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Journal of Education for Teaching最新文献

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Teachers’ personality traits and students’ motivation: study of social outcomes in Serbia 教师人格特质与学生动机:塞尔维亚社会结果研究
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-11 DOI: 10.1080/02607476.2022.2154643
Jelena Ž. Maksimović, B. Jevtić, Lazar Stošić
{"title":"Teachers’ personality traits and students’ motivation: study of social outcomes in Serbia","authors":"Jelena Ž. Maksimović, B. Jevtić, Lazar Stošić","doi":"10.1080/02607476.2022.2154643","DOIUrl":"https://doi.org/10.1080/02607476.2022.2154643","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80707252","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
Exploring mentor self-disclosure in preservice teachers’ field experience 职前教师实地经验中导师自我表露的探讨
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-09 DOI: 10.1080/02607476.2022.2155508
Shaoan Zhang, Daniel H. Unger
{"title":"Exploring mentor self-disclosure in preservice teachers’ field experience","authors":"Shaoan Zhang, Daniel H. Unger","doi":"10.1080/02607476.2022.2155508","DOIUrl":"https://doi.org/10.1080/02607476.2022.2155508","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85401961","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 to promote student teachers’ research knowledge and skills online 如何在网上提升学生教师的科研知识和技能
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-08 DOI: 10.1080/02607476.2022.2150839
Anna Isabel Schröder, Franca Cammann, Kerstin Darge, Matthias Krepf, Jonas Weyers, J. König
{"title":"How to promote student teachers’ research knowledge and skills online","authors":"Anna Isabel Schröder, Franca Cammann, Kerstin Darge, Matthias Krepf, Jonas Weyers, J. König","doi":"10.1080/02607476.2022.2150839","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150839","url":null,"abstract":"ABSTRACT Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects. We present an interactive e-learning module designed to develop student teachers’ RKS and analyse the effectiveness of (1) the e-learning module, (2) its combination with online instruction and (3) online instruction only. Unlike previous research, we assessed the development of student teachers’ RKS (n = 402) using a standardised test. Findings revealed that both e-learning formats were effective in developing students’ RKS. Moreover, the study provided evidence of the sustainability of learning gains obtained through the e-learning module. Both e-learning formats proved superior to online instruction only, which in turn did not promote students’ RKS significantly, regardless of whether the course taught research methods explicitly or dealt with the contents of research. Thus, the development of further e-learning opportunities in the context of RBL should receive more attention in the future.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88011112","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
Emotional responses to challenges to emerging teacher identities in teacher education: student teachers’ perspectives on suitability 对教师教育中新出现的教师身份挑战的情绪反应:学生教师对适宜性的看法
IF 4 3区 教育学
Journal of Education for Teaching Pub Date : 2022-12-05 DOI: 10.1080/02607476.2022.2152982
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, Robert Thornberg
{"title":"Emotional responses to challenges to emerging teacher identities in teacher education: student teachers’ perspectives on suitability","authors":"Henrik Lindqvist, Maria Weurlander, Annika Wernerson, Robert Thornberg","doi":"10.1080/02607476.2022.2152982","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152982","url":null,"abstract":"ABSTRACT The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89214013","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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