IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-12 DOI: 10.1177/14687984251379605

Abigail Hackett, David Ben Shannon, Christina MacRae, Maggie MacLure

引用次数: 0

Emotional vulnerability in early-career language teachers: A comparison across teachers with varying career motivational profiles 早期职业语言教师的情感脆弱性：不同职业动机教师的比较

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-09-12 DOI: 10.1016/j.tate.2025.105220

Mohammad N. Karimi , Zahra Keshvari

{"title":"Emotional vulnerability in early-career language teachers: A comparison across teachers with varying career motivational profiles","authors":"Mohammad N. Karimi , Zahra Keshvari","doi":"10.1016/j.tate.2025.105220","DOIUrl":"10.1016/j.tate.2025.105220","url":null,"abstract":"<div><div>Research converges on the role of career motivations in various aspects of teacher performance; however, less is known about how these motivations intersect with language teachers' emotional vulnerability. Therefore, this study investigated variations in emotional vulnerability experiences across early-career language teachers with different primary career motivational profiles. The study was conducted using a questionnaire survey, narrative frames, and semi-structured interviews. Findings revealed three major themes emerging from the interaction of teachers' career motivational profiles and their emotional vulnerability experiences including (1) career pessimism as a source of emotional vulnerability, (2) emotion dysregulation and low emotional resilience as sources of emotional vulnerability, and (3) emotional exhaustion as a source of emotional vulnerability. The findings highlight teacher motivation as a central criterion in teacher hiring decisions and their sustained professional engagement. More specifically, educational programs are advised to design motivation-oriented professional development opportunities to tackle emotional vulnerabilities of different teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"167 ","pages":"Article 105220"},"PeriodicalIF":3.9,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More than just experience? Effects of years of teaching, age, and gender on teachers’ social-emotional and instructional characteristics 不仅仅是经验？教学年限、年龄和性别对教师社会情感特征和教学特征的影响

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-09-12 DOI: 10.1016/j.tate.2025.105203

Joyce Scheirlinckx , Karen Teixeira , Gisele Alves , Ricardo Primi , Barbara De Clercq , Filip De Fruyt , Oliver P. John

{"title":"More than just experience? Effects of years of teaching, age, and gender on teachers’ social-emotional and instructional characteristics","authors":"Joyce Scheirlinckx , Karen Teixeira , Gisele Alves , Ricardo Primi , Barbara De Clercq , Filip De Fruyt , Oliver P. John","doi":"10.1016/j.tate.2025.105203","DOIUrl":"10.1016/j.tate.2025.105203","url":null,"abstract":"<div><div>Teaching qualities are often assumed to improve linearly with professional experience, based on the widespread belief that more years in the classroom naturally lead to greater competence in both instructional skills, connection with students, management of student behavior, and stress coping. This study challenges that assumption by examining how teachers' social-emotional and instructional (SEI) characteristics vary with teaching experience, age, and gender. Drawing on cross-sectional data from over 43 000 Brazilian public school teachers, we analyzed 19 fine-grained SEI characteristics, and found that only about half of these characteristics were positively associated with teaching experience (e.g., presenting and communicating), while others (e.g., stress resilience) declined with increasing years of experience. Age showed unique positive effects on characteristics like managing student engagement. Gender differences also emerged, with women reporting higher levels of interpersonal qualities such as connecting and caring and empathic awareness. The present findings highlight meaningful differences in teachers’ SEI characteristics relative to their actual years of experience in the classroom. These results challenge the assumption of overall linear professional growth across the entire spectrum of SEI characteristics, revealing both meaningful increases as well as decreases in teaching characteristics. This underscores the importance of differentiated professional development strategies that correspond with the diverse needs of teachers relative to their career stage.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"167 ","pages":"Article 105203"},"PeriodicalIF":3.9,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AI misuse and passiveness of students in Medical Education. 医学教育中学生人工智能的滥用与被动性。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-09-12 DOI: 10.1152/advan.00164.2025

S Mehran Hosseini

引用次数: 0

Their Best Option: Reflection on Changing Motivations. 他们的最佳选择：反思不断变化的动机。

IF 5.2 2区教育学

Academic Medicine Pub Date : 2025-09-12 DOI: 10.1097/ACM.0000000000006284

Kiara Smith

引用次数: 0

First-Episode Mania and the Making of a Psychiatrist. 首发躁狂和精神病医生的培养。

IF 5.2 2区教育学

Academic Medicine Pub Date : 2025-09-12 DOI: 10.1097/ACM.0000000000006286

Brady D Hanshaw

引用次数: 0

Museums as sites of belonging, empowerment, and multimodal literacies for immigrant and racialized families 博物馆是移民和种族化家庭归属、赋权和多模式文化的场所

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-12 DOI: 10.1177/14687984251380649

Nidhi Menon

{"title":"Museums as sites of belonging, empowerment, and multimodal literacies for immigrant and racialized families","authors":"Nidhi Menon","doi":"10.1177/14687984251380649","DOIUrl":"https://doi.org/10.1177/14687984251380649","url":null,"abstract":"This paper explores how museums can serve as transformative spaces for early childhood literacy, identity formation, and belonging, particularly for racialized immigrant children. Moving beyond print-centric definitions of literacy, it positions museums as multimodal environments where young learners engage with language, sound, image, and movement to make meaning. Drawing on a personal vignette of visiting the Royal Ontario Museum with my children, I illustrate how these encounters become acts of literacy, cultural affirmation, and identity negotiation. For children navigating multiple languages and cultures, museums offer spaces of imaginative play and embodied learning that resist deficit narratives and assimilationist expectations. Through a social justice lens, this paper frames museums as pedagogical counterspaces that center the cultural and linguistic assets of marginalized communities. It highlights the power of everyday museum interactions to support intergenerational connection, affirm cultural identities, and foster agency. By recognizing racialized immigrant children as active meaning-makers and co-creators of knowledge, museums can evolve into relational spaces that reflect and respond to the diverse communities they serve. This work calls for a reimagining of early childhood literacy education, one that honors the lived experiences, cultural wealth, and epistemologies of racialized immigrant families.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Testing an Augmented Reality-Based Learning Sequence for Renal Physiology with Biomedical Students. 在生物医学学生中测试基于增强现实的肾脏生理学学习顺序。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-09-12 DOI: 10.1152/advan.00001.2025

Alexis A Gonzalez, Gabriela Pacheco, Sonia Pino, Cristian Merino

{"title":"Testing an Augmented Reality-Based Learning Sequence for Renal Physiology with Biomedical Students.","authors":"Alexis A Gonzalez, Gabriela Pacheco, Sonia Pino, Cristian Merino","doi":"10.1152/advan.00001.2025","DOIUrl":"https://doi.org/10.1152/advan.00001.2025","url":null,"abstract":"<p><p>The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students` perceptions and the effectiveness of an AR-based learning sequence on pre- and post-student drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to 3 cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used a pre- and post-activity assessments, that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and post-activity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pillars of purpose in teaching. 教学目的的支柱。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-12 DOI: 10.1080/0142159X.2025.2558907

Daniel D Pratt, Brett Schrewe, Martin V Pusic

引用次数: 0

Designing an African-context game to entice physiotherapy students to study child developmental milestones. 设计一款非洲背景游戏，吸引理疗专业的学生研究儿童发展里程碑。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-12 DOI: 10.1080/0142159X.2025.2556872

Anri Human, Maria Elizabeth Cochrane

{"title":"Designing an African-context game to entice physiotherapy students to study child developmental milestones.","authors":"Anri Human, Maria Elizabeth Cochrane","doi":"10.1080/0142159X.2025.2556872","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2556872","url":null,"abstract":"<p><strong>Educational challenge: </strong>Teaching child developmental milestones in undergraduate physiotherapy can be challenging due to the high volume of factual content, which students often find difficult to master. Furthermore, higher education institutions are expected to promote self-directed learning among students. This dual challenge requires innovative methods of teaching and learning to ensure student success.</p><p><strong>Solution and implementation: </strong>A narrative-based digital game, called 'Kidnapped', was developed using a design-thinking approach. This game was developed in response to the need for interactive, accessible content delivery and to foster self-directed learning among students. The game was intentionally designed to incorporate the principles of learning scaffolding and reinforced learning through repetition, ensuring its educational relevance and alignment with student learning needs. The game was piloted with academic staff to ensure implementation feasibility.</p><p><strong>Lessons learned and next steps: </strong>A cross-sectional, cross-over study will be conducted towards the end of 2025, combining quantitative and qualitative methods to evaluate the game's effectiveness. Findings will inform iterative improvements and guide broader implementation across health sciences programmes. Key lessons learned include the value of early stakeholder engagement, the importance of adaptable technology, and the potential of gamification to enhance active learning and learning autonomy in health professions education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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