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Teaching and Teacher Education最新文献

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Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator?
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-09 DOI: 10.1016/j.tate.2025.105021
Yan Li , Ahmad Zamri Khairani
{"title":"Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator?","authors":"Yan Li ,&nbsp;Ahmad Zamri Khairani","doi":"10.1016/j.tate.2025.105021","DOIUrl":"10.1016/j.tate.2025.105021","url":null,"abstract":"<div><div>The development of teacher professional identity (TPI) is influenced by various factors; nevertheless, the interrelations among these factors and their significance remain unclear. This survey-based quantitative research tested a TPI model, examining the relationship between self-image, task perception, commitment, and culture on TPI formation. Structural equation modelling (SEM) was employed with a sample of 2501 preservice teachers in China. The findings demonstrated self-image and task perception exerted both direct and indirect influences on the formation of TPI. Furthermore, commitment acted as a mediator, while culture functioned as a moderator in the formation of TPI.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105021"},"PeriodicalIF":4.0,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800552","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
Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-08 DOI: 10.1016/j.tate.2025.105007
Amanda Benedict-Chambers, Chloe Bolyard, Ann Belue
{"title":"Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program","authors":"Amanda Benedict-Chambers,&nbsp;Chloe Bolyard,&nbsp;Ann Belue","doi":"10.1016/j.tate.2025.105007","DOIUrl":"10.1016/j.tate.2025.105007","url":null,"abstract":"<div><div>This study explored how five preservice teachers (PSTs) across three semesters in a teacher education program learned to notice for equity in anti-deficit ways in regard to content, students, interactions, and participation in classrooms, and the factors that influenced their noticing. Over time, PSTs' views of <em>content</em> shifted from correcting misconceptions to leveraging students’ ideas for instruction, to seeing <em>students</em> as capable knowers, valuing student-student <em>interactions</em> in enhancing learning, and recognizing that intentional structures were necessary for equitable <em>participation</em>. They attributed their noticing shifts to being exposed to features of equitable instruction, and opportunities for iterative practice, observation, and reflection.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105007"},"PeriodicalIF":4.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791077","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’ insights into preschoolers’ executive function difficulties: Perceived causes and supportive strategies
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-08 DOI: 10.1016/j.tate.2025.105019
Ersin Kara
{"title":"Teachers’ insights into preschoolers’ executive function difficulties: Perceived causes and supportive strategies","authors":"Ersin Kara","doi":"10.1016/j.tate.2025.105019","DOIUrl":"10.1016/j.tate.2025.105019","url":null,"abstract":"<div><div>This qualitative analysis explores preschool teachers’ perceptions of preschoolers’ Executive Function (EF) difficulties and teachers’ support strategies. Teachers attribute EF difficulties to parenting style, individual characteristics, inexperience, overstimulation, and physical activity needs. They believe that children do not have difficulties with working memory, attributing challenges to inhibition. Support strategies include scaffolding and brainstorming for cognitive flexibility; visual attention exercises, diversifying engagement techniques, and creating routines and maintaining consistency for inhibition; and academic activities, games, and attention exercises for working memory. The study highlights the need for stronger teacher-parent collaboration, better alignment among teachers, and integrating EFs into pre-service teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105019"},"PeriodicalIF":4.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791078","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 urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-06 DOI: 10.1016/j.tate.2025.105018
Marjolein Zee , Robert M. Klassen , Fadie Hanna
{"title":"Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy","authors":"Marjolein Zee ,&nbsp;Robert M. Klassen ,&nbsp;Fadie Hanna","doi":"10.1016/j.tate.2025.105018","DOIUrl":"10.1016/j.tate.2025.105018","url":null,"abstract":"<div><div>This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants (<em>N</em> = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased intentions to leave. Within-person analyses revealed a complex reciprocal relationship: Highly self-efficacious teachers reported more stress and vice versa. Finally, intentions to leave led to lower TSE at Timepoint 3 only. Findings align with social-cognitive theory, highlighting the interplay between stress, TSE, and career intentions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105018"},"PeriodicalIF":4.0,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785935","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
Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-05 DOI: 10.1016/j.tate.2025.105016
Madeleine Brodin Olsson , Anette Olin Almqvist , Anne Kultti
{"title":"Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice","authors":"Madeleine Brodin Olsson ,&nbsp;Anette Olin Almqvist ,&nbsp;Anne Kultti","doi":"10.1016/j.tate.2025.105016","DOIUrl":"10.1016/j.tate.2025.105016","url":null,"abstract":"<div><div>The study follows professional development programme in early childhood education and care setting over a two-year period, aiming to implement the use of a theoretical framework in practice. Facilitators, educators and principal all take part in learning activities. Data are analysed using the community of practice conceptual framework to visualise the social learning happening over time. Findings indicate internal facilitators of professional development as key actors in the process. Our conclusion is that it is important for such programmes to be sensitive to teachers’ existing knowledge and to provide opportunities for critical reflection which may then lead to transformed practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105016"},"PeriodicalIF":4.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783039","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
From SEL to SPEL: Teachers integrating political emotions in lessons during times of crisis
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-04 DOI: 10.1016/j.tate.2025.105015
Keren Ketko-Ayali , Adar Cohen , Nir Michaeli
{"title":"From SEL to SPEL: Teachers integrating political emotions in lessons during times of crisis","authors":"Keren Ketko-Ayali ,&nbsp;Adar Cohen ,&nbsp;Nir Michaeli","doi":"10.1016/j.tate.2025.105015","DOIUrl":"10.1016/j.tate.2025.105015","url":null,"abstract":"<div><div>This article explores teachers' experiences and perceptions of emotions in political education during crises. Through analysis of two focus groups and in-depth interviews with 36 politically engaged teachers in Israel during war and recent crisis, we examine how teachers navigate social political emotions in their lessons. Building on these findings, we propose extending Social-Emotional Learning (SEL) to Social-Political Emotions Lessons (SPEL) to better support teachers in addressing classroom emotions, power relations, and event complexity. The research reveals teachers' strategies and challenges in fostering critical thinking while managing political emotions during crisis periods, offering insights for political education practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105015"},"PeriodicalIF":4.0,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769198","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
Data, datafication and data citizenship: Managing, moderating and ameliorating testing in Singapore
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-28 DOI: 10.1016/j.tate.2025.105014
Ian Hardy , Gaoxia Zhu , Chenyu Hou , M. Obaidul Hamid , Vicente Reyes , Louise G. Phillips
{"title":"Data, datafication and data citizenship: Managing, moderating and ameliorating testing in Singapore","authors":"Ian Hardy ,&nbsp;Gaoxia Zhu ,&nbsp;Chenyu Hou ,&nbsp;M. Obaidul Hamid ,&nbsp;Vicente Reyes ,&nbsp;Louise G. Phillips","doi":"10.1016/j.tate.2025.105014","DOIUrl":"10.1016/j.tate.2025.105014","url":null,"abstract":"<div><div>In this article, we draw upon notions of datafication and data citizenship to explore assessment practices in Singapore schools. Interviews with teachers, principals and students illustrated how they were actively involved in a much more ‘educative’ form of engagement with data, characterized by efforts to ameliorate consequential negative effects of testing, even as meritocratic tendencies challenged such efforts. The research highlights the benefits of teacher, principal and student active engagement with data, reflecting aspects of data citizenship; this ensures that more limited and limiting concerns about increased focus upon data, especially in quantitative forms, are not left unchecked.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105014"},"PeriodicalIF":4.0,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715109","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
Instructional differentiation in secondary education: Teachers’ actions and reasoning
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-26 DOI: 10.1016/j.tate.2025.105009
Lieke Jager , Eddie Denessen , Antonius H.N. Cillessen , Paulien C. Meijer
{"title":"Instructional differentiation in secondary education: Teachers’ actions and reasoning","authors":"Lieke Jager ,&nbsp;Eddie Denessen ,&nbsp;Antonius H.N. Cillessen ,&nbsp;Paulien C. Meijer","doi":"10.1016/j.tate.2025.105009","DOIUrl":"10.1016/j.tate.2025.105009","url":null,"abstract":"<div><div>Instructional differentiation is a complex teaching approach in which teachers make instructional adaptations in response to their students' diverse learner characteristics. To better understand the complexity of this approach we explored the reasoning of seven secondary school teachers who regularly realized and valued instructional differentiation. Teachers' instructional differentiation strategies and its underlying reasoning were analysed. Results showed that teachers’ differentiation strategies were multifaceted, including simultaneous adaptations of several instructional elements to various learner characteristics in relation to multiple educational purposes. This study highlights the importance of addressing the complexity of reasoning that underlies instructional differentiation in research and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105009"},"PeriodicalIF":4.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704781","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
Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-25 DOI: 10.1016/j.tate.2025.105012
Carol R. Rinke , Lynnette Mawhinney , Laura K. Porterfield , Christina Wright Fields , Deborah Bartley-Carter , Nicole J. Auffant
{"title":"Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”","authors":"Carol R. Rinke ,&nbsp;Lynnette Mawhinney ,&nbsp;Laura K. Porterfield ,&nbsp;Christina Wright Fields ,&nbsp;Deborah Bartley-Carter ,&nbsp;Nicole J. Auffant","doi":"10.1016/j.tate.2025.105012","DOIUrl":"10.1016/j.tate.2025.105012","url":null,"abstract":"<div><div>This study uses photovoice to explore the lives of teachers of Color in predominantly White US educational settings. Through affinity groups and an arts-based approach, it highlights the parallels between the educators and their students, advocating for compassionate workspaces that prioritize well-being, time, growth, and wonder in the profession. Findings suggest that these strategies foster a sense of community, enhance professional satisfaction, and ultimately improve retention and satisfaction. This research offers significant implications for policy and practice in diverse educational systems globally.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105012"},"PeriodicalIF":4.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697331","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
Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms 生活技能教育是一种平衡行为：在高中英语和社会科学课堂上培养学生应对生活挑战的能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-25 DOI: 10.1016/j.tate.2025.104992
Anja R. Isaksen, Nora E.H. Mathé, Lisbeth M. Brevik, Greta B. Gudmundsdottir
{"title":"Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms","authors":"Anja R. Isaksen,&nbsp;Nora E.H. Mathé,&nbsp;Lisbeth M. Brevik,&nbsp;Greta B. Gudmundsdottir","doi":"10.1016/j.tate.2025.104992","DOIUrl":"10.1016/j.tate.2025.104992","url":null,"abstract":"<div><div>Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons to support students’ handling of personal, societal and future challenges. The study revealed more prominence of LSE in English than in social science and more often in general compared to vocational studies, offering insights for LSE implementation in pedagogy and policy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104992"},"PeriodicalIF":4.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696088","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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