Pub Date : 2022-07-18DOI: 10.1080/01626620.2022.2096709
E. Ijebor, C. Cascalheira, L. Lucero
ABSTRACT Teaching mathematics for social justice is a rich research area in which field trips have been under examined. The paucity of literature on math-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of empowering elementary preservice teachers to design math-based field trips to enhance student awareness of social justice issues. Two research questions (RQ) guided this project: (RQ1) How can teacher educators inspire social change within math education via the preparation of future elementary teachers using math-based field trips? (RQ2) What are preservice teachers’ perceptions of designing socially just math lessons using fieldtrips? We provide an overview of previous literature, describe the project we designed, and provide an analysis of preservice teachers’ experiences and perceptions of this project. Thematic analysis of student journals and final assignments generated eight overarching themes and three subordinate themes organized by three phases. Organization by phases indicates a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed elementary preservice teachers emphasized the beneficial challenge of this assignment, suggesting that math-based social justice field trips are important additions to teacher education programs. Finally, we discuss what we learned from this study as teacher educators and researchers and provide recommendations to the field of teacher education.
{"title":"Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study","authors":"E. Ijebor, C. Cascalheira, L. Lucero","doi":"10.1080/01626620.2022.2096709","DOIUrl":"https://doi.org/10.1080/01626620.2022.2096709","url":null,"abstract":"ABSTRACT Teaching mathematics for social justice is a rich research area in which field trips have been under examined. The paucity of literature on math-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of empowering elementary preservice teachers to design math-based field trips to enhance student awareness of social justice issues. Two research questions (RQ) guided this project: (RQ1) How can teacher educators inspire social change within math education via the preparation of future elementary teachers using math-based field trips? (RQ2) What are preservice teachers’ perceptions of designing socially just math lessons using fieldtrips? We provide an overview of previous literature, describe the project we designed, and provide an analysis of preservice teachers’ experiences and perceptions of this project. Thematic analysis of student journals and final assignments generated eight overarching themes and three subordinate themes organized by three phases. Organization by phases indicates a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed elementary preservice teachers emphasized the beneficial challenge of this assignment, suggesting that math-based social justice field trips are important additions to teacher education programs. Finally, we discuss what we learned from this study as teacher educators and researchers and provide recommendations to the field of teacher education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"344 - 362"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230485","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}
Pub Date : 2022-07-13DOI: 10.1080/01626620.2022.2096710
Keonya C. Booker
ABSTRACT Teachers leave the profession due to many reasons, one of which is difficulty with classroom management skills. A significant part of a well-run classroom is having affirming and positive relationships with students. In this study, teacher caring is explored via a content analysis of preservice teachers’ classroom management plans, a required component of their education preparation program. Findings revealed three themes: Remembering Their ABC’s; Keeping Culture Close and Peers Always Present; and Everyday Expectations Equal Engagement. Implications for teacher educators are presented with a summary of ways to encourage relational caring and bonding in the secondary classroom.
{"title":"Preservice Teachers and the Notion of Care: An Analysis of Classroom Management Plans","authors":"Keonya C. Booker","doi":"10.1080/01626620.2022.2096710","DOIUrl":"https://doi.org/10.1080/01626620.2022.2096710","url":null,"abstract":"ABSTRACT Teachers leave the profession due to many reasons, one of which is difficulty with classroom management skills. A significant part of a well-run classroom is having affirming and positive relationships with students. In this study, teacher caring is explored via a content analysis of preservice teachers’ classroom management plans, a required component of their education preparation program. Findings revealed three themes: Remembering Their ABC’s; Keeping Culture Close and Peers Always Present; and Everyday Expectations Equal Engagement. Implications for teacher educators are presented with a summary of ways to encourage relational caring and bonding in the secondary classroom.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"330 - 343"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806105","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}
Pub Date : 2022-06-06DOI: 10.1080/01626620.2022.2074912
Logan Rutten, Sebrina L. Doyle, Rachel Wolkenhauer, Deborah L. Schussler
ABSTRACT Emergent teacher leadership is a new concept that refers to teacher leadership in its earliest forms among teachers at any point in their careers but particularly among teacher candidates and early-career teachers. This qualitative study used semi-structured interviews to investigate how six teacher candidates perceived their own emergent teacher leadership as they completed yearlong clinical internships in a professional development school (PDS) in which teacher educators had established teacher leadership development as a formalized expectation for all teacher candidates. Thematic analysis of the interview transcripts revealed that although the teacher candidates maintained aspirations for future teacher leadership, they struggled throughout their internships with feelings of illegitimacy as teacher leaders and with skepticism toward the PDS’s expectations for teacher leadership – even as they gradually began to describe their engagement in leadership practices throughout the PDS. Teacher candidates reported leading when they were included within PDS decision-making processes and when they created their own leadership opportunities by taking the initiative and by gathering others to share ideas and to learn together through practitioner inquiry. The findings suggest that teacher educators could promote emergent teacher leadership by assisting teacher candidates in connecting the practices of practitioner inquiry with leadership opportunities and practices.
{"title":"Teacher Candidates’ Perceptions of Emergent Teacher Leadership in Clinically Based Teacher Education","authors":"Logan Rutten, Sebrina L. Doyle, Rachel Wolkenhauer, Deborah L. Schussler","doi":"10.1080/01626620.2022.2074912","DOIUrl":"https://doi.org/10.1080/01626620.2022.2074912","url":null,"abstract":"ABSTRACT Emergent teacher leadership is a new concept that refers to teacher leadership in its earliest forms among teachers at any point in their careers but particularly among teacher candidates and early-career teachers. This qualitative study used semi-structured interviews to investigate how six teacher candidates perceived their own emergent teacher leadership as they completed yearlong clinical internships in a professional development school (PDS) in which teacher educators had established teacher leadership development as a formalized expectation for all teacher candidates. Thematic analysis of the interview transcripts revealed that although the teacher candidates maintained aspirations for future teacher leadership, they struggled throughout their internships with feelings of illegitimacy as teacher leaders and with skepticism toward the PDS’s expectations for teacher leadership – even as they gradually began to describe their engagement in leadership practices throughout the PDS. Teacher candidates reported leading when they were included within PDS decision-making processes and when they created their own leadership opportunities by taking the initiative and by gathering others to share ideas and to learn together through practitioner inquiry. The findings suggest that teacher educators could promote emergent teacher leadership by assisting teacher candidates in connecting the practices of practitioner inquiry with leadership opportunities and practices.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"308 - 329"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45325459","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}
Pub Date : 2022-04-21DOI: 10.1080/01626620.2022.2060878
Shannon Tovey
ABSTRACT Teachers’ literacy identities inform how they teach reading. Only about half, however, view themselves as enthusiastic readers, and up to 40% have negative attitudes toward reading. The repercussions are great: not only do teachers who are unenthusiastic about reading produce uninspired students, but they also use fewer research-based reading strategies. Rooted in Storyworld Possible Selves (SPS) theory, the purpose of this study was to explore how and in what ways preservice teachers, identified as reluctant readers, might improve their attitudes and visions of themselves as reading teachers as a result of reading, reflecting upon, and engaging in discussion around fictional and autobiographic literature that featured teachers. Findings indicated that these experiences did seem to improve general attitudes toward reading, and resulted in a deeper understanding of themselves as readers and reading teachers. The study presents implications for teacher educators and provides delineation and a coding scheme for analyzing transformational responses to literature.
{"title":"Engaging the Reluctant Preservice Teacher Reader: Exploring Possible Selves with Literature Featuring Teachers","authors":"Shannon Tovey","doi":"10.1080/01626620.2022.2060878","DOIUrl":"https://doi.org/10.1080/01626620.2022.2060878","url":null,"abstract":"ABSTRACT Teachers’ literacy identities inform how they teach reading. Only about half, however, view themselves as enthusiastic readers, and up to 40% have negative attitudes toward reading. The repercussions are great: not only do teachers who are unenthusiastic about reading produce uninspired students, but they also use fewer research-based reading strategies. Rooted in Storyworld Possible Selves (SPS) theory, the purpose of this study was to explore how and in what ways preservice teachers, identified as reluctant readers, might improve their attitudes and visions of themselves as reading teachers as a result of reading, reflecting upon, and engaging in discussion around fictional and autobiographic literature that featured teachers. Findings indicated that these experiences did seem to improve general attitudes toward reading, and resulted in a deeper understanding of themselves as readers and reading teachers. The study presents implications for teacher educators and provides delineation and a coding scheme for analyzing transformational responses to literature.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"271 - 289"},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48714893","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}
Pub Date : 2022-04-13DOI: 10.1080/01626620.2022.2057372
Austin S. Jennings
ABSTRACT Contemporary research on preservice teachers’ data use opportunities, coursework, and interventions typically focuses on preservice teachers’ perceptions about data use comfort, confidence, and preparedness. Despite the contribution of such research to understanding the efficacy of approaches to teacher preparation, understanding preservice teachers’ underlying conceptions about data and data use is critical to responsive teacher preparation. However, these conceptions are elusive as preservice teachers do not routinely engage in authentic data use practices. In the present study, I develop a novel methodological approach for uncovering preservice teachers’ conceptions about data. Then, I use this framework to investigate how achievement classifications and accountability pressure manifest in preservice teachers’ instructional decision-making. Findings suggest preservice teachers have a general propensity for differentially allocating instructional resources to their lowest achieving students and respond to accountability pressure by shifting these resources toward students approaching proficiency criterion and those closest to achievement thresholds. Findings have implications for how teacher preparation programs may leverage preservice teachers’ conceptions as a foundation for the development of data literacy, iterative instructional improvement, professional inquiry, and accountable leadership.
{"title":"Uncovering Preservice Teachers’ Conceptions of Achievement and Accountability: Evidence from a Framed Field Experiment","authors":"Austin S. Jennings","doi":"10.1080/01626620.2022.2057372","DOIUrl":"https://doi.org/10.1080/01626620.2022.2057372","url":null,"abstract":"ABSTRACT Contemporary research on preservice teachers’ data use opportunities, coursework, and interventions typically focuses on preservice teachers’ perceptions about data use comfort, confidence, and preparedness. Despite the contribution of such research to understanding the efficacy of approaches to teacher preparation, understanding preservice teachers’ underlying conceptions about data and data use is critical to responsive teacher preparation. However, these conceptions are elusive as preservice teachers do not routinely engage in authentic data use practices. In the present study, I develop a novel methodological approach for uncovering preservice teachers’ conceptions about data. Then, I use this framework to investigate how achievement classifications and accountability pressure manifest in preservice teachers’ instructional decision-making. Findings suggest preservice teachers have a general propensity for differentially allocating instructional resources to their lowest achieving students and respond to accountability pressure by shifting these resources toward students approaching proficiency criterion and those closest to achievement thresholds. Findings have implications for how teacher preparation programs may leverage preservice teachers’ conceptions as a foundation for the development of data literacy, iterative instructional improvement, professional inquiry, and accountable leadership.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"37 - 51"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854311","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}
Pub Date : 2022-04-11DOI: 10.1080/01626620.2022.2058641
R. Endo
ABSTRACT This autoethnographic cross-case study articulates a set of field-tested strategies, focusing on how White-dominated teacher-preparation programs (TPPs) could recruit a greater number of teacher educators who are Black, Indigenous, and People of Color (BIPOC) by actively designing, implementing, and modeling equity-conscious recruitment practices. The conceptual framework describes the instrumental value that BIPOC teacher educators bring to Predominantly White Institutions (PWIs) by drawing on a sociocultural assets-based view of racially diverse professionals in historically White settings. Methods involved a directed approach to content analysis of 50 search-related documents across 10 faculty searches that the author facilitated between the years 2009–2018 that led to all-BIPOC hires. The findings focus on three major milestones during a typical faculty search with an emphasis on the contexts of TPPs: (a) planning for equitable and inclusive practices from start to finish through a model of shared accountability, (b) encouraging search committees to actively engage in innovative approaches to recruitment, including traditional and non-traditional strategies, and (c) supporting stakeholders, such as committee members and voting faculty who have direct or indirect decision-making power in faculty searches, in reducing cognitive errors throughout the evaluation and selection process. Implications are offered for practice and theory.
{"title":"Beyond “Good-Faith” Efforts: Diversifying the Faculty Ranks in Teacher Education through Equity-Conscious Recruitment Practices","authors":"R. Endo","doi":"10.1080/01626620.2022.2058641","DOIUrl":"https://doi.org/10.1080/01626620.2022.2058641","url":null,"abstract":"ABSTRACT This autoethnographic cross-case study articulates a set of field-tested strategies, focusing on how White-dominated teacher-preparation programs (TPPs) could recruit a greater number of teacher educators who are Black, Indigenous, and People of Color (BIPOC) by actively designing, implementing, and modeling equity-conscious recruitment practices. The conceptual framework describes the instrumental value that BIPOC teacher educators bring to Predominantly White Institutions (PWIs) by drawing on a sociocultural assets-based view of racially diverse professionals in historically White settings. Methods involved a directed approach to content analysis of 50 search-related documents across 10 faculty searches that the author facilitated between the years 2009–2018 that led to all-BIPOC hires. The findings focus on three major milestones during a typical faculty search with an emphasis on the contexts of TPPs: (a) planning for equitable and inclusive practices from start to finish through a model of shared accountability, (b) encouraging search committees to actively engage in innovative approaches to recruitment, including traditional and non-traditional strategies, and (c) supporting stakeholders, such as committee members and voting faculty who have direct or indirect decision-making power in faculty searches, in reducing cognitive errors throughout the evaluation and selection process. Implications are offered for practice and theory.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"181 - 195"},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623599","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}
Pub Date : 2022-04-03DOI: 10.1080/01626620.2021.1997833
Kelly Siegel-Stechler, P. Callahan
ABSTRACT An increasing number of school districts encourage discussion of current events in classrooms. However, teachers’ ability and willingness to manage these conversations may be hampered by concerns about what they are or are not allowed to disclose, especially because their First Amendment speech protections do not fully extend into the classroom. We conducted a survey of public-school teachers to identify what they know about their rights, and how that relates to their teaching practice. Results suggest that although most teachers regularly discuss current events in the classroom, teacher legal literacy is relatively low. Teachers are generally uninformed about both caselaw relating to free speech for public employees, and district policies relating to classroom discussion. Despite this gap in legal literacy, teachers are most likely to turn to their peers for information, which leaves room for teachers to unknowingly cross the line between protected and unprotected speech in the classroom, and potentially face significant consequences as a result.
{"title":"Sensible or Stifled: What Public-school Teachers Know about Their First Amendment Speech Protections in the Classroom","authors":"Kelly Siegel-Stechler, P. Callahan","doi":"10.1080/01626620.2021.1997833","DOIUrl":"https://doi.org/10.1080/01626620.2021.1997833","url":null,"abstract":"ABSTRACT An increasing number of school districts encourage discussion of current events in classrooms. However, teachers’ ability and willingness to manage these conversations may be hampered by concerns about what they are or are not allowed to disclose, especially because their First Amendment speech protections do not fully extend into the classroom. We conducted a survey of public-school teachers to identify what they know about their rights, and how that relates to their teaching practice. Results suggest that although most teachers regularly discuss current events in the classroom, teacher legal literacy is relatively low. Teachers are generally uninformed about both caselaw relating to free speech for public employees, and district policies relating to classroom discussion. Despite this gap in legal literacy, teachers are most likely to turn to their peers for information, which leaves room for teachers to unknowingly cross the line between protected and unprotected speech in the classroom, and potentially face significant consequences as a result.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"160 - 177"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785632","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}
Pub Date : 2022-02-24DOI: 10.1080/01626620.2022.2036268
Dianna Gahlsdorf Terrell, Diana Sherman
ABSTRACT This qualitative case study responds to calls for research on the ways critical reflection develops in preservice and novice teachers. While evaluating capacity to reflect is a dominant practice in teacher education, few studies explore empirically how different factors impact teachers’ reflection. Building from earlier research that conceptualized a typology that included four levels of reflective thinking, this study explores how different factors spur the highest form of reflection identified by the literature, critical reflection, through a multi-method approach involving several sets of data across nine cases of learning to teach. Findings from within-case analyses suggest some habits of critical reflection transfer across contexts, while others appear to be contextually dependent. Shifts in teaching contexts and elicitation practices appear to drive the quality and quantity of critical reflection suggesting that some habits of reflection can be elicited and reinforced by teacher educators regardless of context.
{"title":"Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers","authors":"Dianna Gahlsdorf Terrell, Diana Sherman","doi":"10.1080/01626620.2022.2036268","DOIUrl":"https://doi.org/10.1080/01626620.2022.2036268","url":null,"abstract":"ABSTRACT This qualitative case study responds to calls for research on the ways critical reflection develops in preservice and novice teachers. While evaluating capacity to reflect is a dominant practice in teacher education, few studies explore empirically how different factors impact teachers’ reflection. Building from earlier research that conceptualized a typology that included four levels of reflective thinking, this study explores how different factors spur the highest form of reflection identified by the literature, critical reflection, through a multi-method approach involving several sets of data across nine cases of learning to teach. Findings from within-case analyses suggest some habits of critical reflection transfer across contexts, while others appear to be contextually dependent. Shifts in teaching contexts and elicitation practices appear to drive the quality and quantity of critical reflection suggesting that some habits of reflection can be elicited and reinforced by teacher educators regardless of context.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"230 - 251"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48911329","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}
Pub Date : 2022-02-09DOI: 10.1080/01626620.2021.2020696
Madelyn W. Colonnese, Luke T. Reinke, Drew Polly
ABSTRACT This paper describes the findings of a study that examined the questions elementary education teacher candidates (TCs) posed while facilitating a number talk or a discussion about a word problem with elementary school students. The TCs in this study were undergraduates participating in a practice-based mathematics pedagogy/methods course designed to provide multiple experiences unpacking, planning, and rehearsing pedagogies focused on eliciting students’ mathematical thinking. Recordings of the TCs facilitating a discussion were analyzed using two different frameworks: question types from the National Council of Teachers of Mathematics (NCTM) Principles to Action and components of eliciting students’ thinking. Findings indicate varied levels of questions across participants, but showed that some TCs were able to pose question types aimed at effectively eliciting students’ mathematical thinking. Implications for future studies include further examination about how to increase TCs’ enactment of effective questions in classrooms after practice-based teacher education activities.
{"title":"An Analysis of the Questions Elementary Education Teacher Candidates Pose to Elicit Mathematical Thinking","authors":"Madelyn W. Colonnese, Luke T. Reinke, Drew Polly","doi":"10.1080/01626620.2021.2020696","DOIUrl":"https://doi.org/10.1080/01626620.2021.2020696","url":null,"abstract":"ABSTRACT This paper describes the findings of a study that examined the questions elementary education teacher candidates (TCs) posed while facilitating a number talk or a discussion about a word problem with elementary school students. The TCs in this study were undergraduates participating in a practice-based mathematics pedagogy/methods course designed to provide multiple experiences unpacking, planning, and rehearsing pedagogies focused on eliciting students’ mathematical thinking. Recordings of the TCs facilitating a discussion were analyzed using two different frameworks: question types from the National Council of Teachers of Mathematics (NCTM) Principles to Action and components of eliciting students’ thinking. Findings indicate varied levels of questions across participants, but showed that some TCs were able to pose question types aimed at effectively eliciting students’ mathematical thinking. Implications for future studies include further examination about how to increase TCs’ enactment of effective questions in classrooms after practice-based teacher education activities.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"196 - 211"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43143186","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}
Pub Date : 2022-01-14DOI: 10.1080/01626620.2021.1997832
M. Ressler, Cynthia Apantenco, L. Wexler, Kathleen King
ABSTRACT The purpose of the study is to analyze the role preservice teachers’ mental health plays in their development during teacher preparation programs and the role of teacher preparation programs in preservice teachers’ mental health journeys. Using an ethic of care theoretical approach, a within-method triangulation designwas utilized with interviews, focus groups, and surveys in a qualitative study with 33 participants in order to more fully understand student participant perspectives. The major findings included the need to better normalize mental healthcare, the demand preservice teachers face preparing for a helping profession, and the importance of providing an environment in which care and self-care can be better developed.
{"title":"Preservice Teachers’ Mental Health: Using Student Voice to Inform Pedagogical, Programmatic, and Curricular Change","authors":"M. Ressler, Cynthia Apantenco, L. Wexler, Kathleen King","doi":"10.1080/01626620.2021.1997832","DOIUrl":"https://doi.org/10.1080/01626620.2021.1997832","url":null,"abstract":"ABSTRACT The purpose of the study is to analyze the role preservice teachers’ mental health plays in their development during teacher preparation programs and the role of teacher preparation programs in preservice teachers’ mental health journeys. Using an ethic of care theoretical approach, a within-method triangulation designwas utilized with interviews, focus groups, and surveys in a qualitative study with 33 participants in order to more fully understand student participant perspectives. The major findings included the need to better normalize mental healthcare, the demand preservice teachers face preparing for a helping profession, and the importance of providing an environment in which care and self-care can be better developed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":" 76","pages":"252 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252055","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}
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