Teachers and Teaching最新文献

{"title":"Teacher networks: From a catalyst for enactment of professional development to a source of professional development","authors":"Thibault Coppe","doi":"10.1080/13540602.2023.2263734","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263734","url":null,"abstract":"Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teacher networks were mostly perceived as a force enacting external initiatives for teacher professional development, this perspective evolved to a perception of teacher networks as a source of professional development in themselves. This paper discusses this conceptual evolution, its consequences for the literature, and implications for future research connecting teacher professional development with social network theory and analysis.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590851","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":"Constructing a model of the emotional labour process of junior high school teachers","authors":"Ying-Fen Chang, Wei-Cheng Chien","doi":"10.1080/13540602.2023.2265822","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265822","url":null,"abstract":"ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592405","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":"Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities","authors":"Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson","doi":"10.1080/13540602.2023.2263739","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263739","url":null,"abstract":"ABSTRACTThe purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants’ needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George’s wellbeing at risk. The different ways Eva’s and George’s relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed.KEYWORDS: Teacher wellbeingmultiply marginalised and underrepresented teacherssocial identityteacher identitybasic needs Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Throughout this chapter we do not capitalise ‘white’ as we are attempting to disrupt and decentre whiteness.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592403","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":"Performing without a script: a dramaturgical analysis of the first cohort of Senior High School teachers in the history of Philippine education","authors":"Manuel R. Enverga, Elizabeth R. Enverga","doi":"10.1080/13540602.2023.2265829","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265829","url":null,"abstract":"ABSTRACTIn 2013, the Philippines shifted from a ten to a thirteen year basic education curriculum. Expanding the number of years of schooling necessitated the addition of new grade levels, including Grades 11 and 12, collectively referred to as ‘Senior High School’. The teachers who first taught in these levels were in a situation in which they had to carry out their work without a prescribed modus operandi. There was no precedent for how one dealt with students, administrators, or parents. Nevertheless, these teachers had to carry on with their work. Using data gathered from 19 FGD participants, this paper examined the experiences of the pioneer batch of instructors to handle Grade 11 and 12 students. Goffman’s (1956) dramaturgical approach was a useful heuristic for understanding the data. It is underpinned by the assumption that social interactions resemble stage performances, with individuals performing roles for audiences. The pioneering batch of teachers could, thus, be understood as actors having to play the role of competent educator to audiences of students and parents without a fully-written script, in the form of existing modus operandi. The difficulties of their role are compounded by bureaucratic uncertainty among administrators, their backstage support staff.Keywords: Dramaturgysenior high school teachersPhilippinesK-12 transition Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280523","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":"Understanding the meaning of uncertainty in geography education: a systematic review","authors":"Melissa Hanke, Angelika Paseka, Sandra Sprenger","doi":"10.1080/13540602.2023.2263375","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263375","url":null,"abstract":"In the field of geography education, the term uncertainty is present yet varies in its definition and conceptualisation. This paper presents an overview of definitions and concepts of uncertainty in geography education, where the term is used in different contexts. This overview is especially important for geography teachers and scientists because their understanding is intrinsically linked to their teaching and research. For this purpose, a systematic literature review was conducted. The selected publications (n = 63) were all published in the English language and analysed using qualitative content analysis. It was evident from most of the publications that no explicit definition of the term uncertainty exists; however, there are references to definitions from other authors as well as implicit definitions and specifications of the term (e.g. scientific uncertainty). The term uncertainty can be defined and conceptualised differently using science-oriented, knowledge-oriented, action-oriented, and decision-oriented approaches, together with references to different categories, such as actor groups or the temporal dimension. Each of these categories is addressed in this systematic literature review.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279545","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":"The phenomenon of uncertainty as an opportunity, challenge and characteristic in the field of physical education: a systematic review","authors":"Ole Stabick, Ingrid Bähr","doi":"10.1080/13540602.2023.2263376","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263376","url":null,"abstract":"ABSTRACTBecause schools as educational institutions have the task of empowering today’s students (as future citizens) to lead their lives responsibly, current social changes (such as digitalisation) suggest that uncertainty may be a particularly important dimension of educational activities. In this manuscript, a systematic review of 43 references dealing with the topic of uncertainty in the field of physical education (PE) is presented. As a result, one can identify three dimensions of the phenomenon of uncertainty: (1) uncertainty as an opportunity to foster processes of deep learning (Bildung) among students in the PE classroom, (2) uncertainty as a challenge for PE teachers and preservice teachers and (3) uncertainty as a characteristic of movement, games and sports. The paper discusses the consequences of these findings for teaching and teacher education in PE. In distinguishing these three dimensions of the phenomenon of uncertainty in the field of one subject (here PE), the article suggests a structure for analysing uncertainty in other subjects, as well as with respect to wider fields of research such as research on professionalism or school development.KEYWORDS: Uncertaintycontingencyambiguityphysical educationteacher educationteaching Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Many thanks to Judith Keinath (University of Hamburg) for the translation.2. In the German language, education is understood as teachers’ action with the aim of influencing students in terms of their educational goals. In contrast, bildung is understood as an individual process of a person dealing with the world. This process cannot be ‘made’ by teachers: they can only provide opportunities for self-bildung (Koller, Citation2011). The theoretical aspect of bildung are being deepened in 4.1.3. German Conference of Ministers of Education.4. The term physical education is understood as a collective term for sports instruction in an educational context, be it at school or in children’s and youth sports. In this context, we comprehend sport in a broader sense, including all different kinds of movement and games.5. In the following, this collaboration is indicated using the short reference ‘Cooperation within FFSU’. For more information, see https://www.ew.uni-hamburg.de/forschung/fakultaere-forschungsschwerpunkte/ungewissheit.html6. The procedure to identify the dimensions was created in cooperation with FFSU, intensively including the perspective of PE.7. Seiberth published works on a similar topic in both the German and English languages.Additional informationNotes on contributorsOle StabickOle Stabick has been a PhD student at the University of Hamburg since 2020. Ole’s research foci include uncertainty as a dimension of pedagogical action, (cognitive) activation in physical education and inclusion in sports.Ingrid BährIngrid Bähr has been a Professor for Educational Science (focussing on physical education) at the Un","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246399","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":"Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey","authors":"Marlena Celebre-Baird, David B. Reid","doi":"10.1080/13540602.2023.2252344","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252344","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78911364","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":"Primary school teachers’ perspectives on the quality of inclusive education","authors":"Gamze Görel, Katja Franzen, F. Hellmich","doi":"10.1080/13540602.2023.2252347","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252347","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75310432","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":"With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process","authors":"Ilana Finefter-Rosenbluh, A. Berry","doi":"10.1080/13540602.2023.2236955","DOIUrl":"https://doi.org/10.1080/13540602.2023.2236955","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86689758","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":"‘One doesn’t just move online’: an intersectional analysis of teachers’ response to the crisis of pandemic teaching","authors":"Katie A. Mathew, David Mattson, K. Kelly, Y. Fan, Kathlyn Elliott, Jen Katz-Buonincontro","doi":"10.1080/13540602.2023.2244433","DOIUrl":"https://doi.org/10.1080/13540602.2023.2244433","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84430830","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}