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Understanding technology acceptance towards online creative arts learning in teacher education 了解技术在教师教育中对在线创意艺术学习的接受程度
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-19 DOI: 10.1016/j.tate.2025.105085
Victoria Pavlou , Katie Burke
{"title":"Understanding technology acceptance towards online creative arts learning in teacher education","authors":"Victoria Pavlou ,&nbsp;Katie Burke","doi":"10.1016/j.tate.2025.105085","DOIUrl":"10.1016/j.tate.2025.105085","url":null,"abstract":"<div><div>This quantitative study examined teacher educators’ acceptance of online creative arts learning in teacher training, a traditionally practice-based field. Guided by the Technology Acceptance Model, the research explored how perceived ease of use, usefulness, and institutional support predicted acceptance, behavioural intention, and teaching experiences. Ninety-four teacher educators from 26 countries completed an online survey, late 2023. Two specially developed and validated scales were used to assess acceptance and teaching experiences. Regression and <em>t</em>-test analyses revealed perceived usefulness as the strongest predictor of behavioural intention, which in-turn predicted threats and opportunities experienced. Findings highlight the need for institutional and discipline-sensitive support.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105085"},"PeriodicalIF":4.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria 尼日利亚东北部一个加速学习项目中教师自我认知的分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-17 DOI: 10.1016/j.tate.2025.105084
Chikere Ugwuanyi , Josu Solabarrieta Eizaguirre , Concepción Maiztegui Oñate
{"title":"Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria","authors":"Chikere Ugwuanyi ,&nbsp;Josu Solabarrieta Eizaguirre ,&nbsp;Concepción Maiztegui Oñate","doi":"10.1016/j.tate.2025.105084","DOIUrl":"10.1016/j.tate.2025.105084","url":null,"abstract":"<div><div>The Boko Haram fueled on-going armed conflict in Northeast, Nigeria led to the lack of capable, efficacious, and motivated teachers who can teach internally displaced school-aged children. We explore how teachers perceive their capacity, efficacy, and motivation (CEM) to ensure quality education for the displaced children. In general, the findings contribute to a better understanding how to support teachers’ professional development in conflict-affected areas, emphasizing the need for tailored interventions that enhance their self-perception of CEM, key to better Education in Emergency (EiE) programs. Specifically, it shows how self-perception could be a good pointer to the what would be an effective and impactful professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105084"},"PeriodicalIF":4.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine 这些没有剧本的时刻：教导俄罗斯入侵乌克兰的数字能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-17 DOI: 10.1016/j.tate.2025.105062
Nora Elise Hesby Mathé, Greta B. Gudmundsdottir, Lisbeth M. Brevik
{"title":"These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine","authors":"Nora Elise Hesby Mathé,&nbsp;Greta B. Gudmundsdottir,&nbsp;Lisbeth M. Brevik","doi":"10.1016/j.tate.2025.105062","DOIUrl":"10.1016/j.tate.2025.105062","url":null,"abstract":"<div><div>On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardless of their original plans, to cater for students’ questions. In these unscripted moments, teachers used their professional digital competence to address the invasion in real time and enable students to find and reflect critically on information about the invasion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105062"},"PeriodicalIF":4.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts 技术集成中不断发展的知识结构：跟踪嵌入在教学工件中的变化
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-16 DOI: 10.1016/j.tate.2025.105072
Longwei Zheng , Shouping Chen , Haomin Zhang , Yuanyuan Feng , Xiaoqing Gu
{"title":"Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts","authors":"Longwei Zheng ,&nbsp;Shouping Chen ,&nbsp;Haomin Zhang ,&nbsp;Yuanyuan Feng ,&nbsp;Xiaoqing Gu","doi":"10.1016/j.tate.2025.105072","DOIUrl":"10.1016/j.tate.2025.105072","url":null,"abstract":"<div><div>This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105072"},"PeriodicalIF":4.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being 基于工作需求、个人和学校资源以及幸福感的新教师流失风险分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-15 DOI: 10.1016/j.tate.2025.105070
Wilfried Admiraal
{"title":"Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being","authors":"Wilfried Admiraal","doi":"10.1016/j.tate.2025.105070","DOIUrl":"10.1016/j.tate.2025.105070","url":null,"abstract":"<div><div>This study seeks to develop profiles of novice teachers based on their job demands, individual and school resources, and well-being to tailor induction programs to the needs of different groups of teachers. Cluster analysis was used on data from the Teaching and Learning International Survey (TALIS) 2018 Teacher Questionnaire on 5728 novice teachers from 24 European countries. Seven attrition risk profiles were extracted, including teachers with low attrition risk (Thriving), moderate attrition risk (Confident, School-oriented, and Overloaded), and high attrition risk (Uncommitted, Insecure, and Unhappy). Implications of these seven profiles for the induction of novice teachers are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105070"},"PeriodicalIF":4.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom 面对模拟的多元文化课堂，揭示教师的跨文化能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-15 DOI: 10.1016/j.tate.2025.105053
Brigitte Theeuwes , Nadira Saab , Eddie Denessen , Wilfried Admiraal
{"title":"Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom","authors":"Brigitte Theeuwes ,&nbsp;Nadira Saab ,&nbsp;Eddie Denessen ,&nbsp;Wilfried Admiraal","doi":"10.1016/j.tate.2025.105053","DOIUrl":"10.1016/j.tate.2025.105053","url":null,"abstract":"<div><div>This study explored teachers' intercultural competence in response to simulated multicultural classroom scenarios. Data were collected from five focus-group meetings, with three teachers each. Before the discussion, the 15 teachers individually viewed three Spherical Video-Based Virtual Reality (SV-VR) clips from multicultural classrooms viewed through a Head Mounted Display (HMD, Oculus Go). A modified version of Deardorff's Pyramid Model of Intercultural Competence was applied to qualitatively analyze these group reflections. The main results were: 1) participants generally do not identify multicultural classroom events through a cultural lens; 2) the ‘tolerance paradox’ poses a challenge for teachers; 3) culture-specific knowledge may inadvertently reinforce stereotypes; 4) curiosity emerges as essential for understanding students' cultural backgrounds; and (5) teachers express differing views on grouping students by cultural background. The implications of these findings for teacher education are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105053"},"PeriodicalIF":4.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Navigating parental engagement in WhatsApp groups: A study of parent-teacher experiences
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-13 DOI: 10.1016/j.tate.2025.105074
Shira Traeger-Soudry , Hananel Rosenberg , Chen Sabag-Ben Porat , Hila Lowenstein-Barkai
{"title":"Navigating parental engagement in WhatsApp groups: A study of parent-teacher experiences","authors":"Shira Traeger-Soudry ,&nbsp;Hananel Rosenberg ,&nbsp;Chen Sabag-Ben Porat ,&nbsp;Hila Lowenstein-Barkai","doi":"10.1016/j.tate.2025.105074","DOIUrl":"10.1016/j.tate.2025.105074","url":null,"abstract":"<div><div>This study examines how WhatsApp-groups shape parental engagement in education, focusing on elementary school teachers-parents groups. Using theories of parental engagement and digital affordances, we explore how these groups transform traditional educational partnerships. Through in-depth interviews with teachers and parents, the study highlights how WhatsApp's public nature, constant availability, and conversational format both enable and constrain meaningful parental engagement. Findings reveal how digital platforms reshape the involvement-to-engagement continuum, emphasizing the balance between enhanced communication opportunities and maintaining appropriate professional boundaries. This research enhances theoretical understanding of parental engagement in digital spaces and offers practical insights for managing technology-mediated educational partnerships.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105074"},"PeriodicalIF":4.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan 在台湾高等教育教师培训课程中运用线上翻转教学强化技能练习与反馈
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-13 DOI: 10.1016/j.tate.2025.105073
Hui-Ting Wang , Chih-Feng Chien , Chiu-Yen Chen
{"title":"Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan","authors":"Hui-Ting Wang ,&nbsp;Chih-Feng Chien ,&nbsp;Chiu-Yen Chen","doi":"10.1016/j.tate.2025.105073","DOIUrl":"10.1016/j.tate.2025.105073","url":null,"abstract":"<div><div>This study investigates the effectiveness of online flipped teaching in the context of preservice special education teacher preparation within higher education in Taiwan. Employing a mixed method with a quasi-experimental design, the research utilized Partial Least Squares, <em>t</em>-test, and grounded theory analyses to examine its impact on four critical dimensions of preservice teacher preparation. The findings indicate that the flipped teaching model improved students’ mastery of behavioral principles, increased the accuracy of three evidence-based practice skills (reinforcement, prompting, extinction), and promoted greater engagement through in-class feedback, cooperative learning, and optimized instructional design. Furthermore, this study establishes a framework for integrating flipped learning into special education teacher preparation programs, contributing to the development of evidence-based instructional strategies.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105073"},"PeriodicalIF":4.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia 获得成功认证？印度尼西亚教师资格认证对教育者福利和学生成绩影响的多层次分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-07 DOI: 10.1016/j.tate.2025.105069
Abu Nawas, I. Gusti Ngurah Darmawan, Nina Maadad
{"title":"Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia","authors":"Abu Nawas,&nbsp;I. Gusti Ngurah Darmawan,&nbsp;Nina Maadad","doi":"10.1016/j.tate.2025.105069","DOIUrl":"10.1016/j.tate.2025.105069","url":null,"abstract":"<div><div>The teacher certification program in Indonesia has been implemented for two decades, yet its impact on teacher well-being, student well-being, and educational outcomes remains underexplored. This study examines these relationships using multilevel path analysis on data from 1319 secondary school students across 64 classrooms. Results show certification positively affects teacher job satisfaction (β = .45) and reduces student learning anxiety (β = −.11). Indirect effects on achievement were mediated by teacher efficacy, collaboration, and motivation. However, no significant effects on student well-being were found, highlighting the need to reassess the certification framework to better support both teachers and students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105069"},"PeriodicalIF":4.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Using cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching 运用认知诊断指导车间设计：初学数学教师对话教学知识检测的初步研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-07 DOI: 10.1016/j.tate.2025.105059
Ying Zhang , Yi Jin , Na Li , Bo Li , Gaowei Chen
{"title":"Using cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching","authors":"Ying Zhang ,&nbsp;Yi Jin ,&nbsp;Na Li ,&nbsp;Bo Li ,&nbsp;Gaowei Chen","doi":"10.1016/j.tate.2025.105059","DOIUrl":"10.1016/j.tate.2025.105059","url":null,"abstract":"<div><div>Teacher knowledge assessment has received little attention in professional development programs. This study addresses this gap by utilizing cognitive diagnosis to guide the workshop design and examine the differences in novice teachers' knowledge of dialogic teaching. The study involved 45 Chinese secondary mathematics teachers who participated in a knowledge-based workshop. Pre- and post-tests demonstrated a significant improvement in teachers' knowledge. Cognitive diagnosis analysis revealed that around half of the participating teachers sufficiently comprehended the concepts of “elaborating,” “reasoning,” and “thinking with others.” The study underscores the potential of cognitive diagnosis as a design strategy to support teachers’ professional growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105059"},"PeriodicalIF":4.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
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