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"Teacher educators Psychology."
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Classroom Management Scripts
Dealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes how they monitor events and how they maintain an ongoing awareness of classroom situations. It also impacts decisions about when and how to act in response to events. Research on classroom management has often focused on how to handle common classroom situations, but does not provide a theoretical description of how knowledge from experience affects teachers’ awareness and ability to manage the classroom. This article proposes a definition for classroom management scripts by contrasting expert and novice teachers’ knowledge and their decisions to act in response to classroom events. Classroom management scripts help clarify differences in teachers’ recognition and representation of events by considering how expertise influences visual perception and mental interpretation. The proposed model exposes the internal cognitive processing involved in classroom management. Such insights can be useful for helping teacher educators and teachers themselves analyze and make sense of puzzling events. In turn, this may help develop training approaches to improve teachers’ awareness of factors easily overlooked when considering classroom management, enhancing professional vision. This theory also underlines the centrality of facilitating and sustaining learning when grappling with the challenges of managing a classroom.
Journal Article
Teachers' and Students' Belief Systems About the Self-Regulation of Learning
Contemporary theories of learning and instruction emphasise the importance of students knowing how to effectively regulate their learning. A large body of research indicates that effective regulation of learning is beneficial for achievement. Set against this research are findings showing that the promotion by teachers of strategies for the self-regulation of learning (SRL), and student use of these strategies, is less common than might be expected. We review this research on the promotion and use of SRL strategies and suggest that a range of beliefs about learning and SRL strategies limit the promotion of SRL learning strategies by teachers. This contributes in turn to the lack of knowledge and use of such strategies by students. These beliefs are represented as forming an interrelated system that needs to be made explicit and examined in order to increase the level of SRL strategy promotion and use. Each of the beliefs is described and the paper concludes with discussion of the implications of the review for teacher educators, teachers, students, school leaders, curriculum designers and researchers.
Journal Article
Teacher self-efficacy and reform : a systematic literature review
Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction
between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic
Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional
learning was a necessity. [Author abstract]
Journal Article
Student teachers' and teacher educators' professional vision: Findings from an eye tracking study
Teaching is a complex and demanding endeavour. Teachers must deal with numerous forces, often face dilemma-ridden and ambiguous situations and have to act under time pressure. In order to accomplish these tasks, teachers must apply professional knowledge differentially (Fairbanks et al. 2009). In recent decades, various studies have focused on defining and investigating the domains of teachers' professional knowledge. In this respect, much attention has been paid of late to the concept of professional vision. In the present study, we look for indications of professional vision using eye tracking data and post hoc think-aloud verbalisations. We worked with student teachers and teacher educators, who watched a short video clip of a school lesson and described afterwards what they had seen. The video shows an authentic teaching situation and discloses a 'critical incident'. The results show that there are differences between the two groups of participants, both in terms of eye tracking and post hoc think-aloud verbalisation. However, the differences originate primarily from six teacher educators explicitly mentioning the 'critical incident' in the post hoc think-aloud verbalisation. As with other studies, these results indicate differences in professional vision between novice and experienced teaching professionals. Additionally, our analysis reveals that eye tracking data can assist in identifying professional vision. (c) Springer Science+Business Media, LLC. (ZPID).
Journal Article
Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study
This article describes a validation study using Retrodictive Qualitative Modeling, a framework for conducting research from a dynamic and situated perspective, to establish an empirical foundation for a new phenomenological construct-language teacher immunity. Focus groups (N = 44) conducted with second language (L2) practitioners and teacher educators and a cluster analysis of questionnaire data with a larger sample (N = 293) of K-12 language teachers were used to identify and corroborate typical archetypes across the spectrum of language teacher immunity outcomes. Serial in-depth interviews were then conducted with representative respondents from each archetype (N = 18) to trace developmental trajectories and investigate how these profiles manifested phenomenologically in teachers' motivated thought and instructional practices. Results indicate that teacher immunity is associated with practitioners' psychological, emotional, and cognitive functioning in the social setting of the L2 classroom. These findings contribute to the field's understanding of how language teachers sustain their adaptivity, openness to change, psychological well-being, and their sense of purpose and investment in students' learning. Thus, teacher immunity has the potential to bridge individual and situative concerns in second language teacher education and the psychology of language teaching and learning. (Verlag).
Journal Article
Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers' Attention and Responsiveness to Student Thinking
Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students' ideas-the meaning students are making-and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and responsiveness to student thinking is irregular and generally rare among novice teachers. In this theoretical paper, we argue that the irregularity of attention and responsiveness to student thinking, including variability within individual teachers' practice, can be explained by a framework grounded in teachers' localized framings of their classroom activity-their sense of \"what is it that's going on here.\" Using analyses of classroom episodes across contexts and timescales to illustrate our claims, we demonstrate how a framing-anchored framework can coordinate and improve upon three common explanations for the irregularity of novice teachers' attention and responsiveness to student thinking: underdeveloped skills and/or knowledge for attending and responding, \"transmissionist\" beliefs about learning, and institutional constraints (and teachers' perceptions thereof). Building on this argument, we suggest that teacher educators can work with novice teachers' framings of their classroom activities as a generative anchor for supporting attention and responsiveness to student thinking in classroom settings.
Journal Article
Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals
The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives.
Journal Article
The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy
The teacher-child relationship plays an important role in children’s future development. However, the existing research mainly focuses on the influence of preschool teachers’ external conditions on the teacher-student relationship, while the research on the influence of teachers’ internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173,
p
= 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118,
p
= 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112,
p
= 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044,
p
= 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers’ own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.
Journal Article