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Teaching and Teacher Education最新文献

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Pupils' challenging behaviour towards their teachers: The role of teacher team collaboration in prevention. A qualitative study
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-29 DOI: 10.1016/j.tate.2024.104883
Lars Peter S. Andersen, Trine Nøhr Winding, R. Grytnes
{"title":"Pupils' challenging behaviour towards their teachers: The role of teacher team collaboration in prevention. A qualitative study","authors":"Lars Peter S. Andersen,&nbsp;Trine Nøhr Winding,&nbsp;R. Grytnes","doi":"10.1016/j.tate.2024.104883","DOIUrl":"10.1016/j.tate.2024.104883","url":null,"abstract":"<div><div>Student challenging behavior toward teachers is a common phenomenon across countries. This qualitative study, based on 28 interviews with teachers and their school principals, from nine public schools in Denmark, examined how teachers prevent challenging behavior and the role of team organization. The findings emphasize that sharing knowledge, experiences, and responsibilities within teams facilitates prevention. School principals play a key role in supporting teachers and fostering reflection on teacher-student interactions. Trust among team members is essential for effective collaboration. Strengthening team organization and collaboration offers a practical approach to managing and preventing challenging behaviors within the student-teacher dynamic in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104883"},"PeriodicalIF":4.0,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743036","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
Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-28 DOI: 10.1016/j.tate.2024.104856
Yan Li, Ahmad Zamri Khairani
{"title":"Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis","authors":"Yan Li,&nbsp;Ahmad Zamri Khairani","doi":"10.1016/j.tate.2024.104856","DOIUrl":"10.1016/j.tate.2024.104856","url":null,"abstract":"<div><div>Teacher professional identity (TPI) is challenging to define precisely due to its multifaceted characterisation. This research aims to examine the extent to which social support, pedagogical beliefs, and TPI are interconnected by using the quantitative method. A TPI framework model based on current literature and empirical data was tested by structural equation modelling (SEM) using a sample of 4,999 Chinese preservice teachers. The findings indicate social support and pedagogical beliefs boost TPI. Culture also strengthens the association between pedagogical beliefs and TPI. We suggest longitudinal research to assess these connections and ascertain their validity for educational practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104856"},"PeriodicalIF":4.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743637","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
Identity Leadership and Atayal Gaga: A case study of an Indigenous experimental school
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-28 DOI: 10.1016/j.tate.2024.104849
Jui-Hsuan Hung , Jr-Yan Shen , Chuan-Chung Hsieh
{"title":"Identity Leadership and Atayal Gaga: A case study of an Indigenous experimental school","authors":"Jui-Hsuan Hung ,&nbsp;Jr-Yan Shen ,&nbsp;Chuan-Chung Hsieh","doi":"10.1016/j.tate.2024.104849","DOIUrl":"10.1016/j.tate.2024.104849","url":null,"abstract":"<div><div>This study examines whether an indigenous school in Taiwan could integrate the Atayal “Gaga” spirit with its transformation philosophy under the principal's leadership and assesses the alignment with the identity leadership framework. Using a qualitative design, data were collected through interviews and document analysis. Results indicate that the principal leads by example, promoting Atayal culture and the Gaga spirit, establishing team identification, enhancing the school's image, preserving tribal heritage, and protecting Atayal rights. When the principal's leadership aligns with the identity leadership model, it effectively leads the team to meet challenges and achieve successful transformation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104849"},"PeriodicalIF":4.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743640","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
Competence beliefs using technology in school and teaching - How can we use variance and covariance to identify teachers’ profiles?
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-28 DOI: 10.1016/j.tate.2024.104869
Jennifer Rahden , Charlott Rubach , Raphaela Porsch
{"title":"Competence beliefs using technology in school and teaching - How can we use variance and covariance to identify teachers’ profiles?","authors":"Jennifer Rahden ,&nbsp;Charlott Rubach ,&nbsp;Raphaela Porsch","doi":"10.1016/j.tate.2024.104869","DOIUrl":"10.1016/j.tate.2024.104869","url":null,"abstract":"<div><div>This study aims to cluster teachers based on their professional digital competence beliefs using Latent-Profile-Analysis (LPA) and to examine relations to teacher and school characteristics. We also explore the significance of two approaches to varying the variance-covariance-matrix (VCM). Data from <em>n</em> <em>=</em> 698 German teachers was used. We identified a relatively low, medium, and relatively high profile. The means of competence beliefs and the links to teacher and school characteristics between both approaches differed. Across analysis, however, higher age, lower interest, and being female predicted the probability of being in the relatively low profile relative to the other profiles.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104869"},"PeriodicalIF":4.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743636","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
Beyond the walls: Investigating outdoor learning experiences of social studies teacher candidates in Türkiye
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-28 DOI: 10.1016/j.tate.2024.104876
Ali Haydar Akarsu
{"title":"Beyond the walls: Investigating outdoor learning experiences of social studies teacher candidates in Türkiye","authors":"Ali Haydar Akarsu","doi":"10.1016/j.tate.2024.104876","DOIUrl":"10.1016/j.tate.2024.104876","url":null,"abstract":"<div><div>This research aims to clarify the transformative effects of outdoor education on prospective teachers' learning and teaching processes by focusing on the pedagogical foundations of the outdoor learning experience. Phenomenology, a qualitative research design, was used to examine the participants' experiences. According to the research results, outdoor education improves participants' life-based experiential learning and reflective social and emotional skills. These experiences increased teacher candidates' motivation and desire to use outdoor activities professionally. These findings underscore the need to integrate outdoor education into teacher education programs, providing rich learning and teaching experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104876"},"PeriodicalIF":4.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743639","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
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-28 DOI: 10.1016/j.tate.2024.104858
Jamie N. Mikeska , Dionne Cross Francis , Pamela S. Lottero-Perdue , Meredith Park Rogers , Calli Shekell , Pavneet Kaur Bharaj , Heather Howell , Adam Maltese , Meredith Thompson , Justin Reich
{"title":"Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations","authors":"Jamie N. Mikeska ,&nbsp;Dionne Cross Francis ,&nbsp;Pamela S. Lottero-Perdue ,&nbsp;Meredith Park Rogers ,&nbsp;Calli Shekell ,&nbsp;Pavneet Kaur Bharaj ,&nbsp;Heather Howell ,&nbsp;Adam Maltese ,&nbsp;Meredith Thompson ,&nbsp;Justin Reich","doi":"10.1016/j.tate.2024.104858","DOIUrl":"10.1016/j.tate.2024.104858","url":null,"abstract":"<div><div>To explore whether multiple approximations of practice can work together, we examine how a suite of three digital simulations influences preservice teacher (PST) preparedness. In this pre-registered study, we used survey and observational instruments to collect data from 66 elementary PSTs during their mathematics or science methods course to investigate changes in PSTs' ability to facilitate argumentation-focused discussions, beliefs about their preparedness to teach and effective instruction, noticing skills, and understanding about argumentation. Findings indicate that using these simulations across one semester improved PSTs’ ability to facilitate argumentation-focused discussions and improved their beliefs about content teaching and their perceptions of preparedness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104858"},"PeriodicalIF":4.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743641","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 impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction TPACK对教师整合生成式人工智能（GenAI）意愿的影响：负面情绪的调节作用和需求满足的缓冲作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-26 DOI: 10.1016/j.tate.2024.104877
Yiming Yang , Qi Xia , Chuanbin Liu , Thomas K.F. Chiu
{"title":"The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction","authors":"Yiming Yang ,&nbsp;Qi Xia ,&nbsp;Chuanbin Liu ,&nbsp;Thomas K.F. Chiu","doi":"10.1016/j.tate.2024.104877","DOIUrl":"10.1016/j.tate.2024.104877","url":null,"abstract":"<div><div>Understanding teachers' willingness to integrate generative AI (WIAI) is essential in the current dilemma where students' adoption rate is faster than teachers'. Therefore, this study aims to identify factors affecting teachers' WIAI and their interactions from the perspectives of needs satisfaction and emotion. We used regression analyses to analyze data collected from 1348 teachers online. The results supported that TPACK positively influences teachers' WIAI, but this effect is weakened by negative emotions, while needs satisfaction for competence and relatedness buffers the negative effect more effectively than autonomy. These highlight the role of emotional and psychological support in fostering teachers’ adoptions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104877"},"PeriodicalIF":4.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702741","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 in provisional schools for displaced students: Navigating challenges, autonomy, and responses 流离失所学生临时学校的教师：驾驭挑战、自主权和应对措施
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-26 DOI: 10.1016/j.tate.2024.104868
Nadav Marco , Tal Gilead , Nadav Ehrenfeld , Yael Nurick
{"title":"Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses","authors":"Nadav Marco ,&nbsp;Tal Gilead ,&nbsp;Nadav Ehrenfeld ,&nbsp;Yael Nurick","doi":"10.1016/j.tate.2024.104868","DOIUrl":"10.1016/j.tate.2024.104868","url":null,"abstract":"<div><div>In the wake of global crises, including climate disasters, pandemics, and regional conflicts, educational systems face numerous challenges, such as school closures and student displacement. This study focuses on the adaptation strategies of educational staff in provisional schools for displaced children in Israel during the Israel-Hamas war. Utilizing complexity theory, it explores how teachers and administrators manage high levels of disorder and other challenging conditions. The findings highlight the tensions between maintaining the existing order and adapting to crises, emphasizing the importance of autonomy in fostering adaptable educational environments for displaced students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104868"},"PeriodicalIF":4.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702740","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
Intercultural actions speak louder than words: How teachers apply culturally relevant practices in ethnic diverse classrooms 跨文化行动胜于雄辩：教师如何在不同民族的课堂上采用与文化相关的做法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-24 DOI: 10.1016/j.tate.2024.104853
Marloes Hagenaars , Edwin Dizdaric, Fanny D'hondt, Peter A.J. Stevens
{"title":"Intercultural actions speak louder than words: How teachers apply culturally relevant practices in ethnic diverse classrooms","authors":"Marloes Hagenaars ,&nbsp;Edwin Dizdaric,&nbsp;Fanny D'hondt,&nbsp;Peter A.J. Stevens","doi":"10.1016/j.tate.2024.104853","DOIUrl":"10.1016/j.tate.2024.104853","url":null,"abstract":"<div><div>Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they align with theoretical intercultural competences. A thematic analysis revealed two dominant approaches: teacher-centred practices in situations requiring control and student-centred approaches when teachers felt in control and focussed on student needs. The study also explains variation between teachers' approaches.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104853"},"PeriodicalIF":4.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702737","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
Developing environments for research engagement in English schools: Re-professionalising teachers’ work 在英国学校营造参与研究的环境：教师工作的再专业化
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-24 DOI: 10.1016/j.tate.2024.104874
Martin Mills , Haira E. Gandolfi , Becky Taylor , Antonina Tereshchenko , Mark Hardman
{"title":"Developing environments for research engagement in English schools: Re-professionalising teachers’ work","authors":"Martin Mills ,&nbsp;Haira E. Gandolfi ,&nbsp;Becky Taylor ,&nbsp;Antonina Tereshchenko ,&nbsp;Mark Hardman","doi":"10.1016/j.tate.2024.104874","DOIUrl":"10.1016/j.tate.2024.104874","url":null,"abstract":"<div><div>This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinated by a key teacher. Findings indicate that whilst teachers’ research engagement is regarded as a critical component of school life across these sites, it has to be managed appropriately. Implications for the teaching profession from our findings are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104874"},"PeriodicalIF":4.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702739","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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