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
“She's got cancer in her head, and I don't mean the zodiac sign”:The narratives shared by preschool educators working with children whose siblings have cancer
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-26 DOI: 10.1016/j.tate.2024.104911
Turjeman Lir , Zadok Iris
{"title":"“She's got cancer in her head, and I don't mean the zodiac sign”:The narratives shared by preschool educators working with children whose siblings have cancer","authors":"Turjeman Lir ,&nbsp;Zadok Iris","doi":"10.1016/j.tate.2024.104911","DOIUrl":"10.1016/j.tate.2024.104911","url":null,"abstract":"<div><div>This study explores narratives in the discourse of preschool educators with children and parents coping with a child whose sibling has cancer. Using a qualitative phenomenological approach involving fifteen educators, three themes emerged, reflecting educators' perceptions of their coping in relation to children, parents, and the child's peers. The study expands knowledge on preschool teachers' encounters with children who have siblings with cancer and their families. Findings highlight the need to develop policies and provide preschool teachers with training, supervision, and support for effective communication with children and parents in crisis.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104911"},"PeriodicalIF":4.0,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099783","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
“Lying flat” not involuting: An ethnographic case study on teacher disappointment in Chinese rural context
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-24 DOI: 10.1016/j.tate.2024.104918
Xiaohong Sun , Wei Liao
{"title":"“Lying flat” not involuting: An ethnographic case study on teacher disappointment in Chinese rural context","authors":"Xiaohong Sun ,&nbsp;Wei Liao","doi":"10.1016/j.tate.2024.104918","DOIUrl":"10.1016/j.tate.2024.104918","url":null,"abstract":"<div><div>Teacher disappointment, as a negative emotion, has been understudied in existing research. This ethnographic case study examines the sources, expressions, and responses of Chinese rural teachers’ disappointment in their professional work. Drawing on semi-structured interviews, observation field notes, and archival documents, we identified three findings: 1) challenging interpersonal relationships were the primary source of teacher disappointment; 2) most teachers expressed their disappointment implicitly; 3) the teachers responded to disappointment with varying approaches. These research findings add new empirical evidence and theoretical insights to the international literature on teacher emotion. They also highlight the sociocultural dimension of teacher disappointment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104918"},"PeriodicalIF":4.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099782","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
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-23 DOI: 10.1016/j.tate.2024.104914
Lijuan Wang , Leah Luedtke , Régis Malet , Olli-Pekka Malinen
{"title":"Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes","authors":"Lijuan Wang ,&nbsp;Leah Luedtke ,&nbsp;Régis Malet ,&nbsp;Olli-Pekka Malinen","doi":"10.1016/j.tate.2024.104914","DOIUrl":"10.1016/j.tate.2024.104914","url":null,"abstract":"<div><div>Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that “education for all” in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers’ commitment to inclusion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104914"},"PeriodicalIF":4.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099781","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
Opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics: Examining the questions used by teachers studying and implementing Number Talks
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-22 DOI: 10.1016/j.tate.2024.104908
Candace Joswick , Brandon G. McMillan , Kimberly A. Conner
{"title":"Opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics: Examining the questions used by teachers studying and implementing Number Talks","authors":"Candace Joswick ,&nbsp;Brandon G. McMillan ,&nbsp;Kimberly A. Conner","doi":"10.1016/j.tate.2024.104908","DOIUrl":"10.1016/j.tate.2024.104908","url":null,"abstract":"<div><div>Teachers' questioning practices play a pivotal role in shaping classroom discussions. Analysis of 30 Number Talks from classrooms across the US reveals the majority of teachers' questions helped to surface student strategies (<em>confirm, elaborate, invite</em> questions), but did not provide opportunities for students to collectively reason about numbers while building connections to key conceptual ideas in mathematics (<em>connect, justify, orient</em> questions). Data excerpts illustrate how questions can be used to support this reasoning. Implications include the need to focus on pedagogical and content knowledge centered in student mathematical thinking within professional development to develop teachers’ ability to support this reasoning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104908"},"PeriodicalIF":4.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099780","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
Teaching to transform: Teachers of color and the academy for future educators, a grow-your-own program
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-20 DOI: 10.1016/j.tate.2024.104913
Omar Davila Jr.
{"title":"Teaching to transform: Teachers of color and the academy for future educators, a grow-your-own program","authors":"Omar Davila Jr.","doi":"10.1016/j.tate.2024.104913","DOIUrl":"10.1016/j.tate.2024.104913","url":null,"abstract":"<div><div>Grow-Your-Own (GYO) programs are emerging rapidly across the US to increase teacher diversity and address the infamous teacher shortages. This qualitative case study employs critical race theory to examine 16 teachers of color who participated in a GYO program and joined the teaching profession. Findings illustrate the way teachers of color resisted and navigated institutional contradictions, as they pursued social justice and were confronted by an education system that often did the opposite. This paper calls on GYO programs to prepare PK-12 educators to navigate their socio-political context, reconceptualize the future of education, and teach to transform.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104913"},"PeriodicalIF":4.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156395","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
Corrigendum to “Personal deficiency, racism, or culture clash?: Teacher candidates’ beliefs about why racial discipline disparities exist” [Teach. Teach. Educ., 154, 2025, 104852]
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-20 DOI: 10.1016/j.tate.2024.104902
Madalina Tanase , Paul Gorksi
{"title":"Corrigendum to “Personal deficiency, racism, or culture clash?: Teacher candidates’ beliefs about why racial discipline disparities exist” [Teach. Teach. Educ., 154, 2025, 104852]","authors":"Madalina Tanase ,&nbsp;Paul Gorksi","doi":"10.1016/j.tate.2024.104902","DOIUrl":"10.1016/j.tate.2024.104902","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104902"},"PeriodicalIF":4.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157021","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
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-20 DOI: 10.1016/j.tate.2024.104915
Robin Sharma, Chengyi Tan, Daniel Gomez, Chu Xu, Adam Kenneth Dubé
{"title":"Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games","authors":"Robin Sharma,&nbsp;Chengyi Tan,&nbsp;Daniel Gomez,&nbsp;Chu Xu,&nbsp;Adam Kenneth Dubé","doi":"10.1016/j.tate.2024.104915","DOIUrl":"10.1016/j.tate.2024.104915","url":null,"abstract":"<div><div>Many curriculum guides are created to support teachers' adoption of digital games for learning. However, their impact on teachers' acceptance of games has not been studied. We investigate how the experience of theory-based curriculum guides for the educational game Discovery Tour Ancient Egypt affects teachers' confidence and acceptance of game-based learning. Teachers (<em>n</em> = 100) reported positive experiences with the guide. Analysis revealed that the guide's pragmatic qualities predict teachers' acceptance of DTAE. This effect is mediated by their digital self-efficacy. Results suggest well-designed curriculum guides can increase teachers' acceptance of GBL, regardless of their prior knowledge of games.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104915"},"PeriodicalIF":4.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099779","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
Warm and demanding teacher practices reviewed from an interpersonal perspective: A qualitative synthesis of urban classroom management
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-19 DOI: 10.1016/j.tate.2024.104898
Simone Polderdijk, Lotte F. Henrichs, Jan van Tartwijk
{"title":"Warm and demanding teacher practices reviewed from an interpersonal perspective: A qualitative synthesis of urban classroom management","authors":"Simone Polderdijk,&nbsp;Lotte F. Henrichs,&nbsp;Jan van Tartwijk","doi":"10.1016/j.tate.2024.104898","DOIUrl":"10.1016/j.tate.2024.104898","url":null,"abstract":"<div><div>In this qualitative literature study, warm demander pedagogy was examined by mapping interpersonal behavior and relationships with the Interpersonal Circle – Teacher (IPC-T). Nine empirical case studies were coded on two IPC-T dimensions: agency and communion. High levels of agency and communion frequently occurred within both daily moment-to-moment interactions and general teacher-student relationships. However, warm demanders' daily interactions were also often coded low on communion. We conclude that the caring relationship that warm demanders developed with their students, means they can afford to be insistent on norms about students’ behavior and academic achievements in daily interactions without relational consequences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104898"},"PeriodicalIF":4.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099777","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
“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-19 DOI: 10.1016/j.tate.2024.104912
Georgette E. Fleming , Antonia L. Boulton , Kelly A. Kershaw , Ashneeta H. Prasad , Eva R. Kimonis
{"title":"“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions","authors":"Georgette E. Fleming ,&nbsp;Antonia L. Boulton ,&nbsp;Kelly A. Kershaw ,&nbsp;Ashneeta H. Prasad ,&nbsp;Eva R. Kimonis","doi":"10.1016/j.tate.2024.104912","DOIUrl":"10.1016/j.tate.2024.104912","url":null,"abstract":"<div><div>This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were <em>N</em> = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. Both conduct problems and CU traits were positively associated with teachers' attributions of student misbehavior to dispositional causes. CU traits alone were positively associated with attributions regarding the permanence of misbehavior. Findings may have theoretical and practical implications for the development and management of student CU traits.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104912"},"PeriodicalIF":4.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099778","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
A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-12-17 DOI: 10.1016/j.tate.2024.104881
Tatsushi Fukaya , Daiki Nakamura , Yoshie Kitayama , Takumi Nakagoshi
{"title":"A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables","authors":"Tatsushi Fukaya ,&nbsp;Daiki Nakamura ,&nbsp;Yoshie Kitayama ,&nbsp;Takumi Nakagoshi","doi":"10.1016/j.tate.2024.104881","DOIUrl":"10.1016/j.tate.2024.104881","url":null,"abstract":"<div><div>Pedagogical content knowledge (PCK) has attracted significant attention as a form of teachers’ professional knowledge. This study conducted a systematic review and meta-analysis of studies to examine the relationship between PCK and other variables among mathematics and science teachers at the primary and secondary levels. The analysis, based on 298 effect sizes collected from 56 papers, showed that teachers’ PCK was positively associated with their content knowledge (CK) and teacher efficacy but not with their gender. Regarding the quality of instruction and students’ academic performance, the results differed by model, although the multilevel-based analyses yielded positive correlations.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104881"},"PeriodicalIF":4.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157022","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
首页 上一页
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：481959085
Book学术官方微信