发布求助
文献互助 智能选刊 最新文献

Teaching and Teacher Education最新文献

筛选
英文 中文
Student satisfaction with teacher preparation program completers in Oman: A multilevel analysis 阿曼教师预备课程完成者的学生满意度：一项多层次分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-16 DOI: 10.1016/j.tate.2025.105107
Mahmoud Mohamed Emam , Sulaiman Al-Balushi , Adel Hemdan , Suaad Masoud Salim Al Naabi
{"title":"Student satisfaction with teacher preparation program completers in Oman: A multilevel analysis","authors":"Mahmoud Mohamed Emam ,&nbsp;Sulaiman Al-Balushi ,&nbsp;Adel Hemdan ,&nbsp;Suaad Masoud Salim Al Naabi","doi":"10.1016/j.tate.2025.105107","DOIUrl":"10.1016/j.tate.2025.105107","url":null,"abstract":"<div><div>This study explores factors associated with student satisfaction with Teacher Preparation Program (TPP) completers in Oman using multilevel analysis. Female students reported higher satisfaction, while students with learning disabilities reported lower satisfaction, emphasizing the need for inclusive practices. At the teacher level, perceived competencies and employer (principal) satisfaction were positively associated with student satisfaction. These findings highlight the importance of equipping teachers with diverse skills to address varied student needs. The study contributes to the global discourse on teacher education by offering insights into how TPPs can better align with inclusive and evolving educational demands.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105107"},"PeriodicalIF":4.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291147","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
Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature 通过教师专业学习创造积极的家校伙伴关系——国际文献综述
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-13 DOI: 10.1016/j.tate.2025.105127
Stevie-Jae Hepburn , Madi Trompf , Julie Hodges , Lynda Maree MacLeod , Tianyi Ma , Jiachen Teng , Alicia Johnson , Christopher Boyle , Matthew Sanders
{"title":"Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature","authors":"Stevie-Jae Hepburn ,&nbsp;Madi Trompf ,&nbsp;Julie Hodges ,&nbsp;Lynda Maree MacLeod ,&nbsp;Tianyi Ma ,&nbsp;Jiachen Teng ,&nbsp;Alicia Johnson ,&nbsp;Christopher Boyle ,&nbsp;Matthew Sanders","doi":"10.1016/j.tate.2025.105127","DOIUrl":"10.1016/j.tate.2025.105127","url":null,"abstract":"<div><div>This scoping review identified the international literature on teachers' skill development for enhancing home-school partnerships (HSP), encompassing both initial teacher education and continuing professional development. Using the PRISMA-ScR method, the search spanned six databases, yielding 2947 records. After screening 2044 records, 30 studies met the inclusion criteria. Over half the professional learning opportunities were delivered in person, including a theoretical focus addressing parent/carer engagement, practical behaviour skills training and interpersonal skill development. Teacher attitudes and perceptions both enabled and constrained professional learning. Successful programs supported genuine stakeholder collaboration and created a shared understanding of HSP.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105127"},"PeriodicalIF":4.0,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270221","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
Chemistry teachers’ pedagogical content knowledge: A review of empirical research published in SSCI Journals from 1986 to 2024 化学教师教学内容知识：1986 - 2024年SSCI期刊发表的实证研究综述
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-12 DOI: 10.1016/j.tate.2025.105109
Feng Deng , Lifan Zhang , Junhao Zhu , Bingxin Dou , Wanrong Lan
{"title":"Chemistry teachers’ pedagogical content knowledge: A review of empirical research published in SSCI Journals from 1986 to 2024","authors":"Feng Deng ,&nbsp;Lifan Zhang ,&nbsp;Junhao Zhu ,&nbsp;Bingxin Dou ,&nbsp;Wanrong Lan","doi":"10.1016/j.tate.2025.105109","DOIUrl":"10.1016/j.tate.2025.105109","url":null,"abstract":"<div><div>Pedagigical Content Knowledge (PCK) has been a seminal framework in research on teaching and teacher education. Searching in Web of Science, we reviewed 82 articles to address the two research questions—how PCK is conceptualized and how it is assessed in empirical chemistry education research. Findings show general agreement on PCK as a bridge between content and pedagogy. However, variation exists in the inclusion of other components, reflecting differing theoretical models. Qualitative methods dominate, with limited use of quantitative tools or standardized rubrics. Research is geographically concentrated. Emerging trends include increased focus on topic specificity, integration of pre- and in-service teacher perspectives, and growing application of the Consensus Model and Refined Consensus Model (RCM). The review highlights a need for methodological innovation, including the development of comprehensive evaluation tools and greater use of technology to support PCK research. These findings inform future directions in theory, methodology and pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105109"},"PeriodicalIF":4.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263599","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 is STEM? Preservice elementary teachers’ conceptions of integrated STEM education 什么是STEM？职前小学教师对STEM综合教育的观念
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-12 DOI: 10.1016/j.tate.2025.105108
Jeanna R. Wieselmann , Deepika Menon , Brynn C. Price , Allison Johnson , Sumreen Asim , Sarah Haines , Grace Morison
{"title":"What is STEM? Preservice elementary teachers’ conceptions of integrated STEM education","authors":"Jeanna R. Wieselmann ,&nbsp;Deepika Menon ,&nbsp;Brynn C. Price ,&nbsp;Allison Johnson ,&nbsp;Sumreen Asim ,&nbsp;Sarah Haines ,&nbsp;Grace Morison","doi":"10.1016/j.tate.2025.105108","DOIUrl":"10.1016/j.tate.2025.105108","url":null,"abstract":"<div><div>Teachers’ conceptions can relate to their teaching practices, but integrated science, technology, engineering, and mathematics (STEM) education does not have a consistent definition. This study included 627 preservice elementary preservice teachers across 11 different teacher preparation programs to identify common conceptions of integrated STEM education and how these conceptions shifted during science methods coursework. Findings from survey and interview data showed that participants commonly referred to the STEM acronym and surface-level integration across and beyond STEM disciplines. Key experiences that shaped their conceptions and preparedness to teach included planning and implementing STEM lessons and discussing quality integrated STEM instruction.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105108"},"PeriodicalIF":4.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270220","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
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments 初等小学教师的数学教学质量如何与学生教学和第一年教学任务的相似性相关
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-11 DOI: 10.1016/j.tate.2025.105129
Peter Youngs , Jason Miller , Kim Evert , Dorothea Anagnostopoulos , Corey Drake
{"title":"How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments","authors":"Peter Youngs ,&nbsp;Jason Miller ,&nbsp;Kim Evert ,&nbsp;Dorothea Anagnostopoulos ,&nbsp;Corey Drake","doi":"10.1016/j.tate.2025.105129","DOIUrl":"10.1016/j.tate.2025.105129","url":null,"abstract":"<div><div>This study used multiple regression models and classroom observation data from 72 first-year elementary teachers in the United States to investigate how measures of the teachers' mathematics instructional quality were associated with the degree of similarity between their student teaching assignment and first-year teaching assignment in terms of grade levels taught and students' socio-economic status (SES). Beginning teachers' mathematics instructional quality was associated with the degree of similarity (between student teaching and first-year teaching) in terms of grade levels taught for Grades PreK-1. There was no association between the extent of similarity regarding students’ SES and mathematics instructional quality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105129"},"PeriodicalIF":4.0,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254725","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’ pathways to the profession and their attitudes toward diverse classrooms 教师的职业路径和他们对多样化教室的态度
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-10 DOI: 10.1016/j.tate.2025.105106
Praveen K. Dubey , Jessica Nadzam , Todd D. Little
{"title":"Teachers’ pathways to the profession and their attitudes toward diverse classrooms","authors":"Praveen K. Dubey ,&nbsp;Jessica Nadzam ,&nbsp;Todd D. Little","doi":"10.1016/j.tate.2025.105106","DOIUrl":"10.1016/j.tate.2025.105106","url":null,"abstract":"<div><div>Two trends are dominating K-12 education in the United States: more individuals are pivoting into teaching careers from other professions, and classrooms are becoming more diverse. Structural equation modeling was applied to data from the 2018 Teaching and Learning International Survey. The sample (<em>N</em> = 2554) consisted of teachers from grade 7–9 with an average 15-years of experience and an average age of 43 years. Ninety-eight percent of teachers had a bachelor's degree or higher. The results revealed a significant relationship between teachers' career-choice and their attitudes toward diverse classrooms that have important implications for teacher recruitment and training.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105106"},"PeriodicalIF":4.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243431","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 generative artificial intelligence in teacher education 探索生成式人工智能在教师教育中的应用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-09 DOI: 10.1016/j.tate.2025.105088
Priya Panday-Shukla
{"title":"Exploring generative artificial intelligence in teacher education","authors":"Priya Panday-Shukla","doi":"10.1016/j.tate.2025.105088","DOIUrl":"10.1016/j.tate.2025.105088","url":null,"abstract":"<div><div>Generative artificial intelligence (GenAI) has the potential to be a powerful tool for educators. However, understanding the key attributes that can influence pre-service teachers and teacher educators’ adoption of GenAI tools remains limited. This collective exploratory case study investigated the perceptions and experiences of 52 pre-service teachers and 21 teacher educators at a U.S. Pacific Northwest university through surveys and focus groups. Findings provide teacher educators and administrators with a deeper understanding of the perceived barriers and facilitators to diffusion and adoption of these tools. The recommendations outline practical approaches to improve key attributes and prepare educators and future teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105088"},"PeriodicalIF":4.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243430","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
Preservice teachers and field experiences in education settings abroad: A scoping review of research 2014–2024 国外教育环境中的职前教师和实地经验：2014-2024年研究的范围审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-09 DOI: 10.1016/j.tate.2025.105119
Heidi L. Hollingsworth, Bill Burress, Jeffrey P. Carpenter, Mark Enfield
{"title":"Preservice teachers and field experiences in education settings abroad: A scoping review of research 2014–2024","authors":"Heidi L. Hollingsworth,&nbsp;Bill Burress,&nbsp;Jeffrey P. Carpenter,&nbsp;Mark Enfield","doi":"10.1016/j.tate.2025.105119","DOIUrl":"10.1016/j.tate.2025.105119","url":null,"abstract":"<div><div>This scoping review summarizes and analyzes 82 empirical articles on preservice teacher (PST) study abroad of at least three weeks in duration and featuring an education field experience. Our analysis found that most studies focused on cross-cultural/intercultural awareness, understanding, competence, and/or communication, and included small sample sizes of undergraduate PSTs. Findings suggested that study abroad programs with field experiences facilitate growth in PSTs’ knowledge, skills, and dispositions. Limitations to PST gains were apparent, suggesting that study abroad experiences run the risk of reinforcing stereotypes and ethnocentrism. We identify gaps in the literature and offer recommendations for future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105119"},"PeriodicalIF":4.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243429","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' inclusive core practices and all students’ perspectives 教师的包容性核心实践和所有学生的观点
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-07 DOI: 10.1016/j.tate.2025.105120
Jana Obrovská , Petr Svojanovský , Umesh Sharma
{"title":"Teachers' inclusive core practices and all students’ perspectives","authors":"Jana Obrovská ,&nbsp;Petr Svojanovský ,&nbsp;Umesh Sharma","doi":"10.1016/j.tate.2025.105120","DOIUrl":"10.1016/j.tate.2025.105120","url":null,"abstract":"<div><div>Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants, and 42 students - we establish a new framework of inclusive practices. We identify five core practices with ten key strategies and highlight challenges from students’ perspectives. The findings offer insights for educators, researchers, and policymakers on enhancing inclusive teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105120"},"PeriodicalIF":4.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243428","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
How second-career teachers, teacher educators and school actors perceive conditions for beneficial use of previous professional expertise 第二职业教师、教师教育工作者和学校行为者如何看待有益利用以前专业知识的条件
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-07 DOI: 10.1016/j.tate.2025.105111
Gerard den Hertog, Monika Louws, Martine van Rijswijk, Jan van Tartwijk
{"title":"How second-career teachers, teacher educators and school actors perceive conditions for beneficial use of previous professional expertise","authors":"Gerard den Hertog,&nbsp;Monika Louws,&nbsp;Martine van Rijswijk,&nbsp;Jan van Tartwijk","doi":"10.1016/j.tate.2025.105111","DOIUrl":"10.1016/j.tate.2025.105111","url":null,"abstract":"<div><div>Second-career teachers (SCTs) can benefit more from their previous professional expertise (PPE) if tailored support is provided during certification and induction, but how such tailoring can be achieved is not yet clear. This qualitative interview study reports how Dutch SCTs, teacher educators (TEs) and school actors (SAs) perceive the value of PPE and the conditions for its beneficial utilisation. The paper shows that all groups value PPE and discusses instances in which TEs', SAs' and SCTs’ perceptions are complementary or contrasting. The implications address suggestions for a new, tailored support structure for SCTs to underpin beneficial PPE utilisation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105111"},"PeriodicalIF":4.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243427","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信