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The mediating role of teacher self-efficacy in predicting teachers’ research attitudes 教师自我效能感在预测教师研究态度中的中介作用
IF 1.2
Teacher Development Pub Date : 2023-05-03 DOI: 10.1080/13664530.2023.2201579
Oğuzhan Tekin
{"title":"The mediating role of teacher self-efficacy in predicting teachers’ research attitudes","authors":"Oğuzhan Tekin","doi":"10.1080/13664530.2023.2201579","DOIUrl":"https://doi.org/10.1080/13664530.2023.2201579","url":null,"abstract":"ABSTRACT Teachers’ self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers’ self-efficacy beliefs and research attitudes and to examine the relationship between these concepts. The study adopted a correlational survey method and was conducted with 459 teachers. Findings revealed that teachers had a high level of self-efficacy and a moderate level of research attitudes. It was intriguing that only teaching level, and not gender, teaching experience, and academic degree, was associated with self-efficacy and research attitudes. A direct relationship was found between teacher self-efficacy and research attitudes. Findings highlight the importance of self-efficacy beliefs, which significantly affect research attitudes, in teachers’ professional development. Implications of the results for teacher development and future studies are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The importance of positive emotions among early childhood educators 幼儿教育工作者积极情绪的重要性
IF 1.2
Teacher Development Pub Date : 2023-04-17 DOI: 10.1080/13664530.2023.2194286
S. Tatalović Vorkapić, Doris Velan
{"title":"The importance of positive emotions among early childhood educators","authors":"S. Tatalović Vorkapić, Doris Velan","doi":"10.1080/13664530.2023.2194286","DOIUrl":"https://doi.org/10.1080/13664530.2023.2194286","url":null,"abstract":"ABSTRACT Bearing in mind the educational process has its cognitive and non-cognitive determinants, this article emphasizes the significance of early childhood educators’ emotions in their work with children and focuses on the analysis of their positivity. A total of 152 pre-service and in-service early childhood educators participated in this study. The participants self-evaluated using the Positive and Negative Affective Schedule scale daily for 13 days. The results showed that participants most frequently felt interested, active, determined, and awake. They felt ashamed and hostile the least frequently. Therefore, they experienced more positive emotions than negative ones with a relatively high positivity ratio. The pre-service educators experienced negative emotions more frequently and had a lower positivity ratio than in-service educators. This article emphasizes the importance of providing support to pre- and in-service early childhood educators in the domain of their affective states during their initial education and professional development.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence 评估职前专业人员、教职员工在发展文化能力过程中的文化知识
IF 1.2
Teacher Development Pub Date : 2023-04-14 DOI: 10.1080/13664530.2023.2198501
Olamojiba O. Bamgbose, O. Toms, Lyndsay J. Kranz, Michael P. Owen
{"title":"Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence","authors":"Olamojiba O. Bamgbose, O. Toms, Lyndsay J. Kranz, Michael P. Owen","doi":"10.1080/13664530.2023.2198501","DOIUrl":"https://doi.org/10.1080/13664530.2023.2198501","url":null,"abstract":"ABSTRACT The current study examined the cultural competence of participants (n = 447) beginning with their cultural knowledge as articulated through their definitions of diversity. The study employed a descriptive research enquiry using a survey design to gather data at a single point in time. Participants consisted of faculty, staff, and pre-service professionals (teachers, school counselors, and clinical mental health counselors) from a college of education at a predominately White university in the Midwest of the United States. Results from the study indicated that participants defined diversity through themes of difference, characteristics, ideal world, or inclusion and advocacy. Implications to support the cultural knowledge and cultural competence development of faculty, staff, and pre-service professional teachers and counselors are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46772665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pakistani pre-service teachers’ initial motivation in teaching choice 巴基斯坦职前教师教学选择的初步动机
IF 1.2
Teacher Development Pub Date : 2023-04-11 DOI: 10.1080/13664530.2023.2196269
Sadia Shaukat, Shaoan Zhang, Tibero Garza, E. Lin
{"title":"Pakistani pre-service teachers’ initial motivation in teaching choice","authors":"Sadia Shaukat, Shaoan Zhang, Tibero Garza, E. Lin","doi":"10.1080/13664530.2023.2196269","DOIUrl":"https://doi.org/10.1080/13664530.2023.2196269","url":null,"abstract":"ABSTRACT The Factors Influencing Teaching Choice (FIT-Choice) scale measures pre-service teachers’ understanding of initial motivations for choosing teaching as a career. A sample of 95 primary and 247 secondary pre-service teachers from Pakistan reported their reasons for choosing teaching as a career. This study used principal component and confirmatory factor analyses to test the validity and reliability of the FIT-Choice scale from a cross-cultural viewpoint set within a Muslim, Asian context. The results showed different gender preferences toward job security. Findings showed the different constructs that may be influenced by Pakistani culture and the educational context.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School principals’ actions to promote informal learning among teaching staff 校长促进教师非正式学习的行动
IF 1.2
Teacher Development Pub Date : 2023-03-29 DOI: 10.1080/13664530.2023.2191984
Saida López-Crespo, Joaquín Gairín Sallán
{"title":"School principals’ actions to promote informal learning among teaching staff","authors":"Saida López-Crespo, Joaquín Gairín Sallán","doi":"10.1080/13664530.2023.2191984","DOIUrl":"https://doi.org/10.1080/13664530.2023.2191984","url":null,"abstract":"ABSTRACT The development of informal learning (IL) by the teaching staff relates to the generation of contextualized learning at the school which is integrated into daily working life. This study analyses the roles and actions of school principals in the generation and promotion of teaching staff’s informal learning and is based on the application of online questionnaires to a sample of 686 participants, 415 principals and 271 teachers from schools in Catalonia (Spain). The study begins with a descriptive-comparative analysis between the two groups that make up the sample spread and ends with the development of four multiple regression models that allow for the verification of the independent effects among the variable criteria used and the four roles of the school principals considered for informal learning. The results show that principals perform the majority of the actions presented; however, they show differences of opinions with teachers in the frequency of performing several actions.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46346585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Italian teachers’ conceptions of large-scale assessment: what are the implications for assessment literacy? 意大利教师的大规模评估概念：对评估素养有什么影响？
IF 1.2
Teacher Development Pub Date : 2023-03-08 DOI: 10.1080/13664530.2023.2177719
Serafina Pastore
{"title":"Italian teachers’ conceptions of large-scale assessment: what are the implications for assessment literacy?","authors":"Serafina Pastore","doi":"10.1080/13664530.2023.2177719","DOIUrl":"https://doi.org/10.1080/13664530.2023.2177719","url":null,"abstract":"ABSTRACT Over recent decades, a great amount of attention has been globally directed to school achievement evidenced by large-scale assessment programmes. Additionally, there has been an increase in expectations regarding teachers’ use of data. Against this backdrop, there arose a clear demand for assessment-literate teachers, mapping out the changes that teachers need in practice in order to ensure sound instructional decision-making and enable better learning for students. Despite the current educational policy and trends in research, teachers in Italy tend to avoid using large-scale assessment results and continue to perceive this assessment as inappropriate and ineffective. To shed light on the reasons for teachers’ negative conceptions of the national large-scale assessment programme, a qualitative study was conducted drawing data from semi-structured interviews with 70 teachers. The discussion on limitations of and issues encountered in large-scale assessments addresses policy implications for teachers’ assessment literacy, as well as for their professional development.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48336066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effect of authority transitions on teachers’ entrepreneurial behavior 权力转换对教师创业行为的影响
IF 1.2
Teacher Development Pub Date : 2023-03-07 DOI: 10.1080/13664530.2023.2182829
Chun Sing Maxwell Ho, D. Lee
{"title":"The effect of authority transitions on teachers’ entrepreneurial behavior","authors":"Chun Sing Maxwell Ho, D. Lee","doi":"10.1080/13664530.2023.2182829","DOIUrl":"https://doi.org/10.1080/13664530.2023.2182829","url":null,"abstract":"ABSTRACT This study identifies how a teacher’s entrepreneurial behavior (TEB) changed when promoted to higher positions in a school. It distills her experiences over time to uncover the symbiotic relationship between teaching and administrative entrepreneurial behaviors in promoting school innovation. Drawing on data from semi-structured interviews with teachers in the school, the results indicate that her TEB shifted from self-empowerment via school innovation to empowering others as she gained administrative authority. As a classroom teacher or subject head, the focal teacher developed ownership of innovation advocacy as a teacher leader, exhibiting resource-seeking behaviors and taking risks to spearhead change within her sphere of control. She faced an ‘innovation cliff’ when she transitioned to a school leadership role and acquired administrative authority. However, she eventually succeeded in scaling up whole-school entrepreneurial behavior and innovation as a school principal. This case study indicates the need for a major transformation of teacher development as teachers scale the organizational hierarchy to take on administrative roles. School leaders should act as resource providers to empower the entrepreneurial behaviors of other teachers and students. This requirement represents a turning point in teacher development, as earlier stages of TEB involve resource acquisition for self-empowerment.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60348171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Becoming a scholar: cross-cultural reflections on identity and agency in an education doctorate 成为学者：教育博士身份与代理的跨文化思考
IF 1.2
Teacher Development Pub Date : 2023-03-06 DOI: 10.1080/13664530.2023.2183893
D. Yan
{"title":"Becoming a scholar: cross-cultural reflections on identity and agency in an education doctorate","authors":"D. Yan","doi":"10.1080/13664530.2023.2183893","DOIUrl":"https://doi.org/10.1080/13664530.2023.2183893","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44829243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data 教师选择标准和准备对教师自我效能感、满意度和承诺的作用：对哈萨克斯坦TALIS数据的分析
IF 1.2
Teacher Development Pub Date : 2023-03-01 DOI: 10.1080/13664530.2023.2176354
Matthew Courtney, M. Karakus, E. Sharplin, Daniel Hernández-Torrano, Janet Helmer, Zakir Jumakulov
{"title":"The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data","authors":"Matthew Courtney, M. Karakus, E. Sharplin, Daniel Hernández-Torrano, Janet Helmer, Zakir Jumakulov","doi":"10.1080/13664530.2023.2176354","DOIUrl":"https://doi.org/10.1080/13664530.2023.2176354","url":null,"abstract":"ABSTRACT In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman’s teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49416549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country 数字课件满足专业学习群体：混合学习改善发展中国家早期识字教学
IF 1.2
Teacher Development Pub Date : 2023-02-21 DOI: 10.1080/13664530.2023.2175718
Grace Oakley, Ronnel B. King, Gemma E. Scarparolo
{"title":"Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country","authors":"Grace Oakley, Ronnel B. King, Gemma E. Scarparolo","doi":"10.1080/13664530.2023.2175718","DOIUrl":"https://doi.org/10.1080/13664530.2023.2175718","url":null,"abstract":"ABSTRACT This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and questionnaire data, this article focuses on teachers’ views on the literacy modules of the course; that is, their views on the impact of the course on their learning and teaching and the design features of the blended course. The findings highlight that the blended course was successful overall despite a number of challenges associated with contextual conditions in a developing country. Themes related to teacher knowledge, views and practices, positive features of the course design and limitations of the course design. The findings have implications for future development, delivery and evaluation of blended learning courses for teacher professional development in developing countries.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49552507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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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