Pub Date : 2023-05-19DOI: 10.1080/13540602.2023.2215709
M. Khosronejad, L. Weber, M. Ryan
{"title":"Teacher learning as a polyphonic endeavor: A context sensitive model of teacher professional development","authors":"M. Khosronejad, L. Weber, M. Ryan","doi":"10.1080/13540602.2023.2215709","DOIUrl":"https://doi.org/10.1080/13540602.2023.2215709","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"183 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85629722","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 : 2023-05-13DOI: 10.1080/13540602.2023.2212359
S. Haines, Cynthia C. Reyes
ABSTRACT The purpose of this study was to understand educators’ perspectives of the state of teacher-family relationships with refugee-background families resettled in the U.S. as well as factors that facilitated and impeded the formation of collaborative relationships. Drawing on data from interviews with 42 teachers across three school districts in a northeastern state, we found variance in the state of collaborative relationships between refugee-background families and their children’s teachers. Intersecting and overlapping barriers included bureaucracies lacking a systematic focus on relationships with refugee families and characterised by confusion about responsibilities and systems, unsustainable initiatives, and a lack of professional collaboration among teachers. Teachers expressed uncertainty about sharing honest, though potentially disheartening, data about students’ achievement and progress with their families for fear of deterring hope and motivation. Facilitating factors included systems that prioritised collaborative relationships with families and were characterised by student-centred interprofessional collaboration and engagement in innovative initiatives that were sustainable due to a culture of support. Implications for supporting teachers are discussed.
{"title":"Teacher perspectives on fostering collaborative relationships with families with refugee backgrounds","authors":"S. Haines, Cynthia C. Reyes","doi":"10.1080/13540602.2023.2212359","DOIUrl":"https://doi.org/10.1080/13540602.2023.2212359","url":null,"abstract":"ABSTRACT The purpose of this study was to understand educators’ perspectives of the state of teacher-family relationships with refugee-background families resettled in the U.S. as well as factors that facilitated and impeded the formation of collaborative relationships. Drawing on data from interviews with 42 teachers across three school districts in a northeastern state, we found variance in the state of collaborative relationships between refugee-background families and their children’s teachers. Intersecting and overlapping barriers included bureaucracies lacking a systematic focus on relationships with refugee families and characterised by confusion about responsibilities and systems, unsustainable initiatives, and a lack of professional collaboration among teachers. Teachers expressed uncertainty about sharing honest, though potentially disheartening, data about students’ achievement and progress with their families for fear of deterring hope and motivation. Facilitating factors included systems that prioritised collaborative relationships with families and were characterised by student-centred interprofessional collaboration and engagement in innovative initiatives that were sustainable due to a culture of support. Implications for supporting teachers are discussed.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"2 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75979534","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 : 2023-05-13DOI: 10.1080/13540602.2023.2212364
Jiali Huang, Guoyuan Sang
ABSTRACT Pre-service teachers play a crucial role in fostering critical thinking among students to enhance their effectiveness in the 21st century. This systematic review examines 43 empirical studies to gain deeper insights into the concept of critical thinking in teacher education. We identified two primary definitions of critical thinking: the logical sense and value sense, both rooted in a discipline-oriented framework. The findings indicate that the logical sense, particularly the philosophical approach, predominantly informs research conducted on pre-service teachers. However, when it comes to critical thinking disposition, research results often fall short in demonstrating significant development, underscoring the contextual nature of critical thinking. Critical thinking is a sociological research method used to logically evaluate a problem by creating awareness of problematic knowledge and social situations. After analysing the influence of the relationship between critical thinking and research on critical thinking development in pre-service teachers, our findings suggest that there are limitations to cultivating critical thinking; further verification is needed regarding pre-service teachers’ ability to transfer critical thinking among various contexts or situations. This review emphasises the significance of embracing the multifaceted and context-bound aspects of critical thinking and good judgment for thinking quality in pre-service teacher education research.
{"title":"Conceptualising critical thinking and its research in teacher education: A systematic review","authors":"Jiali Huang, Guoyuan Sang","doi":"10.1080/13540602.2023.2212364","DOIUrl":"https://doi.org/10.1080/13540602.2023.2212364","url":null,"abstract":"ABSTRACT Pre-service teachers play a crucial role in fostering critical thinking among students to enhance their effectiveness in the 21st century. This systematic review examines 43 empirical studies to gain deeper insights into the concept of critical thinking in teacher education. We identified two primary definitions of critical thinking: the logical sense and value sense, both rooted in a discipline-oriented framework. The findings indicate that the logical sense, particularly the philosophical approach, predominantly informs research conducted on pre-service teachers. However, when it comes to critical thinking disposition, research results often fall short in demonstrating significant development, underscoring the contextual nature of critical thinking. Critical thinking is a sociological research method used to logically evaluate a problem by creating awareness of problematic knowledge and social situations. After analysing the influence of the relationship between critical thinking and research on critical thinking development in pre-service teachers, our findings suggest that there are limitations to cultivating critical thinking; further verification is needed regarding pre-service teachers’ ability to transfer critical thinking among various contexts or situations. This review emphasises the significance of embracing the multifaceted and context-bound aspects of critical thinking and good judgment for thinking quality in pre-service teacher education research.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"5 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85283502","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 : 2023-05-09DOI: 10.1080/13540602.2023.2211517
L. Shaw
{"title":"Conservatoire alumni as mentors in instrumental music teacher education: a preliminary study","authors":"L. Shaw","doi":"10.1080/13540602.2023.2211517","DOIUrl":"https://doi.org/10.1080/13540602.2023.2211517","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"7 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80709898","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 : 2023-05-01DOI: 10.1080/13540602.2023.2208051
Erin Siostrom, Reece Mills, Theresa Bourke
{"title":"A scoping review of factors that influence career changers’ motivations and decisions when considering teaching","authors":"Erin Siostrom, Reece Mills, Theresa Bourke","doi":"10.1080/13540602.2023.2208051","DOIUrl":"https://doi.org/10.1080/13540602.2023.2208051","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"35 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81141333","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 : 2023-05-01DOI: 10.1080/13540602.2023.2208034
Anna-Sofia Koski, Mikko Puustinen, J. Säntti, J. Salminen
{"title":"Exploring the research-based approach of academic classroom teachers in Finland","authors":"Anna-Sofia Koski, Mikko Puustinen, J. Säntti, J. Salminen","doi":"10.1080/13540602.2023.2208034","DOIUrl":"https://doi.org/10.1080/13540602.2023.2208034","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"26 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91255582","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 : 2023-04-26DOI: 10.1080/13540602.2023.2201422
M. Matthews, Sally Bamber, L. Jones
{"title":"Using found poetry to explore creativity in the professional lives of English teachers","authors":"M. Matthews, Sally Bamber, L. Jones","doi":"10.1080/13540602.2023.2201422","DOIUrl":"https://doi.org/10.1080/13540602.2023.2201422","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"22 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816269","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 : 2023-04-23DOI: 10.1080/13540602.2023.2190091
Kitty Meijer, L. Baartman, Marjan Vermeulen, E. de Bruijn
{"title":"Teachers’ conceptions of assessment literacy","authors":"Kitty Meijer, L. Baartman, Marjan Vermeulen, E. de Bruijn","doi":"10.1080/13540602.2023.2190091","DOIUrl":"https://doi.org/10.1080/13540602.2023.2190091","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"73 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79663358","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 : 2023-04-20DOI: 10.1080/13540602.2023.2201425
Tine Mombaers, Roos Van Gasse, Kristin Vanlommel, P. van Petegem
{"title":"‘To teach or not to teach?’ An exploration of the career choices of educational professionals","authors":"Tine Mombaers, Roos Van Gasse, Kristin Vanlommel, P. van Petegem","doi":"10.1080/13540602.2023.2201425","DOIUrl":"https://doi.org/10.1080/13540602.2023.2201425","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77525216","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 : 2023-04-13DOI: 10.1080/13540602.2023.2201423
Linet Arthur, Simon Bradley
{"title":"Teacher retention in challenging schools: please don’t say goodbye!","authors":"Linet Arthur, Simon Bradley","doi":"10.1080/13540602.2023.2201423","DOIUrl":"https://doi.org/10.1080/13540602.2023.2201423","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84826002","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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