The Teacher Educator

Journal Information
ISSN / EISSN: 08878730 / 19388101
Published by: Informa UK Limited
Total articles ≅ 1,273

Latest articles in this journal

Published: 17 November 2022
The Teacher Educator pp 1-22; https://doi.org/10.1080/08878730.2022.2147615

Abstract:
The diversity in classrooms has increased worldwide. An equitable learning experience is the desired outcome. When planning instruction teachers must attend to the varied needs of their diverse students. The study presents a survey that assesses preservice teachers’ use of different modalities of multiliteracies, new literacies, and literacy approaches in teaching nationally and globally via confirmatory factor analysis (CFA). The Pedagogical Content Knowledge of Multiliteracies (PCKM) was administered to a sample of preservice teachers; 251 preservice teachers participated in the validation of the instrument in this study, and an expert review panel was utilized. The CFA produced a good model fit. A coefficient omega within the range 0.82–0.93 shows the reliability of the constructs. The paper contributes to the literature on pedagogical content knowledge using 21st-century approaches. The discussion focuses on the practical implications of using the survey in teacher education programs. The PCKM is reliable and valid.
, Jennifer Jacobs
Published: 17 November 2022
The Teacher Educator pp 1-23; https://doi.org/10.1080/08878730.2022.2140238

Abstract:
Society portrays a deficit perspective on teachers and communities of color. Our research serves as a tool to name these inequitable stereotypes and disrupt majoritarian narratives by highlighting the stories of former teacher candidates of color (TCoC). This qualitative research study utilized in-depth semi-structured interviews with each participant to capture their counter stories. This research focuses on the General Knowledge Test (GKT), a licensure examination, which must be passed to gain entrance to the College of Education. Although our participants continued to experience difficulties during their teacher preparation program, they resisted against gatekeeping mechanisms and refused to allow the GKT to dictate their goals of becoming educators. We came to this research with a critical lens to centralize the counter-stories of TCoC and to raise questions about equity and justice. Using Critical Race Theory and Community Cultural Wealth, we attempt to disrupt and dismantle majoritarian narratives regarding TCoC.
, Michele M. Nobel, Jennifer G. Lisy
Published: 15 November 2022
The Teacher Educator pp 1-19; https://doi.org/10.1080/08878730.2022.2146245

Abstract:
It is vital that teachers today eschew white supremacy and actively work toward being antiracist in both the content they teach in their classrooms and the ways in which they teach that content, now more than ever before. This paper chronicles the journey that one teacher preparation program has embarked upon to intentionally prepare antiracist prek-12 teachers who promote justice and equity in their classrooms. The authors describe the intentional scaffolding of experiences that their preservice teachers complete as they progress through their licensure programs. The focus is on the various ways in which the authors affect change, beginning with their actions within the larger university community, as well as shifts they have made within the Education Department. They also share the work they have done revising foundational education coursework, and then drill down to the changes made to methods courses for pk-12 preservice teachers, across content areas and licensure grade bands. Lessons learned and a thoughtful reflection on next steps are also included.
, Joshua B. L. Tolbert
Published: 15 November 2022
The Teacher Educator pp 1-18; https://doi.org/10.1080/08878730.2022.2145402

Abstract:
Educators were forced into emergency remote teaching due to COVID-19. Educational grants through the Governor’s Emergency Education Relief (GEER) fund provided assistance. A regional university partnered with a local educational service center to use GEER funds to prioritize P-12 teacher professional development in online instruction. The partnership revamped a 12-credit hour four-course graduate certificate program in online learning and assessment, co-taught by university faculty and K-12 community partners, enrolling 58 local educators across 42 school districts in free graduate courses during the 2020-2021 academic year. With a 95% completion rate, this long-term professional development met educators’ needs, including how to simultaneously teach face-to-face and at-home students in changing school environments. This descriptive study gathered educator perceptions regarding how the courses impacted their ability to learn and use best practices in technology integration with their students, and support colleagues as they created district-specific professional development and developed into technology leaders.
Published: 4 November 2022
The Teacher Educator pp 1-21; https://doi.org/10.1080/08878730.2022.2140237

Abstract:
Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it could serve as an asset to make a searching inquiry into teaching. This study aims to identify the variations of bansho styles in Japanese schools and draws its data from 10 lessons from a primary school in Japan. All lesson observations were recorded, photographed, and then analyzed. Results of data analysis suggest that there is a variation of bansho styles, which indicates the kind of teaching happening in the classroom, and it relates to the teacher’s beliefs and the type of knowledge valued in the lesson.
, Tove Leming, Bjørn-Henrik Johannessen,
Published: 17 October 2022
The Teacher Educator pp 1-19; https://doi.org/10.1080/08878730.2022.2122095

Abstract:
This article explores the variation in first-year preservice teachers’ professional competence in digital sharing and communication tools (software) by applying social constructivist learning theory and relevant concepts. The data were obtained from questionnaires distributed to 395 preservice teachers at two Norwegian universities in the first semester of 2019. Correlation and multiple regression are used for the analysis. The results reveal that the students’ attitudes toward and experiences with virtual communication solutions were the main factors contributing to their competence in digital interaction and communication. The students’ mastery of and emotional engagement with virtual collaboration solutions also played a definite but smaller role in their digital competence.
Published: 22 September 2022
The Teacher Educator pp 1-18; https://doi.org/10.1080/08878730.2022.2126054

Abstract:
Differentiation has gained increasing attention in contemporary pedagogy as an approach to cater for student diversity. However, particularly novice and pre-service teachers seem to struggle with applying it in practice. The aim of this study was to increase pre-service English teachers’ understanding of differentiation in Finland. Differentiation was approached through the 5-Dimensional (5 D) model of differentiation created by the author (e.g., Roiha & Polso, 2021b ). The data of the study are 14 students’ learning journals written at the end of the course in which they reflected on the course content. The data were analyzed following thematic analysis. The findings showed that some students had formed a fairly progressive and wide understanding of differentiation whereas others still perceived it in a more restricted way. While almost all students regarded differentiation as highly important, many voiced several challenges for its effective implementation. Overall, the findings of this study imply that although the 5 D model had provided the students with a basic understanding of differentiation, many students still viewed differentiation predominantly through teaching methods. Therefore, it would be important in the future to emphasize other dimensions of the model, such as assessment or learning environment, to expand students’ perceptions of differentiation even more.
, Emily Holtz, Josselyne Saenz, Kyle Schichl
Published: 22 September 2022
The Teacher Educator pp 1-17; https://doi.org/10.1080/08878730.2022.2126055

Abstract:
Writing assessments in the United States show that young emergent bilinguals perform significantly below their English-only peers. Researchers have attributed this to underprepared teachers resulting from the lack of second language (L2) writing preparation in teacher education programs (TEPs). This study examines the positioning of writing within early childhood and elementary English as a Second Language (ESL) coursework in TEPs across the United States. Course titles and descriptions of all ESL coursework within public universities across the country were evaluated and used as an indicator of the overall focus of the course. Of the 398 ESL courses identified, only three included the word writing in the titles, and 47 included writing in the descriptions. When included, writing was typically only referenced alongside other linguistic domains (speaking, reading, and listening). This content analysis is intended as a call for action for teacher educators about preparing preservice teachers for L2 writing instruction.
, Linda Blanton, Mary Brownell, Jane West
Published: 19 September 2022
The Teacher Educator pp 1-21; https://doi.org/10.1080/08878730.2022.2122093

Abstract:
Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today’s context where issues of equity and Covid-19 are challenging educators to reexamine the content and delivery of programs, while also grappling with a myriad of other challenges (e.g., declining enrollment and fiscal demands). Little research examines the actions that deans take to lead change in their colleges or schools. This exploratory study employing grounded theory methods was designed to unpack what deans actually do when engaging their college or school in a reform effort. The results suggest that there are strategic actions deans take to facilitate change on their campuses, and these actions are reflected in an emerging theory of action.
, Jennifer Chauvot
Published: 19 September 2022
The Teacher Educator pp 1-16; https://doi.org/10.1080/08878730.2022.2122097

Abstract:
Teacher educators must embody an equity-focused orientation when working with preservice teachers. The article shares insights gained from a quantitative exercise as part of a critical autoethnography project. We situate this project as professional development for two teacher education researchers. The goals were to deepen knowledge of and adeptness with equity focused, culturally responsive teaching practices in teacher education and to investigate the usefulness of quantitative data for studying equity pedagogies in teacher education. Findings are shared as learning examples that spurred us to affirm the need for critical mixed methods and to inform next steps in our own teacher education research. We also describe the messiness and unease we grappled with throughout the exercise. This work contributes to the on-going call for purposeful and systematic teacher preparation programming informed by teacher educators’ deep knowledge of culturally responsive teaching practices as a pathway to realizing equity in education.
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