Pub Date : 2023-10-04DOI: 10.1080/02619768.2023.2265546
Semih Kaygısız
ABSTRACTThis study aimed to explore the perceptions, lived experiences, and pedagogies of in-service teachers who are teaching culturally and linguistically diverse (CLD) students for the first time through interpretive phenomenological analysis. Based on qualitative data, the findings revealed that teachers demonstrated no discrimination or stigmatisation against CLD students. They tended to hold imagined distress against teaching them, which was rooted in their concern about the language barrier, low-preparedness level, and being uninformed of their presence. Teachers’ initial negative perception evolved into positive following a fruitful teaching experience. Their pedagogies were informed by snap decisions instead of informed decisions. Instances of the limited conception of caring and culturally incongruent pedagogies were identified. Findings provided an initial knowledge base on some fundamental issues to be addressed in the journey of preparing culturally and linguistically responsive teachers in Türkiye.KEYWORDS: Culturally responsive teachingteacher educationculturally and linguistically diverse studentsmulticultural educationinterpretive phenomenological analysis Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsSemih KaygısızSemih Kaygısız is a doctoral student at the Department of Educational Sciences, Middle East Technical University, Ankara, Türkiye. His research focuses on multiculturalism, culturally responsive teaching, and teacher education. He is also an instructor of English language in Turkish Military Academy, National Defence University, Ankara, Türkiye.
{"title":"Teaching culturally and linguistically diverse students for the first time: a phenomenological inquiry into in-service teachers’ perceptions, lived experiences, and pedagogies","authors":"Semih Kaygısız","doi":"10.1080/02619768.2023.2265546","DOIUrl":"https://doi.org/10.1080/02619768.2023.2265546","url":null,"abstract":"ABSTRACTThis study aimed to explore the perceptions, lived experiences, and pedagogies of in-service teachers who are teaching culturally and linguistically diverse (CLD) students for the first time through interpretive phenomenological analysis. Based on qualitative data, the findings revealed that teachers demonstrated no discrimination or stigmatisation against CLD students. They tended to hold imagined distress against teaching them, which was rooted in their concern about the language barrier, low-preparedness level, and being uninformed of their presence. Teachers’ initial negative perception evolved into positive following a fruitful teaching experience. Their pedagogies were informed by snap decisions instead of informed decisions. Instances of the limited conception of caring and culturally incongruent pedagogies were identified. Findings provided an initial knowledge base on some fundamental issues to be addressed in the journey of preparing culturally and linguistically responsive teachers in Türkiye.KEYWORDS: Culturally responsive teachingteacher educationculturally and linguistically diverse studentsmulticultural educationinterpretive phenomenological analysis Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsSemih KaygısızSemih Kaygısız is a doctoral student at the Department of Educational Sciences, Middle East Technical University, Ankara, Türkiye. His research focuses on multiculturalism, culturally responsive teaching, and teacher education. He is also an instructor of English language in Turkish Military Academy, National Defence University, Ankara, Türkiye.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592475","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 : 2023-10-03DOI: 10.1080/02619768.2023.2265547
Alin Croitoru, Daniel Mara, Felicia Morândău
ABSTRACTThe problem of teachers’ motivations for participating in training is central in any education system because it shapes the system’s capacity to adapt to the rapidly changing reality. The aim of this paper is to estimate the prevalence of this motivation among Romanian teachers and to identify certain predictors beyond such motivations for training enrolment. Our paper contributes to the understanding of Romanian in-service teachers’ participation in training in relation to the desire to comply with the management’s expectations. The method involves an online national survey conducted in 2021 with approximately 5,000 in-service teachers. Our study’s results indicate that 38.6% assessed compliance with management expectations as a high motivation to participate in training. The profile of the Romanian ‘conformist’ teachers has several distinctive characteristics: higher interest in career advancement, higher satisfaction with the existent financial mechanisms for attending training, lower level of qualification and lower self-evaluated difficulties in blended teaching.KEYWORDS: In-service teachersteachers’ continuous professional developmentteachers’ motivations for attending trainingteachers’ compliance with school managementRomania’s education system Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingAlin Croitoru’s work on this article was funded by Lucian Blaga University of Sibiu under the research grant LBUS-IRG-2022-08.Notes on contributorsAlin CroitoruAlin Croitoru (PhD) is Associate Professor at Faculty of Social Sciences and Humanities, Lucian Blaga University of Sibiu, Romania. He has experience in quantitative analysis and mixed-methods social research. He worked as a researcher in several European research consortiums (e.g., EUCROSS – FP7, YMOBILITY – Horizon 2020, SafeHabitus – Horizon Europe) and national research projects implemented by Ministry of Education and World Bank. He published in several high-impact peer-reviewed journals (e.g., Population, Space and Place; Journal of Contemporary European Studies; Current Sociology) and authored several books on social changes in post-communist Romania. https://orcid.org/0000-0002-6051-7963Daniel MaraDaniel MARA (Professor, Ph.D., habil.) has been teaching at Lucian Blaga University of Sibiu since 2001, and in 2013 he became a Full Professor. In 2004, he received his PhD from Babeș-Bolyai University of Cluj-Napoca, in the field of educational psychology, and in 2016 he was habilitated at the University of Bucharest in the field of inclusive education. He obtained his BA in Pedagogy – Romanian Language and Literature (1997) and diploma advanced studies in Integrated education (1998) at Babeș-Bolyai University of Cluj-Napoca. Currently, he is Full Professor at Lucian Blaga University of Sibiu, Dean of Faculty of Social and Human Sciences, and member of Doctoral School of Psychology (West University of Timisoara) and memb
摘要教师参与培训的动机问题是任何教育系统的核心问题，因为它决定了系统适应快速变化的现实的能力。本文的目的是估计罗马尼亚教师中这种动机的普遍程度，并确定培训报名动机之外的某些预测因素。我们的论文有助于理解罗马尼亚在职教师参与培训与遵守管理层期望的愿望。该方法包括在2021年对约5000名在职教师进行在线全国调查。我们的研究结果表明，38.6%的人认为遵守管理期望是参加培训的高动机。罗马尼亚“墨守成规”的教师有几个明显的特点:对职业发展的兴趣更高，对参加培训的现有财务机制的满意度更高，资格水平较低，在混合教学中自我评估的困难较低。关键词:在职教师教师持续专业发展教师参加培训的动机教师遵守学校管理罗马尼亚教育系统披露声明作者未报告潜在的利益冲突。alin Croitoru对本文的研究由锡比乌卢西恩布拉加大学资助，研究基金为LBUS-IRG-2022-08。作者简介:alin Croitoru(博士)，罗马尼亚锡比乌卢西恩布拉加大学社会科学与人文学院副教授。他在定量分析和混合方法社会研究方面有经验。他曾在多个欧洲研究联盟(如EUCROSS - FP7, YMOBILITY - Horizon 2020, SafeHabitus - Horizon Europe)和教育部和世界银行实施的国家研究项目中担任研究员。他在一些高影响力的同行评议期刊上发表过文章(例如，Population, Space and Place;当代欧洲研究杂志;当代社会学)，并撰写了几本关于后共产主义罗马尼亚社会变化的书籍。https://orcid.org/0000-0002-6051-7963Daniel maraddaniel MARA(教授，博士，habil.)自2001年以来一直在锡比乌卢西恩布拉加大学任教，并于2013年成为全职教授。2004年，他获得Babeș-Bolyai克卢日-纳波卡大学教育心理学博士学位，并于2016年在布加勒斯特大学获得全纳教育领域的博士学位。他在Babeș-Bolyai克卢日纳波卡大学获得罗马尼亚语言文学教育学学士学位(1997年)和综合教育高级研究文凭(1998年)。目前，他是锡比乌卢西恩布拉加大学正教授、社会与人文科学学院院长、西蒂米什瓦拉大学心理学博士学院成员和意大利博洛尼亚大学教育科学博士学院成员。主要研究领域为:全纳教育、跨文化教育、教师培训。https://orcid.org/0000-0002-1211-1504Felicia mor nd ufelicia mor nd(博士)，罗马尼亚锡比乌卢西恩布拉加大学副教授。她的研究主要集中在教育社会学、家庭社会学和情感社会学领域。她积累了20年的研究经验，她的出版物包括在教育和社会科学的顶级期刊上发表的文章(例如，教育评论，可持续发展，职业康复杂志)，以及在高中学生职业咨询教育项目中的管理职位。目前，她以教育研究员的身份参与了罗马尼亚教育部实施的改革罗马尼亚教师专业发展体系的国家项目。https://orcid.org/0000-0002-9700-5734
{"title":"Who is attending training to comply with the expectations of the school management? A study among Romanian in-service teachers","authors":"Alin Croitoru, Daniel Mara, Felicia Morândău","doi":"10.1080/02619768.2023.2265547","DOIUrl":"https://doi.org/10.1080/02619768.2023.2265547","url":null,"abstract":"ABSTRACTThe problem of teachers’ motivations for participating in training is central in any education system because it shapes the system’s capacity to adapt to the rapidly changing reality. The aim of this paper is to estimate the prevalence of this motivation among Romanian teachers and to identify certain predictors beyond such motivations for training enrolment. Our paper contributes to the understanding of Romanian in-service teachers’ participation in training in relation to the desire to comply with the management’s expectations. The method involves an online national survey conducted in 2021 with approximately 5,000 in-service teachers. Our study’s results indicate that 38.6% assessed compliance with management expectations as a high motivation to participate in training. The profile of the Romanian ‘conformist’ teachers has several distinctive characteristics: higher interest in career advancement, higher satisfaction with the existent financial mechanisms for attending training, lower level of qualification and lower self-evaluated difficulties in blended teaching.KEYWORDS: In-service teachersteachers’ continuous professional developmentteachers’ motivations for attending trainingteachers’ compliance with school managementRomania’s education system Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingAlin Croitoru’s work on this article was funded by Lucian Blaga University of Sibiu under the research grant LBUS-IRG-2022-08.Notes on contributorsAlin CroitoruAlin Croitoru (PhD) is Associate Professor at Faculty of Social Sciences and Humanities, Lucian Blaga University of Sibiu, Romania. He has experience in quantitative analysis and mixed-methods social research. He worked as a researcher in several European research consortiums (e.g., EUCROSS – FP7, YMOBILITY – Horizon 2020, SafeHabitus – Horizon Europe) and national research projects implemented by Ministry of Education and World Bank. He published in several high-impact peer-reviewed journals (e.g., Population, Space and Place; Journal of Contemporary European Studies; Current Sociology) and authored several books on social changes in post-communist Romania. https://orcid.org/0000-0002-6051-7963Daniel MaraDaniel MARA (Professor, Ph.D., habil.) has been teaching at Lucian Blaga University of Sibiu since 2001, and in 2013 he became a Full Professor. In 2004, he received his PhD from Babeș-Bolyai University of Cluj-Napoca, in the field of educational psychology, and in 2016 he was habilitated at the University of Bucharest in the field of inclusive education. He obtained his BA in Pedagogy – Romanian Language and Literature (1997) and diploma advanced studies in Integrated education (1998) at Babeș-Bolyai University of Cluj-Napoca. Currently, he is Full Professor at Lucian Blaga University of Sibiu, Dean of Faculty of Social and Human Sciences, and member of Doctoral School of Psychology (West University of Timisoara) and memb","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135743750","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 : 2023-09-18DOI: 10.1080/02619768.2023.2259077
Mingfu Qin, Roberto Alonso Trillo
Teacher attrition is a widely recognised problem in music education, having received increasing attention amongst preservice music student teachers over the past few decades. Yet, factors influencing their career intention remain to be fully explored. This study aimed to examine the roles of demographics, personality traits, and motivations in preservice music student teachers’ intention to become music teachers through an integrated psychological decision model. Survey data were collected from 243 preservice music student teachers and analysed using structural equation modelling. The results showed that the integrated model could explain 71% of participants’ career intention. Personality traits exhibited indirect effects through the mediating roles of intrinsic, extrinsic, and social motivations. While all motivations yielded direct effects on career intention, internship experience had a negative impact. The findings provide new insights to develop effective strategies to channel career intention amongst preservice music student teachers for different stakeholders.
{"title":"Antecedents of preservice music teacher students’ career intention to become music teachers: the roles of demographics, personality traits, and motivations","authors":"Mingfu Qin, Roberto Alonso Trillo","doi":"10.1080/02619768.2023.2259077","DOIUrl":"https://doi.org/10.1080/02619768.2023.2259077","url":null,"abstract":"Teacher attrition is a widely recognised problem in music education, having received increasing attention amongst preservice music student teachers over the past few decades. Yet, factors influencing their career intention remain to be fully explored. This study aimed to examine the roles of demographics, personality traits, and motivations in preservice music student teachers’ intention to become music teachers through an integrated psychological decision model. Survey data were collected from 243 preservice music student teachers and analysed using structural equation modelling. The results showed that the integrated model could explain 71% of participants’ career intention. Personality traits exhibited indirect effects through the mediating roles of intrinsic, extrinsic, and social motivations. While all motivations yielded direct effects on career intention, internship experience had a negative impact. The findings provide new insights to develop effective strategies to channel career intention amongst preservice music student teachers for different stakeholders.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148875","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 : 2023-09-18DOI: 10.1080/02619768.2023.2259082
Huaping Li, Critisna Costa
ABSTRACTThis study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign language learner shaped their empathy for culturally and linguistically diverse pupils through a qualitative questionnaire and semi-structured interviews. Drawing on transformative learning theory and its relation to empathy, this study provides a nuanced understanding of how the experience of a language other allows student-teachers to engage with otherness, experience affective sharing, adopt alternative perspectives, and demonstrate empathetic concerns in practices where cultural diversity is apparent. Therefore, we advocate moving student-teachers beyond language acquisition, encouraging them to embrace challenges associated with assuming the position of a language other. This lends insights into the promotion of foreign language learning as a viable internationalisation strategy that benefits all student-teachers by fostering their empathy towards diverse students.KEYWORDS: Internationalising teacher education at homeforeign language learningothernessempathy AcknowledgmentsWe would like to acknowledge the contributions of our participants.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe study is jontly funded by the Shanghai Municipal Finance Bureau, the Shanghai Municipal Human Resources and Social Security Bureau, and the Shanghai Municipal Education Commission. It is part of the research of the Primary Education Innovation Team.Notes on contributorsHuaping LiHuaping Li is lecturer in Teacher Education at Foreign Languages College, Shanghai Normal University. Her primary focus lies in preparing teachers for a global and multicultural context. She is particularly keen on teaching and researching interconnected themes, including ethnic, cultural, and linguistic diversity, educational in/exclusion, and the internationalisation of teacher education.Critisna CostaCristina Costa is Associate Professor in the School of Education at Durham University. She has a strong interest in educational and digital practices and inequalities. She is particularly interested in exploring the intersection of education and emergent social phenomena through different social theory lenses in both her research and teaching.
{"title":"Internationalising teacher education at home: developing empathy through the sense of otherness in language learning","authors":"Huaping Li, Critisna Costa","doi":"10.1080/02619768.2023.2259082","DOIUrl":"https://doi.org/10.1080/02619768.2023.2259082","url":null,"abstract":"ABSTRACTThis study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign language learner shaped their empathy for culturally and linguistically diverse pupils through a qualitative questionnaire and semi-structured interviews. Drawing on transformative learning theory and its relation to empathy, this study provides a nuanced understanding of how the experience of a language other allows student-teachers to engage with otherness, experience affective sharing, adopt alternative perspectives, and demonstrate empathetic concerns in practices where cultural diversity is apparent. Therefore, we advocate moving student-teachers beyond language acquisition, encouraging them to embrace challenges associated with assuming the position of a language other. This lends insights into the promotion of foreign language learning as a viable internationalisation strategy that benefits all student-teachers by fostering their empathy towards diverse students.KEYWORDS: Internationalising teacher education at homeforeign language learningothernessempathy AcknowledgmentsWe would like to acknowledge the contributions of our participants.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe study is jontly funded by the Shanghai Municipal Finance Bureau, the Shanghai Municipal Human Resources and Social Security Bureau, and the Shanghai Municipal Education Commission. It is part of the research of the Primary Education Innovation Team.Notes on contributorsHuaping LiHuaping Li is lecturer in Teacher Education at Foreign Languages College, Shanghai Normal University. Her primary focus lies in preparing teachers for a global and multicultural context. She is particularly keen on teaching and researching interconnected themes, including ethnic, cultural, and linguistic diversity, educational in/exclusion, and the internationalisation of teacher education.Critisna CostaCristina Costa is Associate Professor in the School of Education at Durham University. She has a strong interest in educational and digital practices and inequalities. She is particularly interested in exploring the intersection of education and emergent social phenomena through different social theory lenses in both her research and teaching.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202393","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 : 2023-09-01DOI: 10.1080/02619768.2023.2251663
Jennifer Quast, Charlott Rubach, Raphaela Porsch
{"title":"Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework","authors":"Jennifer Quast, Charlott Rubach, Raphaela Porsch","doi":"10.1080/02619768.2023.2251663","DOIUrl":"https://doi.org/10.1080/02619768.2023.2251663","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"17 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75147078","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 : 2023-08-31DOI: 10.1080/02619768.2023.2253495
Douglas W. Yacek, Mark Jonas
{"title":"Phronesis in teacher education: a critical reexamination","authors":"Douglas W. Yacek, Mark Jonas","doi":"10.1080/02619768.2023.2253495","DOIUrl":"https://doi.org/10.1080/02619768.2023.2253495","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"367 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74028137","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 : 2023-08-30DOI: 10.1080/02619768.2023.2251658
Gerry Czerniawski, Ainat Guberman, A. MacPhail, Eline Vanassche
{"title":"Identifying school-based teacher educators’ professional learning needs: an international survey","authors":"Gerry Czerniawski, Ainat Guberman, A. MacPhail, Eline Vanassche","doi":"10.1080/02619768.2023.2251658","DOIUrl":"https://doi.org/10.1080/02619768.2023.2251658","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"222 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72809381","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 : 2023-08-24DOI: 10.1080/02619768.2023.2250909
Amaël André, D. Tessier, Benoît Louvet
{"title":"Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion","authors":"Amaël André, D. Tessier, Benoît Louvet","doi":"10.1080/02619768.2023.2250909","DOIUrl":"https://doi.org/10.1080/02619768.2023.2250909","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"101 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90645366","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 : 2023-08-12DOI: 10.1080/02619768.2023.2242576
E. Low
{"title":"Reimagining teacher education in Singapore for a changing international landscape","authors":"E. Low","doi":"10.1080/02619768.2023.2242576","DOIUrl":"https://doi.org/10.1080/02619768.2023.2242576","url":null,"abstract":"","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"53 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72854876","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 : 2023-08-08DOI: 10.1080/02619768.2023.2266256
Maria Assunção Flores
first paper, ‘A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics’, by Angela Hadjipanteli, from Cyprus, focuses on the development of four preservice teachers within the context of a drama course in a teacher education programme. Data were collected through a variety of methods including semi-structured interviews and reflective diaries. The author concludes that preservice teachers developed ethical and intellectual virtues, including sympathy, empathy and respect, persistence, courage and open-mindedness. Hadjipanteli discusses the implications of the findings for the development of a person-centred approach in a teacher education programme particularly in the context of a drama course.
{"title":"Teaching and learning in teacher education: agency, reflection and identity","authors":"Maria Assunção Flores","doi":"10.1080/02619768.2023.2266256","DOIUrl":"https://doi.org/10.1080/02619768.2023.2266256","url":null,"abstract":"first paper, ‘A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics’, by Angela Hadjipanteli, from Cyprus, focuses on the development of four preservice teachers within the context of a drama course in a teacher education programme. Data were collected through a variety of methods including semi-structured interviews and reflective diaries. The author concludes that preservice teachers developed ethical and intellectual virtues, including sympathy, empathy and respect, persistence, courage and open-mindedness. Hadjipanteli discusses the implications of the findings for the development of a person-centred approach in a teacher education programme particularly in the context of a drama course.","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841564","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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