Action in Teacher Education最新文献

{"title":"Hurdles and Straightaways: Building a Cross-School Community of Practice","authors":"Rachelle S. Savitz, A. Broemmel","doi":"10.1080/01626620.2024.2373126","DOIUrl":"https://doi.org/10.1080/01626620.2024.2373126","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"130 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"White Preservice Teachers and Antiracist Practice: Enabling Trajectories of Learning and Identity in Teacher Preparation","authors":"Kimberly Oamek","doi":"10.1080/01626620.2023.2292628","DOIUrl":"https://doi.org/10.1080/01626620.2023.2292628","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"2008 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying an Equity Framework to Develop Inclusive Visions of STEM Teaching: Honoring the Voices of Students with Dis/Abilities","authors":"Barbara L. Pazey, Colleen M. Eddy, Karen Bump","doi":"10.1080/01626620.2023.2290250","DOIUrl":"https://doi.org/10.1080/01626620.2023.2290250","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"11 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging with Engagement: Interrogating Preservice Teachers’ Theories of Engagement in Their Literacy Planning and Reflection","authors":"Lindsey W. Rowe, Jackie Ridley, Marie E. Borkowski, Sarah E. Jackson, Michiko Hikida","doi":"10.1080/01626620.2023.2293184","DOIUrl":"https://doi.org/10.1080/01626620.2023.2293184","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nearby Nature: An Interdisciplinary Science, Literacy, and Technology Project Situated within a Traditional Teacher Preparation Program","authors":"Anna Jennerjohn, Debra S. Peterson, Catherine Cavanaugh","doi":"10.1080/01626620.2023.2270923","DOIUrl":"https://doi.org/10.1080/01626620.2023.2270923","url":null,"abstract":"ABSTRACTPre-service teachers often learn to teach in siloed methods courses despite evidence that interdisciplinary pedagogies benefit elementary school students. To address this discrepancy, six teacher educators initiated a two-year self-study to improve their practice. They co-created a shared module to integrate technology, literacy, and science content. The self-study was designed to answer the research question: what are the successes and challenges of implementing an interdisciplinary module within an elementary teacher education program? Findings relate to three main categories: teacher education pedagogies, use of technology tools, and interdisciplinary collaboration. Areas of promise for future integration are discussed.KEYWORDS: Pre-service elementary teacherscontent area literacyinterdisciplinarytechnology Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAnna JennerjohnDr. Anna Jennerjohn is a Researcher at Rockman et al. Cooperative. She conducts research and evaluation at the intersections of science and literacy pedagogies, literacy development for emergent multilinguals, teacher education, and teacher workforce development. She earned her PhD in Literacy Education - Curriculum and Instruction from the University of Minnesota.Debra S. PetersonDr. Debra S. Peterson has served as a teacher, researcher, and consultant with the Minnesota Center for Reading Research at the University of Minnesota for 22 years. She was a veteran elementary teacher, received the International Literacy Association Albert J. Harris award for outstanding reading research, and published multiple peer reviewed articles. She also was a co-author of the book No More Reading Instruction without Differentiation.Catherine CavanaughDr. Catherine Cavanaugh is a lecturer at the University of Minnesota. She teaches literacy courses in the Elementary Education Initial Licensure Program and is passionate about critical issues related to literacy learning and teaching. She has taught in elementary classrooms, coordinated statewide literacy projects, and served as President of the Minnesota Reading Association.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"28 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Struggles and Successes of Pre-Service Teachers When Implementing a Student-Centered Curriculum in an After-School Program","authors":"Dominique Banville, Risto Marttinen, David Daum, Kelly Johnston","doi":"10.1080/01626620.2023.2260344","DOIUrl":"https://doi.org/10.1080/01626620.2023.2260344","url":null,"abstract":"ABSTRACTThe purpose of the study is to examine pre-service teachers (PSTs)’ experience in implementing a student-centered curriculum integrating physical activity and literacy in an after-school program. Field notes along with journal and interview data from nine PSTs were analyzed using the constant comparison method. PSTs were able to look at the goal for the lesson and create learning opportunities that were a blend of the written curriculum and the transposition of that curriculum based on their and their students’ knowledge to create and teach the lesson. The experience allowed them to improve their pedagogical skills and suggests implications for how teacher educators might partner with after-school programs for service learning opportunities that benefit PSTs as well as K-12 students.KEYWORDS: Teacher preparationphysical educationliteracyafter-school programdidacticpedagogical content knowledge Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDominique BanvilleDominique Banville, Ph.D. is an Associate Professor in the School of Education within the College of Education and Human Development at George Mason University. Her research interests focus on the curriculum and Instruction of physical education in the schools, and the preparation, induction, and professional development of physical education teachers.Risto MarttinenRisto Marttinen, Ed.D. is an Associate Professor in the School of Education within the College of Education and Human Development at George Mason University. His research revolves around implementing sustainable and educational after-school physical education programs in elementary and middle schools.David DaumDavid Daum, Ph.D. is an Associate Professor in the Department of Kinesiology at San Jose State University. His primary areas of research include investigating online physical education and its implications regarding meeting the purpose of physical education, the use of technology in physical education, and youth physical activity levels during the school day.Kelly JohnstonKelly Johnston, Ed.D., is an assistant professor in the School of Education at Baylor University. Dr. Johnston's program of research examines how children and youth engage with literacy across contexts and the implications for literacy development and well-being in underserved communities.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"122 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":"135696587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Standards Across Five K-12 Academic Disciplines in the United States: Similarities, Distinctions, and Implications for Teacher Preparation","authors":"Rebecca West Burns, Craigory Nieman, Alyssa Batastini, Amber Brown, Olwyn Watson, Daina Kelly, Arwa Alazwari","doi":"10.1080/01626620.2023.2247372","DOIUrl":"https://doi.org/10.1080/01626620.2023.2247372","url":null,"abstract":"ABSTRACTTeacher preparation has long suffered from an issue of status in the United States. As a way to professionalize teaching, subject area-specific standards have materialized as one of its most powerful tools in homogenizing what teacher candidates should know and do upon graduation. These standards play a large role in accreditation, but they operate in isolation from one another. To actualize clinically based teacher education, such standards can no longer remain in silos. The purpose of this study was to understand what subject area standards for teacher education exist; on what key concepts, topics, and ideas do they collectively agree; what is distinct to each; and what the implications are for teacher education. Using document analysis, seven sets of standards for teacher education across five subject areas were examined. Findings show that while there were distinctions, there were more similarities among the subject areas. This finding demonstrates a common understanding of basic knowledge and skills across disciplines teacher candidates need to be profession-ready teachers.KEYWORDS: Teacher preparation standardssubject area disciplinesclinical practiceinterdisciplinary collaborationteacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRebecca West BurnsRebecca West Burns, Ph.D. is the Dean of the College of Education for Kutztown University of Pennsylvania. Her research is in clinically based teacher education where she focuses on school-university partnerships, teacher leadership, and supervision of clinical experiences.Craigory NiemanCraigory Nieman, Ph.D. is a Visiting Assistant Professor of Instruction in Physical Education at the University of South Florida. His research interests lie in preparing future teachers for diverse settings and culturally responsive pedagogy.Alyssa BatastiniAlyssa Batastini is a doctoral student in Curriculum and Instruction with an emphasis in Elementary Education at the University of South Florida. Her interests are in the impact of in-service teacher professional development on teacher retention in virtual education settings.Amber BrownAmber Brown, Ph.D. is a Clinical Assistant Professor of Mathematics Education at Purdue University. She is interested in building teacher candidates’ and in-service teachers’ capacity to transfer their passion and knowledge to students in meaningful ways.Olwyn WatsonOlwyn Watson is a doctoral candidate in Elementary Education at the University of South Florida. Her research interests are in culturally responsive practices to build better relationships between teachers and students. She is also interested in professional development for teachers to build student learning outcomes.Daina KellyDaina Kelly, Ph.D. is a professional learning researcher focused on the experiences of adults engaged in fellowship programs. Her research interests also include how meaningful program design ","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editors’ Notes","authors":"Heather K. Olson Beal, Tingting Xu, Tracey Covington Hasbun","doi":"10.1080/01626620.2023.2260290","DOIUrl":"https://doi.org/10.1080/01626620.2023.2260290","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Contradictions in Pre-Service Teachers’ Feedback About Inquiry-Based Collaborative Learning","authors":"Christopher N. Blundell, Michelle Mukherjee, S. Nykvist","doi":"10.1080/01626620.2023.2251420","DOIUrl":"https://doi.org/10.1080/01626620.2023.2251420","url":null,"abstract":"ABSTRACT Curriculum and professional standards mandate that digital technologies are used in schooling, and consequently, universities are required to prepare pre-service teachers for this in initial teacher education degrees. In response, one Australian university developed an inquiry-based collaborative approach, called creative inquiry. Feedback from end-of-semester evaluation surveys is positive; however, the written comments include diverse and apparently contradictory feedback. This paper uses thematic analysis to retrospectively identify the contradictions found in three years of feedback from a combined cohort of 1473 undergraduate pre-service teachers. The findings indicate, firstly, that the rationale for using digital technologies in schooling was inconsistent with some pre-service teachers’ prior experience and expectations for future practice. Secondly, creative inquiry was inconsistent with some pre-service teachers’ preferences for coursework. The findings are theorized using Mezirow’s Transformative Learning Theory, and identify potential implications for constructivist, student-centric approaches to initial teacher education about learning and teaching with digital technologies.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46492189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MeToo Moments: Teacher Candidates’ Disclosures of Sexual Violence","authors":"Amber Moore","doi":"10.1080/01626620.2023.2242324","DOIUrl":"https://doi.org/10.1080/01626620.2023.2242324","url":null,"abstract":"ABSTRACT Rape culture and sexual violence have especially entered popular discourse in recent years, largely due to the significant activism of Tarana Burke’s #MeToo movement. As such, because educators are increasingly taking up these topics, approaches to such intense subject matter in literacy learning need to be creatively and critically (re)considered so as to privilege more inclusive stories of sexual trauma and cultivate radical resistance against rape culture. Emerging from a feminist qualitative study that examined how secondary teacher candidates responded to a trauma text set of sexual assault narratives, as well as proposed antirape pedagogy for the secondary English classroom, this paper explores the testimonial discourses that surfaced. Teacher candidates participants either offered their own “Me Too” moments – that is, disclosures of experiencing sexual violence in some way, or disclosed witnessing trauma testimony, usually by a loved one.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46216298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}