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Teaching and Teacher Education最新文献

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Authentic emotional displays and teacher well-being in early childhood education: The mediating role of affect states 幼儿教育中真实情绪表现与教师幸福感：情感状态的中介作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105044
Songuk Choi, Sungwon Choi
{"title":"Authentic emotional displays and teacher well-being in early childhood education: The mediating role of affect states","authors":"Songuk Choi,&nbsp;Sungwon Choi","doi":"10.1016/j.tate.2025.105044","DOIUrl":"10.1016/j.tate.2025.105044","url":null,"abstract":"<div><div>This study examined how authentic emotional displays affect emotional exhaustion among early childhood teachers. Using daily diary data from 110 teachers over two weeks, we employed multilevel path analysis to test whether positive and negative affect mediated this relationship. The results showed that authentic displays increased positive affect and decreased negative affect, which, in turn, reduced emotional exhaustion. These findings suggest that fostering emotional authenticity in teaching may protect against burnout and support educators’ well-being, with potential benefits to the quality of early childhood education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105044"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896159","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
Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research 教师对中学阅读干预课程结构的看法：一项质性研究的元综合
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105029
Katherine K. Frankel , Maneka Deanna Brooks , Julie E. Learned
{"title":"Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research","authors":"Katherine K. Frankel ,&nbsp;Maneka Deanna Brooks ,&nbsp;Julie E. Learned","doi":"10.1016/j.tate.2025.105029","DOIUrl":"10.1016/j.tate.2025.105029","url":null,"abstract":"<div><div>It is important to understand how teachers enact and experience literacy instruction across educational contexts. This qualitative meta-synthesis of 33 articles published between 2000 and 2022 reports on the perspectives of middle and high school educators who teach reading intervention classes. Findings indicate that the interconnected infrastructure of curriculum, professional development, and leadership impacts educators' experiences, and that educators typically have limited voice in the structural decisions made beyond the classroom that impact them. Findings highlight the need to examine how systems and structures interact with sociocultural factors to impact educators' experiences in their classrooms with implications for theory, research, policy, and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105029"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896158","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
Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms 探索大学课堂中文化维持和主动学习教学实践的存在
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105055
Nancy Gans, Margaret W. Logan, Patricia A. Alexander
{"title":"Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms","authors":"Nancy Gans,&nbsp;Margaret W. Logan,&nbsp;Patricia A. Alexander","doi":"10.1016/j.tate.2025.105055","DOIUrl":"10.1016/j.tate.2025.105055","url":null,"abstract":"<div><div>This pilot study explored the overlap of culturally sustaining pedagogical practices and practices that promote active learning in the classroom. In this study, seven undergraduate instructors were observed and placed into profiles according to their teaching behaviors as observed on a novel observational measure. Their profiles were mapped onto student responses about classroom climate. Results of this mixed-methods study indicated a direct relation between instructors who manifested the overlapping pedagogical behaviors aligned with culturally sustaining and active learning, and students’ perceptions of the classroom climate. Future use of the novel measures and implications for teaching are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105055"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896160","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
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities 分级指导对致力于在资源不足的学校和社区工作的教师候选人的价值
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-01 DOI: 10.1016/j.tate.2025.105061
Tiffany R. Rowland, Katherine K. Delaney, Ruslan Slutsky, Victoria M. Pope, Karen Krepps, Cassidy Boyden
{"title":"The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities","authors":"Tiffany R. Rowland,&nbsp;Katherine K. Delaney,&nbsp;Ruslan Slutsky,&nbsp;Victoria M. Pope,&nbsp;Karen Krepps,&nbsp;Cassidy Boyden","doi":"10.1016/j.tate.2025.105061","DOIUrl":"10.1016/j.tate.2025.105061","url":null,"abstract":"<div><div>Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105061"},"PeriodicalIF":4.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890752","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
Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice 注意、解释、决定：小学教师如何处理教育实践中意外的难题
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-30 DOI: 10.1016/j.tate.2025.105017
Logan Rutten , Danielle Butville , Rachel Wolkenhauer , Boaz Dvir
{"title":"Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice","authors":"Logan Rutten ,&nbsp;Danielle Butville ,&nbsp;Rachel Wolkenhauer ,&nbsp;Boaz Dvir","doi":"10.1016/j.tate.2025.105017","DOIUrl":"10.1016/j.tate.2025.105017","url":null,"abstract":"<div><div>This qualitative case study examined eleven American teachers’ process of deciding how to address unplanned difficult-topics moments (DTMs) that arise within their professional practices. DTMs stem from the unexpected surfacing of student, professional, curriculum, community, and/or identity issues. Teachers noticed unplanned DTMs because of these moments’ tendency to make them feel unsure about what to say or do. When deciding on their responses, teachers considered students’ individual and collective needs, instructional goals, and the moment’s immediate and broader context. Then, teachers utilized one of four responses: addressing, empathizing, postponing, or ignoring. Implications for teacher professional learning and future research are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105017"},"PeriodicalIF":4.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887570","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
Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality “假装”情绪总是不好的吗？探讨教师情绪劳动、表达热情与教学质量的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-29 DOI: 10.1016/j.tate.2025.105042
H. Wang , I.Y. Wang , Y. Chen , I. Burić
{"title":"Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality","authors":"H. Wang ,&nbsp;I.Y. Wang ,&nbsp;Y. Chen ,&nbsp;I. Burić","doi":"10.1016/j.tate.2025.105042","DOIUrl":"10.1016/j.tate.2025.105042","url":null,"abstract":"<div><div>With a sample of 64 teachers and their 533 students, this research examines how teachers' self-reported emotional labor relates to student-reported teaching quality, with student-reported teacher enthusiasm serving as a mediating factor. Multilevel modeling analysis reveals that, at the student level, higher perceived teacher enthusiasm is associated with greater student-perceived teaching quality. At the class level, teachers' faking emotions is associated with higher class-perceived teacher enthusiasm, which in turn, corresponds with higher class-perceived teaching quality. Our findings shed light on the intricate nature of teachers' emotional labor by uncovering a positive and indirect link between emotional labor and teaching quality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105042"},"PeriodicalIF":4.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882161","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
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching?: A Study of Early Childhood Teachers in the United States 谁更有可能茁壮成长，谁更有可能有辞职的想法？美国幼儿教师研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-29 DOI: 10.1016/j.tate.2025.105054
Jennifer J. Chen , Zijia Li , Wilson Rodrigues , Samantha Kaufman
{"title":"Who is more likely to thrive and who is more likely to have thoughts about quitting teaching?: A Study of Early Childhood Teachers in the United States","authors":"Jennifer J. Chen ,&nbsp;Zijia Li ,&nbsp;Wilson Rodrigues ,&nbsp;Samantha Kaufman","doi":"10.1016/j.tate.2025.105054","DOIUrl":"10.1016/j.tate.2025.105054","url":null,"abstract":"<div><div>A survey-based study of 117 early childhood teachers in the United States revealed factors predicting teacher thriving and thoughts about quitting teaching amidst stress. Two groups were more likely to thrive: (1) minority teachers, and (2) teachers with higher job satisfaction. Three groups were more likely to have thoughts about quitting: (1) those teaching children from predominantly low-income backgrounds, (2) those dissatisfied with their salaries, and (3) those experiencing high stress. Age and years of teaching showed an interaction effect on thoughts about quitting, suggesting that younger teachers with fewer years of teaching were more likely to have thoughts about quitting.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105054"},"PeriodicalIF":4.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882162","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
Integrating computational thinking through digital creation: The (TPAC)2K model 通过数字创造整合计算思维：（TPAC）2K模型
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-28 DOI: 10.1016/j.tate.2025.105056
Kathryn MacCallum
{"title":"Integrating computational thinking through digital creation: The (TPAC)2K model","authors":"Kathryn MacCallum","doi":"10.1016/j.tate.2025.105056","DOIUrl":"10.1016/j.tate.2025.105056","url":null,"abstract":"<div><div>This study investigates how teachers adapt their technological, pedagogical, and content knowledge (TPACK) to integrate computational thinking (CT) across diverse subjects, addressing the challenge of moving students from passive technology users to active creators. Using a participatory action research design, data were collected from 12 high school teachers through reflective journals, lesson plans, and interviews. Using framework analysis, the findings reveal the need for professional development, scaffolding, and interdisciplinary collaboration to support CT integration. The study introduces the (TPAC)<sup>2</sup>K model, providing a framework for fostering student creativity through digital artefact creation, with implications for teacher training and cross-curricular teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105056"},"PeriodicalIF":4.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878711","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 framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students 教师文化响应性教学信念的架构：连结原住民课程教学动机与原住民学生关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-23 DOI: 10.1016/j.tate.2025.105020
Keiko C.P. Bostwick , Andrew J. Martin , Kevin Lowe , Greg Vass , Annette Woods , Tracy L. Durksen
{"title":"A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students","authors":"Keiko C.P. Bostwick ,&nbsp;Andrew J. Martin ,&nbsp;Kevin Lowe ,&nbsp;Greg Vass ,&nbsp;Annette Woods ,&nbsp;Tracy L. Durksen","doi":"10.1016/j.tate.2025.105020","DOIUrl":"10.1016/j.tate.2025.105020","url":null,"abstract":"<div><div>Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105020"},"PeriodicalIF":4.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863931","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
The relationship between ICT usage and academic performance: A global data analysis based on network analysis ICT使用与学业成绩的关系：基于网络分析的全球数据分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-22 DOI: 10.1016/j.tate.2025.105034
Leilei Liang, Chengbin Zheng, Kai Liu, Jiayuan Xu, Junsong Fei, Songli Mei
{"title":"The relationship between ICT usage and academic performance: A global data analysis based on network analysis","authors":"Leilei Liang,&nbsp;Chengbin Zheng,&nbsp;Kai Liu,&nbsp;Jiayuan Xu,&nbsp;Junsong Fei,&nbsp;Songli Mei","doi":"10.1016/j.tate.2025.105034","DOIUrl":"10.1016/j.tate.2025.105034","url":null,"abstract":"<div><div>The effective use of Information and Communication Technology (ICT) is closely linked to improved academic performance, yet global research on this topic remains limited. This study analyzes PISA 2018 data to explore the relationship between ICT use in various contexts and reading, math, and science literacy among 248 224 15-year-olds from 52 countries/regions. The network analysis shows that students' performance in reading, math, and science is closely linked to ICT use in various contexts. Emphasis should be on developing students' ICT competence and supervising their use of ICT for learning outside school.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105034"},"PeriodicalIF":4.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854697","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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