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Teaching and Teacher Education最新文献

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Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs 谈论可信度、学生和引导：在演练汇报中学习在线评价教学的机会
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-04 DOI: 10.1016/j.tate.2024.104813
{"title":"Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs","authors":"","doi":"10.1016/j.tate.2024.104813","DOIUrl":"10.1016/j.tate.2024.104813","url":null,"abstract":"<div><div>Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students’ reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579081","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
What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective 怎样才能成为一名优秀的在职教师教育导师？-从变革性学习的角度对指导能力进行系统审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-04 DOI: 10.1016/j.tate.2024.104822
{"title":"What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective","authors":"","doi":"10.1016/j.tate.2024.104822","DOIUrl":"10.1016/j.tate.2024.104822","url":null,"abstract":"<div><div>Previous research has explored what competence qualified mentors need to possess. However, with the increasing advocacy that mentoring can be a professional learning experience for mentors, no studies have synthesized mentoring competence reflected in their mentoring practice. By using the framework of transformative learning theory, this study systematically synthesized 56 empirical studies on in-service teacher mentoring published between 2015 and 2022. The findings provide a conceptual framework for mentoring competence in three dimensions (cognitive, social, and emotional) with eight categories and summarize mentor- and context-related influencing factors. These findings suggest theoretical and practical implications for advancing the research of teacher mentoring.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme 小学体育教学中的责任转移：参加专业发展计划的五位教师的经验
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-02 DOI: 10.1016/j.tate.2024.104844
{"title":"Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme","authors":"","doi":"10.1016/j.tate.2024.104844","DOIUrl":"10.1016/j.tate.2024.104844","url":null,"abstract":"<div><div>Developing personal and social skills is an important educational goal and part of citizenship education. In physical education (PE), transferring responsibility for managing activities is a method to achieve this goal. For teachers, however, it is a challenge to relinquish control. This qualitative study investigated how five PE teachers experience a continuous professional development (CPD) programme aimed to help them deal with this challenge. Findings showed that a CPD programme can help teachers to make room for children to manage activities independently. However, teachers’ beliefs about the purpose of PE and limited teaching time complicate their willingness to transfer responsibility.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573568","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
Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives 加强与有多动症症状学生的关系：关于教师观点的定性研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-01 DOI: 10.1016/j.tate.2024.104820
{"title":"Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives","authors":"","doi":"10.1016/j.tate.2024.104820","DOIUrl":"10.1016/j.tate.2024.104820","url":null,"abstract":"<div><div>This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8th grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573567","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
“Looking at myself critically" fostering Jewish and Palestinian-Israeli pre-service teachers in building a shared society through intercultural dialogue within an academic course "以批判的眼光审视自己"，通过学术课程中的文化间对话，培养犹太和巴勒斯 坦-以色列职前教师建设共同社会的能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-01 DOI: 10.1016/j.tate.2024.104837
{"title":"“Looking at myself critically\" fostering Jewish and Palestinian-Israeli pre-service teachers in building a shared society through intercultural dialogue within an academic course","authors":"","doi":"10.1016/j.tate.2024.104837","DOIUrl":"10.1016/j.tate.2024.104837","url":null,"abstract":"<div><div>This study explores the impact of an academic course designed to promote peace and shared society at an Israeli teacher training college. Thirty-three Jewish and Palestinian-Israeli pre-service teachers (PSTs) participated in a course that combined literature studies with experiential activities, including visits to multicultural sites and meetings with activists. Content analysis of participants' reflections reveals how such encounters influenced perceptions of identity, empathy, and intercultural dialogue. The paper highlights the potential of multicultural education in conflict-ridden societies, while also addressing the challenges of implementing such initiatives in a one-time, non-continuous format.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573543","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 a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia 在澳大利亚语言多样化的课堂上使用翻译语言多模式方法培养教师的语言意识
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-01 DOI: 10.1016/j.tate.2024.104835
{"title":"Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia","authors":"","doi":"10.1016/j.tate.2024.104835","DOIUrl":"10.1016/j.tate.2024.104835","url":null,"abstract":"<div><div>More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China 从复杂系统的角度理解民办民工教育中教师的专业学习经历：中国北京的案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-31 DOI: 10.1016/j.tate.2024.104838
{"title":"Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China","authors":"","doi":"10.1016/j.tate.2024.104838","DOIUrl":"10.1016/j.tate.2024.104838","url":null,"abstract":"<div><div>Adopting a complex systems perspective, this study qualitatively investigated teachers' professional learning experiences in a low-cost private migrant school in China. The findings showed that teachers' agentic actions, their collective learning, and the principal's leadership in resource bridging and school culture cultivation were conducive to enhancing teachers' professional learning. However, teachers' positive learning experiences were challenged by low commitment, insufficient peer support, ineffective school management, and limited systemic professional support. We propose varying influences of different actors in the complex systems of teachers' professional learning and call for a structured, coordinated support system to enhance teaching quality in disadvantaged schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554729","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
“Change happens at the speed of trust”: Context-attentive mentoring for early career teachers "变化发生在信任的速度上"：针对职业生涯初期教师的情境式辅导
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104817
{"title":"“Change happens at the speed of trust”: Context-attentive mentoring for early career teachers","authors":"","doi":"10.1016/j.tate.2024.104817","DOIUrl":"10.1016/j.tate.2024.104817","url":null,"abstract":"<div><div>This study examines the mentorship of early career teachers (ECTs) in a public University-District Induction Program (UDIP) in the southwestern United States. Utilizing a sociocultural theory framework, we analyzed the approaches of six university-employed mentors, called External Mentors (EMs), as they engaged with more than 100 ECTs. We discuss how EMs, as external to the district, uniquely supported ECTs through responsive mentorship amidst the challenges of COVID-19 and shifting school contexts. Informed by our findings, we provide principles for context-specific mentoring that can guide future teacher induction programs and highlight the need for more research on mentor perspectives across diverse school contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554727","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
A bibliometric analysis of alternative routes to teaching: Scope, development, and topical foci 对其他教学途径的文献计量分析：范围、发展和专题重点
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104825
{"title":"A bibliometric analysis of alternative routes to teaching: Scope, development, and topical foci","authors":"","doi":"10.1016/j.tate.2024.104825","DOIUrl":"10.1016/j.tate.2024.104825","url":null,"abstract":"<div><div>This bibliometric review sourced 166 articles on Alternative Routes to Teaching (ARTs) from Web of Science published in 1988–2024. It reveals the global presence and over-representation of US studies in ARTs research. Journals in education policy and teacher education publish that research strongly. Topical foci of ARTs research include teacher education, policy reform, Teach For America, teacher certification, and student achievement-cum-teacher retention. Early ARTs research challenged traditional teacher certification, using student achievement to query the effectiveness of traditional and alternative teacher education. Alongside neoliberal reform, ARTs research then highlighted accountability in the name of equity. Future research directions are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning to self-regulate the professional work outside the classroom: A resource for novice teachers? 学会自我调节课堂外的专业工作：新手教师的资源？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104824
{"title":"Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?","authors":"","doi":"10.1016/j.tate.2024.104824","DOIUrl":"10.1016/j.tate.2024.104824","url":null,"abstract":"<div><div>Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true change models show that improved cognitive self-regulation strategy use can positively affect emotional exhaustion (at follow-up) and leisure satisfaction (at post-test and follow-up). The study results should encourage teacher educators to include such interventions in teacher induction to mitigate teacher attrition.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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