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Teaching and Teacher Education最新文献

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Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention 培养语言学生教师拥抱GenAI的变革机构：形成性干预
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-12 DOI: 10.1016/j.tate.2025.104980
Hongzhi Yang, Lina Markauskaite
{"title":"Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention","authors":"Hongzhi Yang,&nbsp;Lina Markauskaite","doi":"10.1016/j.tate.2025.104980","DOIUrl":"10.1016/j.tate.2025.104980","url":null,"abstract":"<div><div>This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed personal learning goals. The results suggest that this formative intervention offers a framework for integrating GenAI skills with other types of professional knowledge, highlighting the importance of designing collaborative learning tasks that focus on GenAI use for authentic professional tasks.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104980"},"PeriodicalIF":4.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611646","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
Teachers and ChatGPT: The first wave on TikTok 教师和聊天工具：TikTok的第一波浪潮
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-10 DOI: 10.1016/j.tate.2025.104993
Christopher Shamburg, Laura Zieger, Dana Mason, Tracy Amerman, Herbie Zieger
{"title":"Teachers and ChatGPT: The first wave on TikTok","authors":"Christopher Shamburg,&nbsp;Laura Zieger,&nbsp;Dana Mason,&nbsp;Tracy Amerman,&nbsp;Herbie Zieger","doi":"10.1016/j.tate.2025.104993","DOIUrl":"10.1016/j.tate.2025.104993","url":null,"abstract":"<div><div>This research examined teachers' posts about ChatGPT on TikTok during the first year of ChatGPT's public availability. A data set of 256 posts were analyzed qualitatively and quantitatively to describe the ideas of these early adopters, how these ideas resonated with viewers, and what these posts revealed about the teachers' practices and attitudes regarding ChatGPT. Our analysis found that these early adopters focused on practical advice on lesson planning and productivity to relieve the stresses of teaching. However, themes relating to tensions beyond the classroom and the changing nature of teaching and learning resonated the most with viewers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104993"},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143593251","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 discursive patterns in post-lesson mentoring conversations 探索课后辅导对话中的话语模式
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-09 DOI: 10.1016/j.tate.2025.104994
Hui Wang , Tony Loughland
{"title":"Exploring discursive patterns in post-lesson mentoring conversations","authors":"Hui Wang ,&nbsp;Tony Loughland","doi":"10.1016/j.tate.2025.104994","DOIUrl":"10.1016/j.tate.2025.104994","url":null,"abstract":"<div><div>Post-lesson mentoring conversations are critical for preservice teachers’ professional development. These conversations aim to identify the strengths and weaknesses of their lessons. However, the quality of these conversations is often problematic. This study builds on the theory of learning as discursive achievement to examine different discourse patterns in post-lesson mentoring conversations in Australia. The analysis identified five discourse patterns—evaluative, analytic, justificatory, directive, and normalising—in these conversations. It also revealed the features, proportion, interactions, and flexibility of these discourse patterns. This paper concludes that mentoring conversations should balance evaluation with development talk by using analytic and justificatory discourses.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104994"},"PeriodicalIF":4.0,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577894","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
Understanding professional identity development of second-career teachers: A longitudinal study 了解第二职业教师的专业认同发展：一项纵向研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-08 DOI: 10.1016/j.tate.2025.104995
Ilona van Heijst, Monique Volman, Frank Cornelissen
{"title":"Understanding professional identity development of second-career teachers: A longitudinal study","authors":"Ilona van Heijst,&nbsp;Monique Volman,&nbsp;Frank Cornelissen","doi":"10.1016/j.tate.2025.104995","DOIUrl":"10.1016/j.tate.2025.104995","url":null,"abstract":"<div><div>This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for each SCT makes this development tangible and easier to guide while respecting SCTs' diversity. Recognition from the professional community strongly supports SCTs' identity development and plays an important role in SCTs’ transition into teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104995"},"PeriodicalIF":4.0,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577893","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
Conceptualising teacher wellbeing: A qualitative investigation with primary school teachers in England 教师幸福感的概念化：对英国小学教师的定性调查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-07 DOI: 10.1016/j.tate.2025.104989
Mumine Ozturk, Michael Wigelsworth, Charlotte Bagnall
{"title":"Conceptualising teacher wellbeing: A qualitative investigation with primary school teachers in England","authors":"Mumine Ozturk,&nbsp;Michael Wigelsworth,&nbsp;Charlotte Bagnall","doi":"10.1016/j.tate.2025.104989","DOIUrl":"10.1016/j.tate.2025.104989","url":null,"abstract":"<div><div>The ongoing challenges in the teaching profession significantly affect teacher wellbeing, underscoring the need for a comprehensive understanding of it. There is a need to explore teacher wellbeing in depth to deepen our understanding of its conceptualisation in the field, in addition to understanding lived experiences by obtaining teachers' perspectives on the matter. This study explores how primary school teachers in England define, understand and experience wellbeing, aiming to uncover factors influencing their wellbeing. Semi-structured interviews with eight primary teachers underwent analysis using Hybrid Thematic Analysis (HTA), which integrates inductive and deductive approaches to interpret raw data. This methodology facilitated cross-comparison between theory and data, enabling the identification of consistencies and discrepancies with existing knowledge and generating new insights from the collected data. Findings revealed four main themes: perception of being a teacher, understanding of wellbeing by teachers, components of teacher wellbeing, and perceived contributors to teacher wellbeing. The findings highlight diverse dimensions of teacher wellbeing, including commonly acknowledged aspects such as workload, as well as less highlighted factors such as teachers' personal lives. This study enriches our understanding of teacher wellbeing, offering insights into teachers' perspectives and informing future research and policies while adding a further nuance to existing frameworks.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104989"},"PeriodicalIF":4.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143561910","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
Game jams in schools: Teacher views 学校游戏堵塞：教师观点
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-06 DOI: 10.1016/j.tate.2025.104978
Riikka Aurava
{"title":"Game jams in schools: Teacher views","authors":"Riikka Aurava","doi":"10.1016/j.tate.2025.104978","DOIUrl":"10.1016/j.tate.2025.104978","url":null,"abstract":"<div><div>This article examines teachers' views of using game jams, co-creative game design events, in schools. Game jamming shows potential to promote several salient learning goals, yet there remains a lack of empirical studies of game jams’ effectiveness and implementation in formal education. Reflexive thematic analysis of nine interviews of teachers in Finland constructed three themes concerning 1) pedagogical theories and teacher roles, 2) learning content, and 3) organising game jams in schools. The findings form a basis for further pedagogical studies on game jamming and practical implementation of game jams in formal education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104978"},"PeriodicalIF":4.0,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143561909","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
”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education “这是一种教师的存在方式”：教师教育中建立关系能力的多重视角
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-04 DOI: 10.1016/j.tate.2025.104979
Liedewij F.N. Borremans , Astrid Deryck , Jantine L. Spilt
{"title":"”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education","authors":"Liedewij F.N. Borremans ,&nbsp;Astrid Deryck ,&nbsp;Jantine L. Spilt","doi":"10.1016/j.tate.2025.104979","DOIUrl":"10.1016/j.tate.2025.104979","url":null,"abstract":"<div><div>Teacher-student relationships are crucial for both teacher and student well-being. Teachers, however, report experiencing difficulties in establishing positive relationships. To gain deeper understanding of pre-service teachers' competence in relationship-building and the potential contribution of teacher education, interviews were conducted with 14 pre-service teachers, lecturers, and internship mentors. Although pre-service teachers’ competence was deemed adequate, several challenges in building positive teacher-student relationships were highlighted. Notably, all parties reported that pre-service teachers experience difficulties building teacher-student relationships in the context of student diversity, including ethnic and cultural diversity as well as specific educational needs. Implications and suggestions for teacher education are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104979"},"PeriodicalIF":4.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143547935","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 Kodály, Orff Schulwerk, and Suzuki music teaching methods on the development of students' musical abilities: A systematic review Kodály、Orff Schulwerk、Suzuki音乐教学法对学生音乐能力发展的影响：系统回顾
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-04 DOI: 10.1016/j.tate.2025.104991
Qichen Jiang
{"title":"The impact of Kodály, Orff Schulwerk, and Suzuki music teaching methods on the development of students' musical abilities: A systematic review","authors":"Qichen Jiang","doi":"10.1016/j.tate.2025.104991","DOIUrl":"10.1016/j.tate.2025.104991","url":null,"abstract":"<div><div>This systematic review examines literature on the Kodály, Orff, and Suzuki music teaching methods from 2014 to 2023 to assess their impact on enhancing students' musical abilities. Through meta-analysis, the findings indicate that these methods significantly improve students' creativity, music comprehension, expression, and instrument proficiency. Based on these results, it is recommended that music educators apply these methods flexibly, tailoring them to students’ needs. This may include exploring music creation through project-based learning, enhancing interactivity with technological tools, and fostering innovative thinking through interdisciplinary integration. Such approaches can optimize teaching effectiveness and contribute to the ongoing development and innovation in music education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104991"},"PeriodicalIF":4.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143547936","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
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion “救命!我感到措手不及”：探讨大学教师和自闭症学生对高等教育包容性中自我效能感的看法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-01 DOI: 10.1016/j.tate.2025.104990
Mercé Barrera Ciurana, Odet Moliner García
{"title":"\"Help! I feel unprepared\": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion","authors":"Mercé Barrera Ciurana,&nbsp;Odet Moliner García","doi":"10.1016/j.tate.2025.104990","DOIUrl":"10.1016/j.tate.2025.104990","url":null,"abstract":"<div><div>The growing number of autistic students requires university faculty's preparation for inclusive practices. However, limited teaching staff's self-efficacy hinders these students' success. This phenomenological study examines factors influencing teaching staff's self-efficacy and autistic students' perspectives. Three focus groups comprising 15 university faculty (five in each group) and one group with three autistic students were conducted. Interpretative phenomenological analysis identified key themes. The results indicated a low level of university faculty's self-efficacy, citing insufficient training and lack of support. In conclusion, while university faculty are concerned about accommodating autistic students, these students emphasize avoiding stigma and appreciating supportive, approachable teaching staff.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104990"},"PeriodicalIF":4.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519588","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
Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China 中国中小学教师职业倦怠的潜在模式及影响因素
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-28 DOI: 10.1016/j.tate.2025.104982
Yuexian Sun , Bin Wang , Lingling Ruan , Xuanwen Liu , Rui Zhen
{"title":"Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China","authors":"Yuexian Sun ,&nbsp;Bin Wang ,&nbsp;Lingling Ruan ,&nbsp;Xuanwen Liu ,&nbsp;Rui Zhen","doi":"10.1016/j.tate.2025.104982","DOIUrl":"10.1016/j.tate.2025.104982","url":null,"abstract":"<div><div>In the context of “Double Reduction” policy and post-pandemic era in China, this study aimed to investigate the job burnout situation of 7, 642 Chinese teachers. Data were collected through questionnaires and analyzed through latent profile analysis and multinomial logistic regression analysis. The results showed that three patterns of job burnout existed among these teachers: low burnout, emotional exhaustion, and achievement loss patterns. Teachers with older age, positive teacher-student relationship, and mastery goal structure were more likely to be in the low burnout group. Targeted interventions can be implemented for distinct teacher burnout patterns by taking the above factors into consideration.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104982"},"PeriodicalIF":4.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519589","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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