Teaching and Teacher Education最新文献

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.

Since the 1980s, there has been a push in teacher education to increase clinical experiences and build closer relationships between school districts and colleges of education. In 2010, Zeichner introduced the theory of Third Space to school-university partnership research. This was followed by a number of other articles in which the researchers applied the same theory—including in much of the work on teacher residencies. In this theoretical critique and brief systematic literature review, I connect Third Space theory back to its postcolonial roots and attribute the Scholars of Color who created the theory. I unpack the theory's original intent and critique research written by white teacher educators who whitewashed the theory. To accomplish this goal, I compiled the ten most cited articles on Third Space in teacher education research in a brief, focused review of the literature. I convey how this whitewashing has also occurred in work on teacher residency programs. I then present potential ways for addressing this whitewashing including means of addressing racism, power, oppression, and politics and highlight recent work on Third Space that has moved this goal forward.

Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.

We explored teacher agency in a policy context of hyper-accountability drawing on interviews with ten experienced secondary school chemistry teachers in Chile. Constraints included successive reforms of the national curriculum, a resource-poor and high-surveillance education culture, and a low-priority culture of professional learning. Strategies enacted to sustain teacher agency included identifying ‘pockets of possibility’ to realise authentic chemistry education for all, developing trusting relationships with students and proactively nurturing their own professional development. These strategies have the potential to enhance the practice of teachers and teacher educators, and to inform a reorientation of policy away from high-stakes accountability.

This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.

This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency. We show how personal attributes shaped CoP membership, which in turn reshaped those personal attributes toward the desirable goals of openness to vulnerabilities, dialogism, and enhanced agency.

This paper presents a quantitative examination of teachers' emotional labor strategies (ELSs) during online teaching. By integrating multidisciplinary theories into Grandey's (2000) improved mediation model, we explore the antecedents of teachers' technological pedagogical content knowledge (TPACK) and perceived school information leadership (PSIL), as well as the consequences of work and nonwork strains. Structural equation modeling based on 636 Chinese teachers reveals the protective effects of TPACK and PSIL on mental health through ELSs and highlights the allostatic load mechanism linking emotional exhaustion to depression and anxiety. These findings offer practical strategies to alleviate well-being challenges during times of pandemic.

Numerous teachers face significant challenges teaching students with SEN, possibly stemming from a lack of guidance in translating broad principles formulated in teacher effectiveness frameworks into context-specific effective teaching behaviors. This study addresses this issue by outlining teachers' translations and comparing them across teachers from two classroom settings. Semi-structured interviews were conducted with 12 mainstream and 12 special education teachers and a template analysis revealed: (1) teachers mentioning a multitude of translations, highlighting numerous general effective teaching principles and (2) key differences between the two teacher groups concerning the ‘within-class differentiation’ and the ‘activating or reviewing prior and background knowledge’ indicator.