Teaching and Teacher Education最新文献

Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.

Given the growing interest in Lesson Study (LS) in Initial Teacher Education (ITE), more research is needed to effectively integrate LS into ITE programmes. This literature review examines LS research in English, Japanese, and Chinese, focusing on forms, challenges, and suggestions. 113 studies were analysed following the PRISMA guidelines, revealing LS adaptations in pre-service teacher involvement, training, and mentorship. Challenges included power imbalance and LS integration difficulties in ITE cultures. Suggestions entail increased observation opportunities and early involvement of schoolteachers. The study underscores cultural, policy, and historical influences on LS implementation, advocating for broader educational perspectives in enhancing teacher education programmes.

In view of lacking in a holistic, indigenous measure to the affective well-being of teachers in Hong Kong, this study utilizes a mixed-methods approach to develop and validate the Teacher Emotions in Teaching Scale (TETS) which assesses positive and negative emotions teachers experience in teaching. The process of scale development and construct validation involving three samples of 726 in-service teachers from Hong Kong was reported. Results of this study supported the five-factor model of the TETS and its convergent, discriminant and criterion validity. This study highlights the use of the TETS to understand and promote emotional well-being of teachers.

This study explored the effects of combining the flipped classroom with case-based learning in a classroom management course (n = 73 pre-service teachers). We adopted a mixed-methods design to collect data. The results revealed improvements in learning outcomes and perceptions, suggesting considerable advantages of the innovative teaching model. Using preclass videos and group discussions enhanced pre-service teachers' problem-solving skills and knowledge application. Reflections and multiple perspectives helped them develop a deeper understanding of topics. Moreover, the identified factors contributing to learning success include the preparedness of preservice teachers to engage with materials before class, effective discussion facilitation, and group dynamics.

To date, much of the research on coaching has been coach-centered as coaches' actions, behaviors and beliefs have been the focus of the extant research base. The current study seeks to amplify the voices of teachers in the coaching partnership by exploring what motivates teachers to engage in coaching, as well as what they perceive they learn from their engagement in coaching. As coaching is assumed to be a responsive professional learning structure in which a teacher's learning interests shape the focus and goals of coach-teacher interactions, our exploration of motivation and perceived learning seems critical. As part of the current study, we partnered with nine elementary teachers who were engaged in coaching cycles with their school-based coach and conducted 16 semi-structured interviews to better understand why they were motivated to engage in coaching, what they reported learning from the experience, and the extent to which there was parity between teachers' motivating reasons and their perceived learning. Qualitative analyses indicate that teachers were primarily motivated to engage in coaching and reported learning about content and pedagogy. Furthermore, analyses showed three overarching trends when exploring motivation and perceived learning parity and illustrative teacher cases are provided to demonstrate two of these overarching trends. Implications for practice and future research are discussed.

Fully online asynchronous initial teacher education (ITE) offerings are increasing, yet online learning may negatively impact students' relationships leaving them feeling isolated and disconnected. Despite rigorous attention to the impact of social presence on success in online learning, social connection in fully asynchronous ITE courses is under-researched. This article investigates the experiences of 130 preservice teachers' (PSTs) sense of connection when studying asynchronously online. The data suggest that PSTs value social presence and a pedagogy of care but also highlights a significant disconnect between the parameters of asynchronous learning and PSTs’ expectations, presenting an important consideration for ITE providers.

In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.

This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The results indicate that teachers developed a deeper understanding of the complexity, difficulty, and subject-specific nature of social scientific reasoning. The subject-specific educative curriculum materials served as a catalyst for teachers’ professional growth in teaching social scientific reasoning.

Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT practices varied, while teachers perpetuated deficit- and racist ideologies and often overlooking structural causes. Classroom microaggressions perpetrated by teachers went unrecognized (as problematic) in post-interview reflections. Our research emphasizes the need to reposition critical thinking as its foundation for promoting equity in classrooms.

Drawing from equity and plurilingual lenses, this qualitative research explores opportunities for parents from Language Backgrounds other than English (LBOTE) to engage in their children's school learning. Twenty-six Vietnamese and Burmese parents from two Australian primary (elementary) schools were interviewed. Three family engagement strategies, 1) open communication between teachers and families 2) homework/home learning 3) student conversations with their families about school learning were pertinent, and at times, problematic according to the parents. Implications from the study are how to find equitable and inclusive ways for teachers and schools to engage families with LBOTE in their children's learning.