Journal Of Teacher Education Research Articles

Cascading Crises: Climate Change and K-12 Education

In this special issue of the Northwest Journal of Teacher Education, Richard Sawyer and I (the co-editors) examine a few of these consequences of climate change on the field of education. Specifically, we focus on teacher educators’ discussion of their work with their preservice students to understand and make a positive impact on climate justice education. All of the articles in this special issue take a realistic yet guardedly hopeful stance to the possibilities for climate justice.

‘Where the Good Ideas Are’: 75 Years of the Journal of Teacher Education

Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.

Applying the concept of ‘PE-for-sport-literacy’: exploring pre-service teacher identities with a new way of teaching sport

ABSTRACT We explored how a physical education teacher education (PETE) programme at an Australian university influenced physical education pre-service teacher (PEPST) sport teaching identities. Our methodology utilised Elias’s [2012a [1970, 1978]. What is sociology? Collected works (Vol. 5). University College Dublin Press] personal pronouns as a figurational model which shows how social group (‘we’) identity relates to outsiders (‘they’) as well as individual members (‘I’) within communities. We also drew upon the concepts of figuration [Elias, N. (2012b [1939]). On the process of civilisation, collected works (Vol. 3). University College Dublin Press], habitus [Elias, N. (2010 [1987]). The society of individuals, collected works (Vol. 10). University College Dublin Press] and established and outsider theory [Elias, N., & Scotson, J. L. (2008 [1965]). The established and the outsiders. Collected works (Vol. 4). University College Dublin Press]. By examining if and how the ‘I’ pronoun was used in a written assessment task, we sought to ascertain the extent PEPSTs might apply the concept of ‘PE-for-sport-literacy’ (PE4SL) in their future careers. Just over half the participants wrote ‘I’ statements about how they would enact sport teaching in convincing and believable ways, the remaining PEPSTs provided descriptive narratives, suggesting a limited engagement with PE4SL, using writing styles more akin to academic writing, with little or no use of the ‘I’ pronoun. Our findings are important because, there have been limited studies about the process of teacher identity formation in teacher education [Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189] and fewer studies about the construction of PEPST identity [Liu, J., & Keating, X. D. (2022). Development of the Pre-service Physical Education Teachers’ Teacher Identity Scale. European Physical Education Review, 28(1), 186–204] and PE teacher identity [Virta, J., Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2019). Professional identity among student teachers of physical education: The role of physicality. European Journal of Teacher Education, 42(2), 192–210]. Our findings then, add to the finite stock of knowledge concerning PEPST teacher identity development, by drawing attention to the varied ways our participants engaged with PE4SL. This study reinforces previous research that highlighted that as teacher educators, the knowledge we teach does not automatically translate into beginning teacher practices [Brown, D. (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology. Sport, Education and Society, 10(1), 3–23; Fernández-Balboa, J.-M. (2009). Bio-pedagogical self-reflection in PETE: Reawakening the ethical conscience and purpose in pedagogy and research. Sport, Education and Society, 14(2), 147–163].

Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study

ABSTRACT Background Physical Education Teacher Education (PETE) programmes are expected to support future teacher learning about contemporary innovations and big ideas for teaching physical education. Teacher educators are challenged to learn about and incorporate contemporary innovations while maintaining programme cohesion. Exploring how teacher educators make sense of and teach about innovations, such as ideas related to meaningfulness, alongside foundational ideas, such as social justice, can provide insight on teacher educator pedagogies and their professional development journeys. Purpose This study explored the concepts of and relationship between Meaningful PE and social justice in our teacher education pedagogies when implemented in combination. We pay particular attention to when ideas of Meaningful PE and social justice were complementary, overlapping and when they were distinctive. Method A self-study of teacher education practices methodology supported four teacher educators to collectively and individually interrogate our evolving understanding, decisions and practices across a 13-month period. [Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283] signposts for teacher educator professional development provided theoretical guidance to make sense of our experiences combining the two pedagogies. This paper focuses on the recordings of collective meetings (n = 9, over 12 h) where we shared and analysed experiences, raised questions and formulated developing understandings of the relationship between teaching for meaningfulness and social justice approaches. Data analysis involved thematic analysis methods to review all data and collective identification and refinement of themes through back-and-forth discussion. Findings From the thematic analysis, the following themes were co-created: (a) Meaningful PE can act as social justice but is not social justice per se; and (b) the combination of Meaningful PE and social justice facilitates a dance between ‘the individual’ and ‘the social’ with democratic and reflective practices as the choreography. These features of the relationship provide direction and encouragement to combining Meaningful PE and social justice ideas in teacher education pedagogies. Conclusions Through cycles of experiencing and articulating, we made sense of the relationship between Meaningful PE and social justice. Our story highlights the value of teacher educators engaging with knowledge and practice of teaching about teaching and learning about teaching in the context of innovation.

The Scope of Second Language Teacher Education Research from 1980 to 2020: A Systematic Review

This paper presents a comprehensive and rigorous systematic review of the trajectories and challenges in Research Articles (RAs) of Second Language Teacher Education (SLTE) from 1980 to 2020. The RAs were carefully retrieved from two sources: (1) a pool of 100 top-tier journals based on SCImago Journal Ranking (SJR) in Linguistics and Language category and (2) seven well-known electronic databases. This study used thematic analysis. After conducting full-text screening and data extraction, each study was systematically coded for publication contents, themes, theories, and variable levels. Each study was further coded for methodological features, including research design, analyses, and sampling. The findings indicate a rapid and consistent growth in SLTE research with a notable emphasis on Teacher Professional Development Programs (TPDP), research in teacher education, psychology in teacher education, culture, knowledge-based teacher education, and CALL. In addition, analysis of the data revealed several trajectories, including fewer publications in teacher education journals compared to other journals, lack of adherence to a clear theoretical framework in 27% of the studies, limited use of software in qualitative studies, and underdeveloped themes that received little attention. This review sheds light on the most significant and emerging areas of research in the field, and the article concludes with implications for SLTE scholars, researchers, and practitioners.

Preparing pre-service physical education teachers as practitioner researchers

ABSTRACT Background There is continual support for teacher educators to play a more significant role in equipping teachers with the skills necessary to undertake practitioner research (Ellis, N., and T. Loughland. 2016. “The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW.” The Australian Journal of Teacher Education 41 (2): 122–136). However, there is noticeably less literature reporting the means through which pre-service teachers (PSTs) are introduced, and provided the opportunity, to experience practitioner research with a view to becoming practitioner researchers once they become qualified teachers. Purpose The focus for this paper is on considering the perceptions to which a chosen enactment of practitioner research in a Physical Education Teacher Education (PETE) programme prepares PSTs to understand, appreciate and experience practitioner research. The paper shares how one specific PETE practitioner-research module scaffolds learning and associated assessment tasks that align with PSTs’ school placement block. Method Four focus groups (17 PSTs) were conducted to capture the PSTs’ understanding, appreciation, and experience of practitioner research. Findings The findings highlighted how the module had extended PSTs’ understanding of research through the process of accessing, interpreting, and seeking assistance with conducting research. The pedagogical practices employed allowed PSTs to understand research, how research informs practice and, in turn, the expected role of the practitioner researcher. Challenges identified by the PSTs included: (i) a lack of time outside of the module to further engage with practitioner research; (ii) accessing relevant research; and (iii) readability of some research. Interestingly, the PSTs shared some hesitancy in the feasibility of enacting a strong practitioner researcher persona when the time came for them to enter teaching as qualified beginning teachers. Conclusion This paper highlights one-way PSTs can be encouraged and supported to apply research to their work as teachers and immediately in the planning priorities for school placement. Such an infrastructure supports the importance of integrating research and teaching, with PSTs provided a daily opportunity throughout the school placement block to understand, change and improve their practice in a principled and informed way.

Lost in Translation in the Study of Mentoring 17 Years Later

In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.

Honey, I shrunk the subject!

Presentation Link:
 Pre-Recorded Pecha Kucha https://www.pechakucha.com/presentations/alex-tsirgialos-sotel
 
 The consistent Learning Management System (LMS) design of large subjects with multiple instructors/coordinators can prove very challenging. Instructors have the freedom to organise their materials in different ways (without specific training on how to do this effectively) which often impacts students’ ability to find key resources in a timely manner (Holmes and Prieto-Rodriguez, 2018). Students in two large subjects at the Melbourne Dental School reported this in subject evaluations: accessing learning materials that were essential prior to campus activities and searching resources for revision was proving impossible. 
 
 LMS navigation design is seen as important to students’ perceived usefulness of the system (Zanjani et al. 2013). Students will often compare their LMS experience against other (sophisticated) online services, expecting the same standards (Naveh et al. 2012). For Blended Learning (BL) subjects Diep et al. (2017) argue that “institutions should enhance the LMS functionality and design in such a way that they are easier to use, more user-friendly, functional, and personalized” (p.474). 
 
 Most designs for online learning strive for learning experiences – this is true for online courses where all or most study is asynchronous. In these cases, the learning designer will aim to incorporate a ‘chunked’ or ‘step-by-step’ approach to the curriculum. This results in the familiar sight of modules consisting multiple pages which represent this linear learning experience that begins and ends in the LMS. In Blended Learning courses however, the asynchronous component delivered via LMS is often limited to very few resources and activities that represent only the starting and/or end point in a learning sequence, but not the entire experience. 
 
 This presentation will showcase how designing the way students interact with the LMS by re-arranging the site’s navigation and structure aims to improve students’ affective domain while maintaining the same cognitive outcomes (no changes have been made to the existing content). It will also show how the design, moving away from the established ‘module as a learning sequence’ approach, is enabling multiple instructors to curate the curriculum in large year-long subjects with improved flexibility. 
 
 The subjects’ LMS sites have been designed to accommodate the projected student activity. Central to the design is a concise Subject Schedule in which the multiple instructors can ‘curate’ their component’s learning for each week to include single Topic Pages (learning materials and activities), instructions for the Campus activities and reminders for Assessment tasks. Workbooks intended for Campus activities have been removed from the LMS (which isn’t an ideal place for file sharing) and hosted in Microsoft Sharepoint instead. Each subject component has a Component Hub (for all the component related information) and a Video Management System space to host video recordings of seminars if needed. This restructure has reduced the number of pages from several hundred to less than 50 for each subject. 
 
 The design will be evaluated to determine the degree to which the interventions have improved students’ ‘relationship’ with the LMS and instructors’ ability to flexibly control the structure of their intended curriculum. 
 References
 
 Diep, A-N., Zhu, C., Struyven, K., Blieck, Y., (2017) Who or what contributes to student satisfaction in different blended learning modalities? In British Journal of Educational Technology Vol 48, p.474
 DOI 10.1111/bjet.12431
 
 Holmes, K. A., & Prieto-Rodriguez, E. (2018). Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education. In Australian Journal of Teacher Education, 43(3). DOI
 10.14221/ajte.2018v43n3.2
 
 Naveh, G., Tubin, D., & Pliskin, N. (2012) Student satisfaction with learning management systems: a lens of critical success factors. In Technology, Pedagogy and Education, 21:3, 337-350. DOI:10.1080/1475939X.2012.720413
 
 Zanjani, N., Nykvist, S., & Geva, S. (2013) What makes an LMS effective: A synthesis of current literature. In Foley, O, Restivo, M T, Helfert, M, & Uhomoibhi, J (Eds.) Proceedings of the 5th International Conference on Computer Supported Education. SciTePress - Science and Technology Publications, Portugal, pp. 574-579. DOI 10.5220/0004384905740579

The early years of the Journal: some personal reflections

ABSTRACT In this historical piece, Bob Teasdale, who was the Editor when the journal was known as the South Pacific Journal of Teacher Education (1975–1980) and who also served as President of the journal’s professional organisation then known as the South Pacific Association for Teacher Education (1980–1981), details the early years of the journal’s inception during the 1970s, as well as the decision-making behind the journal’s name change during the formative years. This paper provides an account from the editor’s perspective of the journal’s origins, and the policies and politics at play that influenced the journal’s growth and direction.

Teacher Educators: A Bibliometric Mapping of an Emerging Research Area

There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.

Foreword/Advancing Teacher Education: Promises and Challenges

Shain Wright, Associate Editor of the Northwest Journal of Teacher Education, frames Volume 17, Issue 2, a collection of eight articles that explore student experiences, educator responsibilities, teaching strategies, and modes of course delivery. Threaded through these articles are core themes of humanity, holistic approaches to teaching and learning, and solutions-focused research.

Introduction: Into the Academy

Maika Yeigh, Co-editor of Northwest Journal of Teacher Education, introduces this special issue, Into the Academy, to put into practice the aims and scope of the journal, by “amplifying previously silenced and emerging voices, first-time authors, and those for whom the publication process has felt burdensome or laden with barriers.” Putting those aims into practice, the editorial board encouraged manuscripts with first-authorship belonging to new and emerging scholars, and the Board is thrilled and honored to present their work in this issue.

Teacher educators as public intellectuals: exploring possibilities

ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.

Voices from the developing nations of Asia and the Pacific: deliberations on the problematisations by the editors about the Global South

ABSTRACT Some of the problems addressed by the editors of the Asia-Pacific Journal of Teacher Education (APJTE) refer to the issues concerning the Global South. This commentary elaborates upon the problematisations by the editors with reference to the ethical challenges arising in contexts of political turmoil; issues related to the power, or lack of it, of transnational organisations; and challenges faced by researchers from developing countries to publish their works in international journals. The commentary argues that the APJTE can, and should, contribute to solving the aforesaid issues and function as a platform for exchange of views, knowledge, and ideas among scholars from the developing nations of Asia and the Pacific and their counterparts from developed countries. In this context, substantial attention should be paid to the problems in those areas in the form of special issues, in addition to publication of articles in regular issues; an establishment of a new category for shorter pieces or commentaries should be considered; and online sessions should be organised for researchers in developing countries of Asia and the Pacific about how to publish with the APJTE.

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

Background:Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency.Purpose:Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration.Research Design:We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice.Findings:Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students.Conclusion:The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

Seizing the opportunity to redesign physical education teacher education: blending paradigms to create transformative experiences in teacher education

ABSTRACT The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and challenging Zeichner’s [(1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3–9] paradigms at a programmatic level. Drawing on Rink’s [(1993). Teacher education: A focus on action. Quest (Grand Rapids, Mich), 45(3), 308–320] main thesis of considering the different philosophical orientations as complementary, and not competing ideologies, this paper is a response to the call of Carmi and Tamir [(2020). Three professional ideals: Where should teacher preparation go next? European Journal of Teacher Education] to improve strategies for blending paradigms in teacher preparation programmes, by providing some specific directions and reflective prompts for PETE programmes. We introduce the reader to the consideration that decisions made around the paradigms and the blending of paradigms across a programme may be essential to provide pre-service teachers (PSTs) with transformative experiences that enable their understanding of the different contexts and ontologies to succeed in their pedagogical and professional endeavours. We develop a double-pyramid approach evidencing how more than one paradigm of teacher education can co-exist to create a holistic and comprehensive plan to facilitate PETE. We convey that a programmatic structure with decisions around the paradigms and their blending, and how those might shape PSTs’ educational experience will provide a starting point if teacher educators are to re-define PETE practices.

Seeing the Role of PCK and TPACK from the Perspective of Science Education Researchers in 2018-2020: What's Next?

The aim of this paper is portraying PCK and TPACK study by science education researchers’ perspective in 2018-2020 so that it can be used as support, theoretical background or clue for the next researcher who interested on this framework. Content analysis used as method for this qualitative study. Subjects are 25 open access articles that published in Journal of Teacher Education, Teaching & Teacher Education, and etc. The result shows PCK and TPACK still be one of urgent and loved research by three continents, they are America. Europe, and Asia. We divided the topic as 2 part, 5 themes for PCK, and 3 themes for TPACK. Themes for PCK are the need for professional knowledge of science teachers, relationships among PCK components, PCK as a theoretical background, examining PCK, and development of PCK. Themes for TPACK are TPACK used as theoretical background, interconnection among domain of TPACK, and development of TPACK.

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal