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The relationship between ICT usage and academic performance: A global data analysis based on network analysis ICT使用与学业成绩的关系：基于网络分析的全球数据分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-22 DOI: 10.1016/j.tate.2025.105034
Leilei Liang, Chengbin Zheng, Kai Liu, Jiayuan Xu, Junsong Fei, Songli Mei
{"title":"The relationship between ICT usage and academic performance: A global data analysis based on network analysis","authors":"Leilei Liang,&nbsp;Chengbin Zheng,&nbsp;Kai Liu,&nbsp;Jiayuan Xu,&nbsp;Junsong Fei,&nbsp;Songli Mei","doi":"10.1016/j.tate.2025.105034","DOIUrl":"10.1016/j.tate.2025.105034","url":null,"abstract":"<div><div>The effective use of Information and Communication Technology (ICT) is closely linked to improved academic performance, yet global research on this topic remains limited. This study analyzes PISA 2018 data to explore the relationship between ICT use in various contexts and reading, math, and science literacy among 248 224 15-year-olds from 52 countries/regions. The network analysis shows that students' performance in reading, math, and science is closely linked to ICT use in various contexts. Emphasis should be on developing students' ICT competence and supervising their use of ICT for learning outside school.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105034"},"PeriodicalIF":4.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854697","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
To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking 注意，但注意什么？关于职前教师注意到学生思维优势和不足的调查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-19 DOI: 10.1016/j.tate.2025.105035
Pınar Güner , Figen Bozkuş , Mustafa Güler
{"title":"To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking","authors":"Pınar Güner ,&nbsp;Figen Bozkuş ,&nbsp;Mustafa Güler","doi":"10.1016/j.tate.2025.105035","DOIUrl":"10.1016/j.tate.2025.105035","url":null,"abstract":"<div><div>This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105035"},"PeriodicalIF":4.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848028","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 the potential and challenges of applying multiple intelligences theory in Chinese music education 探索多元智能理论在中国音乐教育中应用的潜力与挑战
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-19 DOI: 10.1016/j.tate.2025.105031
Zishan Xiong
{"title":"Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education","authors":"Zishan Xiong","doi":"10.1016/j.tate.2025.105031","DOIUrl":"10.1016/j.tate.2025.105031","url":null,"abstract":"<div><div>The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105031"},"PeriodicalIF":4.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848029","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
Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout 幼儿教育中的动态工作需求与资源：对倦怠机制的定性现实主义探究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-18 DOI: 10.1016/j.tate.2025.105008
Jamie N. Powers , Charlotte V. Farewell , Robyn Thomas Pitts , Jini E. Puma
{"title":"Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout","authors":"Jamie N. Powers ,&nbsp;Charlotte V. Farewell ,&nbsp;Robyn Thomas Pitts ,&nbsp;Jini E. Puma","doi":"10.1016/j.tate.2025.105008","DOIUrl":"10.1016/j.tate.2025.105008","url":null,"abstract":"<div><div>Burnout, defined by emotional exhaustion, depersonalization, and diminished personal accomplishment, is prevalent among early childhood education (ECE) professionals. This study utilized qualitative realist inquiry to explore burnout mechanisms among Head Start staff. Applying the job demands-resources theory, we investigated how job demands contribute to emotional exhaustion and depersonalization while examining resources that promote personal accomplishment. Through two interviews with seven ECE professionals experiencing varied burnout, we employed thematic analysis and causation coding to build context-mechanism-outcome configurations. Findings highlight the dynamic interplay between organizational, interpersonal, and personal factors shaping burnout, revealing that demands and resources shift by perspective and time.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105008"},"PeriodicalIF":4.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848027","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
Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class 揭示教师身份发展：以农村中学计算机科学课人工智能课程实施为例
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-16 DOI: 10.1016/j.tate.2025.105032
Keunjae Kim, Kyungbin Kwon
{"title":"Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class","authors":"Keunjae Kim,&nbsp;Kyungbin Kwon","doi":"10.1016/j.tate.2025.105032","DOIUrl":"10.1016/j.tate.2025.105032","url":null,"abstract":"<div><div>This study investigates how a CS teacher's professional identity develops during the implementation of an AI curriculum in a rural middle school. Addressing teachers' challenges with limited AI training, it focuses on identity dimensions of participation, self-categorization, and confidence. Data sources include classroom video observations and teacher interviews, analyzed using content analysis and Latent Dirichlet Allocation (LDA). The study finds that modeling, collaboration, and self-reflection strategies increase teacher participation and confidence, supporting positive self-categorization as an independent AI educator. The findings highlight the importance of targeted support to foster teacher identity development and preparedness in AI-integrated K-12 STEM + C education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105032"},"PeriodicalIF":4.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834827","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
“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology "我们从未停止学习！"。教师对远程学习优势的看法与其专业成长和整合技术的意向有关
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-15 DOI: 10.1016/j.tate.2025.105038
Annalisa Soncini , Emanuele Politi , Gerardo Petruzziello , Maria Cristina Matteucci
{"title":"“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology","authors":"Annalisa Soncini ,&nbsp;Emanuele Politi ,&nbsp;Gerardo Petruzziello ,&nbsp;Maria Cristina Matteucci","doi":"10.1016/j.tate.2025.105038","DOIUrl":"10.1016/j.tate.2025.105038","url":null,"abstract":"<div><div>This study had three aims: validating two new scales to measure teachers' perceptions of Distance Learning strengths (DLS) and weaknesses (DLW) during the COVID-19 pandemic; testing whether these perceptions related to technology integration into in-person teaching; and investigating whether professional growth mediated this relationship. Two studies involving Italian teachers were conducted. Study 1 (N = 326) explored the factor structure of the new scales, whereas Study 2 (N = 554) tested the hypothesised mediation implementing structural equation models. Results showed that perceived DLS, and not DLW, were positively related to teachers’ technology integration, both directly and indirectly via increased professional growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105038"},"PeriodicalIF":4.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829170","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
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools 从“人手难”的澳大利亚学校校长的角度看研究生教师的“准备”
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-15 DOI: 10.1016/j.tate.2025.105037
Juliana Ryan , Babak Dadvand , Steve Murphy
{"title":"Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools","authors":"Juliana Ryan ,&nbsp;Babak Dadvand ,&nbsp;Steve Murphy","doi":"10.1016/j.tate.2025.105037","DOIUrl":"10.1016/j.tate.2025.105037","url":null,"abstract":"<div><div>Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named <em>Teaching as a professional calling</em>, these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices. Findings suggest the importance of school contexts and principals' perspectives in shaping what constitutes ‘readiness’. They also point to the value of embedding situated professional ethics in teacher education to prepare graduates for diverse contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105037"},"PeriodicalIF":4.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829197","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 role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices 教师对学生智力、自我效能感、需求挫折感和满足感的看法对教学实践倾向的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105033
Gabriele Gullo, Ambra Gentile, Barbara Caci, Marianna Alesi
{"title":"The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices","authors":"Gabriele Gullo,&nbsp;Ambra Gentile,&nbsp;Barbara Caci,&nbsp;Marianna Alesi","doi":"10.1016/j.tate.2025.105033","DOIUrl":"10.1016/j.tate.2025.105033","url":null,"abstract":"<div><div>The present study investigates the influence of teachers' beliefs and personal factors on teaching practices by conducting two studies on their relationship (Study 1) and on the creation of teachers' profiles (Study 2). Data were collected on 447 Italian teachers (85 % female, mean age: 38.7 years, SD: ±4.49). Path analysis of Study 1 showed that teachers' beliefs significantly influenced their self-efficacy and their perception of teaching practices. The two-way cluster analysis of Study 2 showed two distinct profiles: constructive and didactic. Findings suggest that intervention programs should enhance teachers’ self-efficacy and satisfaction to foster more supportive and student-oriented teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105033"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826101","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
Towards program coherence in secondary teacher education: A leadership perspective 中学教师教育项目连贯性：领导视角
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105030
Pieter Flamand, Ruben Vanderlinde, Melissa Tuytens
{"title":"Towards program coherence in secondary teacher education: A leadership perspective","authors":"Pieter Flamand,&nbsp;Ruben Vanderlinde,&nbsp;Melissa Tuytens","doi":"10.1016/j.tate.2025.105030","DOIUrl":"10.1016/j.tate.2025.105030","url":null,"abstract":"<div><div>The importance of program coherence in teacher education is widely acknowledged, yet fragmentation remains a challenge. This study examines the role of leadership practices in fostering program coherence through thematic analysis of interviews and documents collected from six teacher education programs. Seven leadership practices for fostering coherence are identified, with findings offering detailed insights into their implementation and highlighting variations across programs. Furthermore, the results suggest that the program context influences the discretionary space available for pursuing program coherence through leadership. The study underscores the dynamic, context-dependent nature of program coherence and discusses implications for practice and future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105030"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829198","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
Syrian Lives Matter in an EFL speaking class: An interdisciplinary approach to language, culture, and social justice 在英语口语课上，叙利亚人的生命很重要：语言、文化和社会正义的跨学科方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105040
Ömer Gökhan Ulum
{"title":"Syrian Lives Matter in an EFL speaking class: An interdisciplinary approach to language, culture, and social justice","authors":"Ömer Gökhan Ulum","doi":"10.1016/j.tate.2025.105040","DOIUrl":"10.1016/j.tate.2025.105040","url":null,"abstract":"<div><div>This empirical study explores how critical pedagogy can address the Syrian refugee crisis in EFL speaking classes. Twenty-four pre-service EFL teachers at a Turkish university co-developed a four-week mini-syllabus focused on social justice, racism, and refugee narratives related to Syrian refugees in Turkey. Using participatory methods, students engaged with authentic texts, debates, and multimedia resources. A pre/post-intervention comparison showed significantly improved fluency, lexical use, and critical thinking. Findings reveal that integrating specific sociopolitical issues into language education fosters empathy, global awareness, and linguistic competence. The study supports using English as a tool for social action and transformative pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105040"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826100","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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