":"10.1080/02619768.2023.2288549","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288549","url":null,"abstract":"This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘h...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"71 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530075","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 : 2023-11-30DOI: 10.1080/02619768.2023.2288555
Jason Richard Power, Raymond Lynch, Kinnari Atit
This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to tea...
{"title":"Self-efficacy development in student teachers: the critical role of school placement","authors":"Jason Richard Power, Raymond Lynch, Kinnari Atit","doi":"10.1080/02619768.2023.2288555","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288555","url":null,"abstract":"This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to tea...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"32 12 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530081","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 : 2023-11-30DOI: 10.1080/02619768.2023.2288554
Yizhen Huang, Rebecca Lazarides, Dirk Richter
The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological ...
{"title":"Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT","authors":"Yizhen Huang, Rebecca Lazarides, Dirk Richter","doi":"10.1080/02619768.2023.2288554","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288554","url":null,"abstract":"The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530073","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}
Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity domi...
{"title":"Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe","authors":"Noel Purdy, Kathy Hall, Daria Khanolainen, Conor Galvin","doi":"10.1080/02619768.2023.2288556","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288556","url":null,"abstract":"Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity domi...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530076","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 : 2023-11-29DOI: 10.1080/02619768.2023.2288553
Ola Strandler
European teacher educations today are expected to not only be ‘close to school practices’, but also to equip their students with academic knowledge. This article analyses one year of fieldwork data...
{"title":"Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators’ local practices","authors":"Ola Strandler","doi":"10.1080/02619768.2023.2288553","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288553","url":null,"abstract":"European teacher educations today are expected to not only be ‘close to school practices’, but also to equip their students with academic knowledge. This article analyses one year of fieldwork data...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"26 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530071","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 : 2023-11-29DOI: 10.1080/02619768.2023.2288550
Pablo Rodríguez Herrero, Pablo José García Sempere, Andrés Cabrera García
A new model of teacher education in inclusive methodology was studied: co-teaching with teachers with intellectual disabilities in pre-service teacher education. The main objectives were to underst...
研究了一种融合教学法下的教师教育新模式:在职前教师教育中与智障教师共同教学。主要目的是为了理解……
{"title":"Inclusive co-teaching with teachers with intellectual disabilities in teacher education","authors":"Pablo Rodríguez Herrero, Pablo José García Sempere, Andrés Cabrera García","doi":"10.1080/02619768.2023.2288550","DOIUrl":"https://doi.org/10.1080/02619768.2023.2288550","url":null,"abstract":"A new model of teacher education in inclusive methodology was studied: co-teaching with teachers with intellectual disabilities in pre-service teacher education. The main objectives were to underst...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530074","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 : 2023-11-17DOI: 10.1080/02619768.2023.2282372
Zvi Bekerman, MIchalinos Zembylas
The paper suggests that ‘language change’ might hold an important key to aspects of educational reform and to the betterment of teacher education. The language we identify as contributing the most ...
本文认为，“语言变化”可能是教育改革和教师教育改善的重要关键。我们认为贡献最大的语言……
{"title":"Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education","authors":"Zvi Bekerman, MIchalinos Zembylas","doi":"10.1080/02619768.2023.2282372","DOIUrl":"https://doi.org/10.1080/02619768.2023.2282372","url":null,"abstract":"The paper suggests that ‘language change’ might hold an important key to aspects of educational reform and to the betterment of teacher education. The language we identify as contributing the most ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"71 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530078","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 : 2023-11-14DOI: 10.1080/02619768.2023.2280530
Sonja Babic, Astrid Mairitsch, Sarah Mercer, Giulia Sulis, Jim King
Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing. While research on teacher career phases provides important insights into their lives, studies exploring teacher wellbeing and capitals they draw on to cope are scarce; and, in the field of language education, virtually non-existent. In this article, we explore the capitals of 58 language teachers from Austria and the UK in pre-service, early-, mid-, and late-career phases. Data were gathered through in-depth semi-structured interviews and were analysed utilising a combination of inductive and deductive data analyses. The findings revealed four interrelated capitals which supported these teachers’ wellbeing: Psychological, social, human, and health capitals. This study offers key insights into wellbeing through the lens of capitals with clear implications for policy-makers, teacher educators, and other relevant stakeholders to understand how to support language teachers in their professional roles.
{"title":"Language teachers’ capitals as resources for wellbeing across the career trajectories","authors":"Sonja Babic, Astrid Mairitsch, Sarah Mercer, Giulia Sulis, Jim King","doi":"10.1080/02619768.2023.2280530","DOIUrl":"https://doi.org/10.1080/02619768.2023.2280530","url":null,"abstract":"Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing. While research on teacher career phases provides important insights into their lives, studies exploring teacher wellbeing and capitals they draw on to cope are scarce; and, in the field of language education, virtually non-existent. In this article, we explore the capitals of 58 language teachers from Austria and the UK in pre-service, early-, mid-, and late-career phases. Data were gathered through in-depth semi-structured interviews and were analysed utilising a combination of inductive and deductive data analyses. The findings revealed four interrelated capitals which supported these teachers’ wellbeing: Psychological, social, human, and health capitals. This study offers key insights into wellbeing through the lens of capitals with clear implications for policy-makers, teacher educators, and other relevant stakeholders to understand how to support language teachers in their professional roles.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134992001","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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