Teaching and Teacher Education最新文献

Predicting in-service teachers’ AI readiness from emotions in teaching and mindsets about teaching ability: Testing the direct and moderating effects 从教学情绪和教学能力心态预测在职教师的人工智能准备：检验直接和调节效应

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-10 DOI: 10.1016/j.tate.2026.105433

Yonghe Ti , Yawen Sun , Xiaoming Li

引用次数: 0

Developing pre-service physical education teachers’ competencies and attitudes: A quasi-experimental study in inclusive education 职前体育教师胜任力与态度的培养：全纳教育的准实验研究

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-10 DOI: 10.1016/j.tate.2026.105431

Elif Top , Mustafa Demir

{"title":"Developing pre-service physical education teachers’ competencies and attitudes: A quasi-experimental study in inclusive education","authors":"Elif Top , Mustafa Demir","doi":"10.1016/j.tate.2026.105431","DOIUrl":"10.1016/j.tate.2026.105431","url":null,"abstract":"<div><div>Inclusive education requires teachers to be prepared for diverse student needs, yet pre-service physical education teachers lack competencies in disability-focused pedagogy. This study examined the impact of a 14-week program on competencies, self-efficacy, and attitudes of pre-service teachers in Türkiye. Participants were assigned to EG1 (theoretical-practical), EG2 (theoretical), and CG (control). Data were collected using the Teacher Efficacy for Inclusive Practice Scale (TEIP), the Self-Efficacy Scale for Physical Education Teacher Education Majors Towards Inclusion (SE-PETE-D), and the Attitudes Towards Inclusive Education Scale (AIES). Results indicated significant improvements for EG1 across all measures: TEIP total (+9.66), inclusive instruction (+3.31), collaboration (+3.45); SE-PETE-D subscales: intellectual (+6.21) and physical disabilities (+6.76); AIES total (+14.00), inclusive school culture (+4.55), and inclusive education practices (+5.31) (p < .01). The findings highlight the effectiveness of combining theoretical-practical training. Teacher education programmes should include disability-specific content, strengthen pedagogical preparation, and integrate field-based experiences early in undergraduate education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105431"},"PeriodicalIF":3.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146147671","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

Negotiating agency at the intersection of culture and accountability: Exploring the emotional labor of novice teachers in China 文化与责任交叉点上的谈判代理：中国初任教师情绪劳动研究

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-09 DOI: 10.1016/j.tate.2026.105436

Yanjie Diao, Chao Cheng

引用次数: 0

Critical digital literacy for teachers: Evaluating pedagogical models, support systems, and policy implications in a hybrid learning era 教师的关键数字素养：评估混合学习时代的教学模式、支持系统和政策影响

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-13 DOI: 10.1016/j.tate.2026.105437

Syahruddin, M. Agus

引用次数: 0

Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality: A path analysis of the mediating role of teacher self-efficacy in multicultural classrooms 多元文化专业发展和英语学习者比例对STEM教师教学质量的影响：多元文化课堂中教师自我效能感中介作用的路径分析

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-12 DOI: 10.1016/j.tate.2026.105438

Qiang Cheng , Xuan Zhou , Lina Shu , Xuan He

{"title":"Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality: A path analysis of the mediating role of teacher self-efficacy in multicultural classrooms","authors":"Qiang Cheng , Xuan Zhou , Lina Shu , Xuan He","doi":"10.1016/j.tate.2026.105438","DOIUrl":"10.1016/j.tate.2026.105438","url":null,"abstract":"<div><div>Teacher self-efficacy in multicultural classrooms (TSMC) plays an important role in supporting effective STEM instruction, particularly in diverse classroom settings. Drawing on nationally representative U.S. data from the 2018 Teaching and Learning International Survey (TALIS), this study examined 649 lower secondary STEM teachers through path analysis to assess the direct or indirect effects of professional development in multicultural education (PD in ME), TSMC, and the percentage of English Learner (EL) students on instructional quality. Results showed that PD in ME had a significant effect on TSMC, which in turn had a positive effect on instructional clarity, classroom management, and cognitive activation. However, the percentage of EL students had no significant direct or indirect effects on TSMC or instructional quality. These findings contribute to research on culturally responsive pedagogy by underscoring the mediating role of TSMC and highlighting the need for targeted PD to support STEM teachers in multicultural classrooms.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105438"},"PeriodicalIF":3.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175074","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

Facilitating debriefing conversations within one-on-one coaching cycles: Productive practices for mathematics specialists 促进一对一指导周期内的汇报对话：数学专家的生产性实践

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-14 DOI: 10.1016/j.tate.2026.105434

Ryan Gillespie , Adam Hanan , Jennifer Kruger , Julie M. Amador

{"title":"Facilitating debriefing conversations within one-on-one coaching cycles: Productive practices for mathematics specialists","authors":"Ryan Gillespie , Adam Hanan , Jennifer Kruger , Julie M. Amador","doi":"10.1016/j.tate.2026.105434","DOIUrl":"10.1016/j.tate.2026.105434","url":null,"abstract":"<div><div>This study investigated changes in the discursive actions of 12 mathematics specialists during debriefing conversations with teachers in content-focused coaching cycles, following their engagement with a debriefing conversational structure. We compared each specialist's initial debrief conversation, which was conducted prior to learning about the conversational structure, to a subsequent conversation after learning about the conversational structure. Analysis revealed eight productive practices that emerged in the second conversation, including anchoring discussion in the instructional and learning goals, establishing shared clarity about those goals, examining specific instances and patterns of student thinking through a structured approach, connecting those observations to lesson design and implementation, and identifying both general and content-specific implications for future teaching. These findings extend prior research on effective facilitation practices that mathematics specialists use in planning conversations and broader teacher interactions, offering implications for the professional development of mathematics specialists and future research on debriefing conversations within coaching cycles.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105434"},"PeriodicalIF":3.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175076","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

Student teachers' and experienced teachers’ situation awareness and professional vision in real-life classrooms 实习教师和经验教师在现实课堂中的情境意识和专业视野

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-13 DOI: 10.1016/j.tate.2026.105428

Maikki Pouta , Erno Lehtinen , Tuire Palonen

引用次数: 0

Nonlinearity in innovative work behavior in educational systems: The dynamic interplay between creative self-efficacy and burnout 教育系统中创新工作行为的非线性：创新自我效能与职业倦怠之间的动态相互作用

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-06-01 Epub Date: 2026-02-14 DOI: 10.1016/j.tate.2026.105445

Julie Vaiopoulou , Angelos Gkontelos , Dimitrios Stamovlasis

{"title":"Nonlinearity in innovative work behavior in educational systems: The dynamic interplay between creative self-efficacy and burnout","authors":"Julie Vaiopoulou , Angelos Gkontelos , Dimitrios Stamovlasis","doi":"10.1016/j.tate.2026.105445","DOIUrl":"10.1016/j.tate.2026.105445","url":null,"abstract":"<div><div>Employees’ Innovative Work Behavior (IWB) is a significant challenge in workplace and crucial for quality outcomes. Considering the vital role of educational systems in societal advancement, an in-depth examination of teachers’ IWB is necessary, focusing on environmental and personal resources, which facilitate the outcomes, and moderator variables, which impede them. This original research, conducted within the Complexity and Dynamical Systems framework, employed data from 2437 teachers to predict IWB from Creative Self-Efficacy (CSE) and Burnout (i.e., Disengagement and Exhaustion). The findings illustrate the nonlinear effects of CSE, Disengagement, and Exhaustion, as the two cusp catastrophe models proved superior to their linear and logistic alternatives. The cusp models suggest that, if a critical value the bifurcation factor exceeds, sudden changes occur in the IWB, highlighting the significant role of burnout that causes chaos and unpredictability in human behavior within educational systems. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105445"},"PeriodicalIF":3.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175075","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

Decolonization and curriculum: Representations of Chilean indigenous teachers 非殖民化与课程：智利土著教师的陈述

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-04 DOI: 10.1016/j.tate.2026.105413

Raúl Bustos González , Carlos Mondaca Rojas , Trevor Driscoll , Elizabeth Sanchez Gonzalez

{"title":"Decolonization and curriculum: Representations of Chilean indigenous teachers","authors":"Raúl Bustos González , Carlos Mondaca Rojas , Trevor Driscoll , Elizabeth Sanchez Gonzalez","doi":"10.1016/j.tate.2026.105413","DOIUrl":"10.1016/j.tate.2026.105413","url":null,"abstract":"<div><div>Research on intercultural education, which traditionally focused on the curriculum, has rarely explored the cultural integration present in Indigenous teachers who implement the national educational curriculum based on Eurocentric Western epistemologies in their classrooms. In Chile's Intercultural Bilingual Education (IBE) program, the principal state program for decolonizing education, approximately 650 traditional educators from Indigenous communities teach Indigenous languages and culture. In contrast to those teachers, this paper analyses the representations of the teaching roles of teachers from the estimated 30,000 teachers who identify as Indigenous but are not part of the IBE program. The methodology is a qualitative study of an exploratory, descriptive-interpretative type. Data collection was through eleven semi-structured interviews and a six-subject focus group. The thematic mixed-coded analysis revealed that the national curriculum forms the central node of the representation of the teachers' role, relegating their commitment to their Indigenous ancestry to the background.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105413"},"PeriodicalIF":3.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102897","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

Secondary school teachers’ competencies for designing interdisciplinary Teaching: Teachers' practical expertise 中学教师设计跨学科教学的能力：教师的实践专长

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-05 DOI: 10.1016/j.tate.2026.105427

Nan Wang , Roeland van der Rijst , Na Yu

引用次数: 0