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NULRC |
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20250730145853.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
0022-4871 |
| 245 #0 - TITLE STATEMENT |
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| Title |
Journal of Teacher Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Washington, DC : |
| Name of publisher, distributor, etc. |
American Association of Colleges for Teacher Education, |
| Date of publication, distribution, etc. |
2019 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
188-296 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm. |
| 490 ## - SERIES STATEMENT |
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| Volume/sequential designation |
Journal of Teacher Education, Volume 70, Issue 3, May/June 2019 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reexamining Coherence in Teacher Education -- Diversity in Coherence: Strengths and Opportunities of Three Programs -- A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality? -- Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education -- Articulating Design Principles for Productive Use of Video in Preservice Education -- Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education -- The Promises and Realities of Implementing a Coteaching Model of Student Teaching -- Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers' Reflective Practice. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
[Article Title : Reexamining Coherence in Teacher Education / Gail Richmond, Tonya Bartell, Dorinda J. Carter Andrews, and Mary L. Neville, p. 188-191] Abstract : Teacher education, particularly as represented by the myriad institutions which provide programs to prepare individuals for the classroom, is positioned amid many forces, both internal and external. Historically, university-based programs have been undervalued by the institutions within which they sit, and they also have generally been ignored. More recently, increased scrutiny and demands for greater accountability have resulted in a shift in expectations focused on the provision of evidence that such programs provide value-added experiences for participants. The pressure to demonstrate that program graduates develop more consequential teaching knowledge and practice than they would have if they had not had such programmatic experiences, has led to design-and in some cases evaluation-efforts targeting what most would call "program coherence." In this editorial, we reexamine coherence as a process shaped by principled reasoning and which situates expertise beyond teacher preparation institutions. We do this in an effort to advance the preparation of empowered and resilient educators who are responsive to the contexts in which they will teach.;[Article Title : Diversity in Coherence: Strengths and Opportunities of Three Programs / Esther T. Canrinus, Kirsti Klette, and Karen Hammerness, p. 192-205] Abstract : Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates' perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.;[Article Title : A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality? / Marleen C. Pugach, Joyce Gomez-Najarro, and Ananya M. Matewos, p. 206-218] Abstract : This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students' and teacher candidates' multiple social markers of identity, and in particular the complexity of their identities. Using the framework of intersectionality, we illustrate how teacher education researchers position student and teacher candidate identities and their complexity. Findings indicate that identity is typically addressed in a unidimensional manner, with little acknowledgment of students' or teacher candidates' complex, multiple, and intersecting identities. We conclude our analysis by exploring the potential of intersectionality as a framework for identity considerations when preparing equity-minded new teachers who are committed to social justice.;[Article Title : Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education / Hua-Yu Sebastian Cherng and Laura A. Davis, p. 219-236] Abstract : Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers' measured competencies. Using a novel dataset of 2,500 preservice teachers' beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates' competence in creating nurturing classroom environments.;[Article Title : Articulating Design Principles for Productive Use of Video in Preservice Education / Hosun Kang and Elizabeth A. van Es, p. 237-250] Abstract : Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators' pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, we theorize how and under what conditions video can be used productively. We discuss existing frameworks and tools that guide the design of video-embedded learning environments. We then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. We argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning.;[Article Title : Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education / Thomas M. Philip, Mariana Souto-Manning, Lauren Anderson, Ilana Horn, Dorinda J. Carter Andrews, Jamy Stillman, and Manka Varghese, p. 251-264] Abstract : Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we begin by examining the linkages between the core practices movement and organizations that advocate market-based solutions to education. We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In conclusion, we consider how work being done around core practices might contribute to a collective struggle for greater equity and justice in schools and in society.;[Article Title : The Promises and Realities of Implementing a Coteaching Model of Student Teaching / Elizabeth Soslau, Jennifer Gallo-Fox, and Kathryn Scantlebury, p. 265-279] Abstract : Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates' development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model's current limitations.;[Article Title : Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers' Reflective Practice / Nadia Behizadeh, Clarice Thomas, and Stephanie Behm Cross, p. 280-296] Abstract : A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice-oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants' biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas revolved around relationships with others, curriculum and instruction, and perceived deficiencies of students. However, through the process of engaging in reflective conversations supported by classroom activities, some participants reenvisioned the initial dilemma, such as reframing deficiency views as pedagogical or relationship issues. In addition, all participants articulated benefits of the Critical Friendship Group meetings in their reflections. Implications for improving supports for critical, collaborative reflection during student teaching are discussed. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
TEACHER EDUCATION PREPARATION |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Serials |
