Secondary teachers’ experiences of presence in teaching: A large-scale investigation using narrative vignettes

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-05-20 DOI:10.1016/j.tate.2024.104642

Edith C.J. Roefs , Ida E. Oosterheert , Yvonne A.M. Leeman , William M. van der Veld , Paulien C. Meijer

引用次数: 0

Abstract

This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development as whole persons. This study contributes to refining a conceptualization of presence in teaching grounded in daily educational practice and provides teachers with language and knowledge to use in reflecting on their teaching practice.

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中学教师在教学中的临场体验：利用叙事小故事开展的大规模调查

本研究使用叙事小故事工具，考察了中学教师（258 人）对教学中的临场感的认识和感知。结果显示，中学教师平均在一半以上的课程中体验到了教学临场感。他们认为教学临场感与教学的本质相关，与令人满意的教学体验和学生的全人发展相关。这项研究有助于完善立足于日常教育实践的 "教学临场感 "概念，并为教师提供反思教学实践的语言和知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.