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עמוד 1 מתוך 297

TI: Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching

מאמרים

JN: Journal of Teacher Education

AU: Mathea Simons; Marlies Baeten; Claudio Vanhees
16/02/2020
AB: During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.

TI: Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

מאמרים

JN: Journal of Teacher Education

AU: Rachel Roegman; Joni Kolman
16/02/2020
AB: In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

TI: Why some graduating teachers choose not to teach: teacher attrition and the discourse-practice gap in becoming a teacher

מאמרים

JN: Asia-Pacific Journal of Teacher Education

AU: John Trent
16/02/2020
AB: Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.

TI: Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policy-making concerning those programs

מאמרים

JN: Asia-Pacific Journal of Teacher Education

AU: Khalid Arar, Ruth Zuzovsky, Smadar Donitsa-Schmidt, Ricardo Trumper & Judith Barak
16/02/2020
AB: The study aimed to identify teachers’ motivations to study Master of Education (M.Ed.) programs offered by teachers’ training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers’ professional autonomy. The first approach complies with the policy of the Council for Higher Education (CHE). The other is promoted by the Israeli Ministry of Education as an integral part of teachers’ professional development. The study’s methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. We found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers’ training colleges. Results are pertinent for government planning of teachers’ professional development. Further study into the needs of teachers is required to endorse these conclusions.

TI: Responsibility for nurturing a child’s wellbeing: teachers teaching mindfulness with children

מאמרים

JN: Asia-Pacific Journal of Teacher Education

AU: Nicole Jacqueline Albrecht
16/02/2020
AB: A thriving and evolving pool of research and commentary is emerging in relation to the integration of mindfulness techniques in school and out-of-school settings. In the current study the author explored how experienced mindbody wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis was used to interview eight teachers teaching mindfulness with children from the United States and Australia. Four thematic categories emerged from the analysis and in this article the author discusses findings related to the theme of, Responsibility for Nurturing a Child’s Wellbeing. It was discovered that having a holistic-wellness-orientated vision was an important aspect of how teachers made sense of mindfulness instruction. The findings showed that teaching children mindfulness has the capacity to raise academic performance while synergistically enhancing a child’s spiritual, environmental, emotional, social, creative and physical wellbeing. It is recommended that mindfulness teacher training programs be established in universities to better prepare students to meet the demands of 21st Century education.

TI: Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education

מאמרים

JN: European Journal of Teacher Education

AU: Fabio Dovigo
16/02/2020
AB: The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.

TI: Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

מאמרים

JN: European Journal of Teacher Education

AU: Orla Ni Bhroin & Fiona King
16/02/2020
AB: A study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers’ understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers’ collaborative practices in the IEP process. In the RoI, teachers working as special education teachers (SET) can avail of State-funded professional development through an award-bearing model provided by universities. The study combined survey of three cohorts of teachers who undertook this professional development course in one university with follow-up focus groups, observation and documentary analysis in five schools. Challenges to effective team functioning were identified in relation to the constructs of joint instructional work, communication, and values and ethics. Building on these constructs, this paper proposes a framework for developing competencies in collaborative practice for inclusion of students with IEPs with implications for practice and for teacher educators.

TI: Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration

מאמרים

JN: Teaching and Teacher Education

AU: Annika Bush; Norbert Grotjohann
16/02/2020
AB: This cross-sectional study (N?=?1687, 4 cohorts) investigates future teachers’ intentions to collaborate and their attitude towards collaboration with standardized questionnaires. Two of the cohorts provide additional information about their performance of collaboration in a school setting outside the university. ANOVA and post-hoc analyses are performed to determine group differences. First-year pre-service teachers rate collaboration lower in importance and intend to collaborate less than the other cohorts. Three collaborative actions are examined: exchange, division of work, and co-construction. While exchange is found to be the most popular form of collaboration, student teachers report performing the higher-level forms more frequently.

TI: The role of technology in supporting classroom assessment in play-based kindergarten

מאמרים

JN: Teaching and Teacher Education

AU: Erica Danniels; Angela Pyle; Christopher DeLuca
16/02/2020
AB: There has been a rapid increase in the integration of new technologies in early education. While research has examined how technology can benefit classroom instruction, few studies have looked specifically at how technology is used by early educators to enhance their classroom assessment practices. The current study examined educators’ approaches towards the integration of technology in assessment in 20 play-based kindergarten classrooms. The majority of educators described technology as improving the efficiency of their assessment practices, while a minority of educators described technology as meaningfully extending student learning in assessment. Implications of different uses of assessment technology are discussed.

TI: Classroom talk and the legacy of Confucian culture in mathematics classroom

מאמרים

JN: Teaching and Teacher Education

AU: Emily S.W. Sum; Oh Nam Kwon
16/02/2020
AB: Korean students have been performing well in international assessments of mathematics. Nevertheless, classrooms have often been described as teacher-dominated and silence is valued as a pedagogical strategy to cultivate thinking. Previous studies have attributed this phenomenon to the ideology of Confucianism. This paper examines the sociocultural aspects of classroom talk for developing students’ mathematical processes. Our findings show teacher revoicing facilitates discussions/dialogues in the hierarchical classroom. It orchestrates multiple voices of honorifics and different speech styles/levels, both individual and choral responses. It promotes classroom talk without the sociocultural framing, and creates a learning environment necessary for implementing recent curriculum initiatives.
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