Teachers and Teaching最新文献

{"title":"Rate your coach: exploring ratings of coaching skills throughout teacher induction","authors":"Andrew Kwok, Megan S. Patterson, Mario I. Suárez, Debbee Huston, Douglas Mitchell","doi":"10.1080/13540602.2023.2265823","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265823","url":null,"abstract":"ABSTRACTThis quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers’ belief that they were well matched with their coaches as well as coaches’ beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches’ skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development.KEYWORDS: Teacher inductioncoachingteacher beliefsteacher development AcknowledgmentsWe first want to thank Tonya Almeida, Barbara Howard, and the CTI programme staff for their willingness to share their invaluable work with the community at large. We want to thank Linda Sanada for her technical expertise and guidance throughout this research. Finally, we would like to thank all Candidates and Coaches for their tireless work in the classrooms.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonym.2. CTI coaches are termed capital ‘Coach’ from here forward. CTI specifically uses the term Coach instead of mentor. That is the only terminology used throughout communications and surveys, and thus, the only term we refer to throughout this manuscript.3. Survey items not incorporated into analyses include respondent satisfaction with technological resources, which were not relevant to this study, and coaching activities and strategies used, which were not a part of both surveys. Survey is available upon request.4. All analyses described below were also performed with the full sample of 762 individuals. However, we believe more reliable results stem from the current analytic sample of paired individuals, in which we can see truer effects of change of beliefs over time.5. We acknowledge that running multiple t-tests increases the potential for family-wise errors. While correction tests could have accounted for these errors, there is some argument that correction for these errors comes at the expense of increasing Type II errors (Armstrong, Citation2014). Additionally, this analytical technique was exploratory in nature to identify whether there are differences in means. It helps to establish the use of regression, a more precise method that controls for other variables to explore differences in coaching skills by respondent group, described next.6. We recognise the study limitation in the differences between conducting t-tests on individual survey items","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112361","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}

{"title":"Critical thinking in teacher education: where do we stand and where can we go?","authors":"Rui Yuan, Wei Liao","doi":"10.1080/13540602.2023.2252688","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252688","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855418","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}

{"title":"Preparing and supporting teachers of immigrant and refugee students","authors":"Lisa Damaschke-Deitrick, Ericka Galegher, Annika Wilmers, Alexander W. Wiseman","doi":"10.1080/13540602.2023.2246307","DOIUrl":"https://doi.org/10.1080/13540602.2023.2246307","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855241","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}

{"title":"Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective","authors":"Joseph Y. Haw, Ma. Jenina N. Nalipay, Ronnel B. King","doi":"10.1080/13540602.2023.2263736","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263736","url":null,"abstract":"ABSTRACTThis study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed.KEYWORDS: SDTperceived need-supportive school leadershipvariable and person-centred approachautonomous motivationteacher well-being Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/13540602.2023.2263736Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209259","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}

{"title":"Algorithmic futures: an analysis of teacher professional digital competence frameworks through an algorithm literacy lens","authors":"Rachel Moylan, Jillianne Code","doi":"10.1080/13540602.2023.2263732","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263732","url":null,"abstract":"Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems’ impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programmes are also discussed.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358543","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}

{"title":"Caveats for change: exploring pre-service teachers’ concerns regarding change","authors":"Orla McCormack, Raymond Lynch, Jennifer Hennessy","doi":"10.1080/13540602.2023.2265824","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265824","url":null,"abstract":"ABSTRACTNotable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers’ concerns related to individual reforms are increasingly detailed, less attention is paid to teachers’ views regarding change as a process. Premised on the conviction that better understanding and attention to teachers’ concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change.KEYWORDS: Pre-service teacherschangeteacher concernscurriculum reform, professional agency Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Junior cycle relates to the first three years of post-primary education in Ireland, predominantly ages 12 to 16 years.2. A short course is designed for approximately 100 hours of student engagement and provides opportunities for schools to broaden the range of educational experiences they offer in Junior Cycle.3. In order to portray the range of reflections drawn on, each participant was given a number. Quotes are attributed to each participant (P) and given a relevant number aligned to their reflection.Additional informationNotes on contributorsOrla McCormackOrla McCormack is a Senior Lecturer in the School of Education, University of Limerick. Her main teaching and research interests focus on teacher agency, particularly in relation to curriculum change and reflective practice.Raymond LynchRaymond Lynch is a Senior Lecturer in the School of Education, University of Limerick. His research focuses on the relationship between task difficulty, student motivation and performance.Jennifer HennessyJennifer Hennessy is a Lecturer in the School of Education, University of Limerick. Her research focuses on the impact of performativity on teaching, learning and assessment and the role of teacher research in education.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352265","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}

{"title":"‘Your past prepares you for who you will become’: reoccurring themes in the individual pasts of maker education teachers","authors":"Roey Kafri","doi":"10.1080/13540602.2023.2265832","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265832","url":null,"abstract":"ABSTRACTMaker education offer numerous potential benefits for student learning; however, we currently lack an understanding of the ways in which educators integrate these pedagogies into regular practice. This qualitative study examines the background and motivations of 12 educators involved in makerspace initiatives at their respective schools in Israel. Through a thematic analysis of interviews, this study presents several overlapping characteristics of teachers who chose maker education as their way of teaching, to reveal the conditions under which maker educators are created naturally, and the features and attitudes that characterise them. Recognising these intersecting characteristics can enable schools to provide essential support systems for prospective maker educators.KEYWORDS: Maker educationmaker teachersmakingformal educationteaching methods AcknowledgmentsI would like to thank all the makers who agreed to participate in this research, and that are ready to share and dedicate their lives to improving the formal education system in Israel with the intention to influence and create a better future for us all.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRoey KafriRoey Kafri is an Israeli researcher, educator, and maker who leads the program for ‘maker education leaders’ at ‘beit-berl’, Israel’s leading teacher college. His research focuses on maker education teachers, and teacher training. Roey specialises in innovative pedagogy and in ‘learning by doing’. He guides and accompanies schools, educational networks, and organizations in integrating the making approach and incorporating innovative pedagogy into their educational frameworks. Roey is also an orchestra conductor, and holds a degree in art and an M. Ed in educational leadership. He imparts his knowledge of these diverse areas of expertise in his lectures and workshops for educators and administrators all over the world.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975780","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}

{"title":"Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction","authors":"Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen","doi":"10.1080/13540602.2023.2265825","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265825","url":null,"abstract":"While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model in studying teachers’ emotions and well-being, the present study examined the relationship between primary school TAs’ Control-Value variables in the context of formative feedback practice (abbreviated as TFBCV), their emotional well-being, and other well-being indicators. 305 TAs from 184 primary schools in Hong Kong participated in this survey study. Usually, there is at least one TA to support students with special educational needs in each mainstream school in Hong Kong. This sample represents 39% of primary schools in Hong Kong given that each school has one TA to join this study and these participating schools. The results supported our hypotheses that TFBCV has significant direct effects on both a combined positive emotion and the two discrete positive emotions (Joy and Love). TFBCV also has a significant indirect effect on job satisfaction via positive emotions. Interestingly, job stress was nearly uncorrelated with TFBCV and positive emotions. We discuss implications for extending teacher well-being research to include the ‘missing’ but essential piece of TAs in the current literature.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975306","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}

{"title":"Learning through perplexities in inquiry-based learning settings in teacher education","authors":"Angelika Paseka, Jan-Hendrik Hinzke, Vanessa-Patricia Boldt","doi":"10.1080/13540602.2023.2266379","DOIUrl":"https://doi.org/10.1080/13540602.2023.2266379","url":null,"abstract":"ABSTRACTThe concept of inquiry-based learning has become widespread in teacher education in Europe and beyond. Inquiry-based learning courses aim to raise the research competence of (preservice) teachers and to increase their ability for reflection, uncertainties occur that have to be learned to cope with. Uncertainties can be disorienting and may cause perplexities, doubts and crises. However, they can be the starting point for learning processes. This paper addresses whether preservice teachers experience such uncertainties in research courses and how they discuss them. To obtain data, 10 group discussions were carried out with 35 preservice teachers enrolled in research courses at a German university. The discussions were analysed using the documentary method. Preservice teachers experience a range of perplexities as expression of underlying uncertainties within and through the research process (concerning data collection and data analysis) and the course design. Results also show two different ways of dealing with such perplexities: While in some group discussions the preservice teachers accept the perplexities as challenges and starting points for learning, others distance from them. The paper discusses how the experienced perplexities and uncertainties focus on central aspects and tensions of teaching. Implications for teacher education at university level are presented.KEYWORDS: Inquiry-based learningteacher educationuncertaintyperplexitiesdocumentary methodgroup discussions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Evidence can also be found in publications that focus on several programs of undergraduate education other than teacher education (Brew & Mantai, Citation2017), for Australia (Spronken-Smith et al., Citation2012), for New Zealand (Levy & Petrulis, Citation2012), for UK.2. According to Koller (Citation2017), the German term ‘Bildung’ can be described as ‘an experience that the subject comes out of changed; a change which not only affects one’s thinking, but rather the subject’s relation to the world, to others, and to itself’ (Koller, Citation2017, p. 33).3. Teacher education in Germany is usually two-phased, consisting of a Bachelor degree (after six semesters) and a Master degree (after further four semesters). To become a full teacher, an additional supervised pedagogical training in schools (probationary teaching), lasting at a minimum one year, is obligatory.4. Two authors of this paper were instructors in a course and as researchers responsible for data collection and data analysis of the whole study.5. It is a characteristic of documentary method that it goes beyond the analysis of single cases by formulating more abstract results based on using case-external comparisons (e.g. Bohnsack, Citation2018). That is why the documentary method uses cases (e.g. group discussions), but is not seen as a ‚case study‘.6. We used the following transcription signs:/= abruption of an utte","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975931","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}

{"title":"Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences","authors":"Ying Zhang, Junjun Chen, Kwok Kuen Tsang","doi":"10.1080/13540602.2023.2265831","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265831","url":null,"abstract":"ABSTRACTTeacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender difference. By surveying a total of 486 teacher responses working in public primary and secondary schools in China, the study revealed that responsible leadership is associated with teacher emotional well-being significantly through the mediation effect of recognition for social esteem and a significant gender difference among these relationships. The findings and implications are discussed further.KEYWORDS: Responsible leadershipteacher recognitionteacher emotional well-beinggender difference Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Capital University of Economics and Business under the fundamental research funds of Beijing Municipal Universities [number XRZ2022012]","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482664","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}