发布求助
文献互助 智能选刊 最新文献

Journal of Education for Teaching最新文献

筛选
英文 中文
The boundaries between personal life and professional role: a proposal to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers 个人生活和职业角色之间的界限:将萨尔瓦多·米努钦的结构家庭治疗的一些原则应用于教师的建议
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-02 DOI: 10.1080/02607476.2022.2152653
A. Baroncelli, Marisabel Iacopino, Carolina Facci, Lucrezia Tomberli, Enrica Ciucci
{"title":"The boundaries between personal life and professional role: a proposal to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers","authors":"A. Baroncelli, Marisabel Iacopino, Carolina Facci, Lucrezia Tomberli, Enrica Ciucci","doi":"10.1080/02607476.2022.2152653","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152653","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"26 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72778776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic 新冠肺炎大流行期间，中国幼儿职前教师大学善意感知与情绪调节和幸福感结果相关
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-02 DOI: 10.1080/02607476.2022.2152654
J. A. Datu, Xunyi Lin
{"title":"Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic","authors":"J. A. Datu, Xunyi Lin","doi":"10.1080/02607476.2022.2152654","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152654","url":null,"abstract":"ABSTRACT There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"4 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86625791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study 教师专业发展的设计与教师学习课堂话语有何关系?一项为期一年的干预研究的结果
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-02 DOI: 10.1080/02607476.2022.2152315
Dennis Hauk, A. Gröschner, M. Weil, R. Böheim, Ann-Kathrin Schindler, M. Alles, T. Seidel
{"title":"How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study","authors":"Dennis Hauk, A. Gröschner, M. Weil, R. Böheim, Ann-Kathrin Schindler, M. Alles, T. Seidel","doi":"10.1080/02607476.2022.2152315","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152315","url":null,"abstract":"ABSTRACT Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. In a one-year intervention study, we investigated how both designs affected teacher knowledge about classroom discourse and teacher beliefs. Both programmes were filmed, and the implementation of their design features was video-analysed. The effects on teacher knowledge and beliefs were measured via self-reporting and a knowledge test. The results show no differences in teachers’ knowledge acquisition over time. However, the adaptive-to-practice programme was significantly more successful in affecting teacher beliefs. The findings are discussed in light of further research and practical implications for teacher professional development.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81693029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1
Student experiences of learning how to teach primary physical education during the Covid-19 pandemic 学生在2019冠状病毒病大流行期间学习如何教授小学体育的经验
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-02 DOI: 10.1080/02607476.2022.2150537
Tom van Rossum, Julie Pearson, K. Howells, Victoria Randall
{"title":"Student experiences of learning how to teach primary physical education during the Covid-19 pandemic","authors":"Tom van Rossum, Julie Pearson, K. Howells, Victoria Randall","doi":"10.1080/02607476.2022.2150537","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150537","url":null,"abstract":"ABSTRACT This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"124 1","pages":"534 - 536"},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75498854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Feedback as a tool in practicum-based learning to teach: A ‘Gift’ given or a ‘Shared’ practice? 反馈在基于实践的学习中作为一种工具来教学:是一种“礼物”还是一种“共享”的实践?
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2151878
H. Nguyen
{"title":"Feedback as a tool in practicum-based learning to teach: A ‘Gift’ given or a ‘Shared’ practice?","authors":"H. Nguyen","doi":"10.1080/02607476.2022.2151878","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151878","url":null,"abstract":"ABSTRACT Feedback is widely viewed as a powerful tool, yet a challenging professional undertaking, in initial teacher education. This paper explored how feedback was used to mediate pre-service teachers’ (PSTs’) learning, in the form of a qualitative study that illuminates both the perspectives of HEI tutors, school mentors and PSTs and the actual feedback provision process taking place in an EFL practicum in Vietnam. Data revealed a diversity of ways through which feedback was provided by mentors. Most prominent seemed to be that of ‘detailed’ but ‘authoritative’ feedback, the latter denoting a transmission approach whereby mentors were positioned as ‘knowledge givers’ and PSTs as ‘knowledge receivers’. Drawing on the reflective practitioner perspective, the paper, however, argues that in a Confucian-influenced culture where PSTs might be accustomed to the ‘listener’ role like Vietnam, the monological feedback could be an effective supplement to the dialogical, reflective feedback widely advocated in Western contexts.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"74 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80730329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy 早期职业教师如何克服日常工作挑战:从教师浮力的角度分析
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150962
M. Cheng, S. Tang, Angel K. Y. Wong, Fang-yin Yeh
{"title":"How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy","authors":"M. Cheng, S. Tang, Angel K. Y. Wong, Fang-yin Yeh","doi":"10.1080/02607476.2022.2150962","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150962","url":null,"abstract":"ABSTRACT Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"22 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 2
Fostering teacher competence through classroom-based research during field experiences 通过实地经验的课堂研究培养教师的能力
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150963
P. Mak, Min Yang, R. Yuan
{"title":"Fostering teacher competence through classroom-based research during field experiences","authors":"P. Mak, Min Yang, R. Yuan","doi":"10.1080/02607476.2022.2150963","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150963","url":null,"abstract":"ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"12 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88085105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
The use of museum resources in mathematics education: a study with preservice middle-school mathematics teachers 博物馆资源在数学教育中的运用:以职前中学数学教师为研究对象
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150534
Mesture Kayhan Altay, Elif Yetkin Özdemir
{"title":"The use of museum resources in mathematics education: a study with preservice middle-school mathematics teachers","authors":"Mesture Kayhan Altay, Elif Yetkin Özdemir","doi":"10.1080/02607476.2022.2150534","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150534","url":null,"abstract":"ABSTRACT The purpose of this study is to examine how preservice middle-school mathematics teachers connect mathematics with museum resources in their lesson plans. Nine museum-based mathematics lesson plans developed by preservice teachers were examined, based on the interactive experience model. The findings showed that although the preservice teachers were able to connect museum exhibits with many mathematical concepts, most recognised only explicit representations of mathematics in the various objects, and not the more abstract mathematical concepts embedded in those objects. The preservice teachers also used the museum resources in their lesson plans to provide a context or problem situation in which students could use mathematics in procedural ways.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"38 1","pages":"616 - 629"},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88507742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1
Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature 2019冠状病毒病后教师教育的在线教学实践:从文献中吸取的教训
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2153018
Carmen Carrillo, Maria Assuncao Flores
{"title":"Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature","authors":"Carmen Carrillo, Maria Assuncao Flores","doi":"10.1080/02607476.2022.2153018","DOIUrl":"https://doi.org/10.1080/02607476.2022.2153018","url":null,"abstract":"The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72888505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 3
The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China 中国公办和民办学校教师非正式教师学习与自我效能感的关系
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-11-30 DOI: 10.1080/02607476.2022.2150533
Xianhan Huang, Chun Lai, Chan Wang, G. Xu
{"title":"The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China","authors":"Xianhan Huang, Chun Lai, Chan Wang, G. Xu","doi":"10.1080/02607476.2022.2150533","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150533","url":null,"abstract":"ABSTRACT Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers’ reflection on practice was significantly related to their self-efficacy, whereas the private school teachers’ interaction with stakeholders and multimedia was important to their self-efficacy.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"18 1","pages":"597 - 615"},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84803736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 2
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信