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Teaching and Teacher Education最新文献

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From aspiration to passion – Investigating the role of career choice motivation and self-concept for teacher enthusiasm in early stages of teacher education 从渴望到热情——探讨职业选择动机和自我概念在教师教育早期教师热情中的作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-25 DOI: 10.1016/j.tate.2025.105102
Christin Lotz , Patrick Hawlitschek , Anne Deiglmayr
{"title":"From aspiration to passion – Investigating the role of career choice motivation and self-concept for teacher enthusiasm in early stages of teacher education","authors":"Christin Lotz ,&nbsp;Patrick Hawlitschek ,&nbsp;Anne Deiglmayr","doi":"10.1016/j.tate.2025.105102","DOIUrl":"10.1016/j.tate.2025.105102","url":null,"abstract":"<div><div>This longitudinal study investigated in a German sample of <em>N</em> = 671 second-semester pre-service teachers how career choice motivation relates to six-months-later teacher enthusiasm and whether teacher self-concept mediates these relations. Results indicated that intrinsic but not extrinsic career choices predicted teacher enthusiasm. Latent mediation models revealed: (a) The relation between teaching interest and teaching enthusiasm was explained only by teaching-specific but not by subject-specific self-concept, and (b) the relation between subject interest and subject enthusiasm was explained only by subject-specific self-concept. Thus, two distinguishable pathways appear to be involved in the formation of teacher enthusiasm, suggesting a need for targeted motivational interventions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105102"},"PeriodicalIF":4.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471159","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
Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan 学生STEAM表现评估架构：台湾教师访谈与课堂观察
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-25 DOI: 10.1016/j.tate.2025.105135
Chia-Yu Liu
{"title":"Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan","authors":"Chia-Yu Liu","doi":"10.1016/j.tate.2025.105135","DOIUrl":"10.1016/j.tate.2025.105135","url":null,"abstract":"<div><div>Despite the potential of science, technology, engineering, arts, and mathematics (STEAM) education, teachers lack a framework for evaluating students' performance in an integrated learning context. This study explores seminal theoretical works and STEAM teachers' practices to develop an assessment framework, and validated it using interviews and classroom observations. It comprises two approaches: assessing each discipline's critical competency and tracking problem-solving phases. Most teachers assessed students' critical competencies in each discipline, although few tracked students' problem-solving phases. Both approaches were effectively validated for tracking student learning throughout the STEAM courses using various methods. The study presents implications for educators and policymakers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105135"},"PeriodicalIF":4.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471158","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
Beyond borders: Virtual Global Engagement in teacher education 超越国界：教师教育中的虚拟全球参与
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-25 DOI: 10.1016/j.tate.2025.105133
Lu Xu , Allison Hinds , Aigul Rakisheva , Nevine El Souefi , Allison Witt
{"title":"Beyond borders: Virtual Global Engagement in teacher education","authors":"Lu Xu ,&nbsp;Allison Hinds ,&nbsp;Aigul Rakisheva ,&nbsp;Nevine El Souefi ,&nbsp;Allison Witt","doi":"10.1016/j.tate.2025.105133","DOIUrl":"10.1016/j.tate.2025.105133","url":null,"abstract":"<div><div>This study examines preservice teachers’ experiences in a Virtual Global Engagement (VGE) program designed to prepare them for culturally and linguistically diverse online classrooms. Building on virtual exchange (VE), VGE engages preservice teachers in synchronous virtual collaboration across universities and communities locally and globally (Witt, in press). Through qualitative analysis of focus groups and interviews, the study identifies key challenges and the adaptive strategies preservice teachers developed in response. These experiences contribute to their intercultural awareness and emerging teacher identities. Findings suggest that VGE can support the development of inclusive and reflective educators by transforming challenges into learning opportunities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105133"},"PeriodicalIF":4.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471161","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 teachers’ perceptions of professional learning for reflection: Unearthing the Murabbi within a Habermasian colonised lifeworld 探索教师对专业学习的看法：在哈贝马斯式的殖民生活世界中发掘穆拉比
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-24 DOI: 10.1016/j.tate.2025.105131
Yara Yasser Hilal
{"title":"Exploring teachers’ perceptions of professional learning for reflection: Unearthing the Murabbi within a Habermasian colonised lifeworld","authors":"Yara Yasser Hilal","doi":"10.1016/j.tate.2025.105131","DOIUrl":"10.1016/j.tate.2025.105131","url":null,"abstract":"<div><div>Professional learning (PL), particularly when it targets reflection, remains an area of concern within the persistent performative cultures of schools. Despite this concern, little research has used critical conceptual lenses to explore how teachers perceive PL. The study deploys Habermas's Theory of Communicative Action and Ibn Rushd's Murabbi concept to explore teachers' perceptions of effective PL for reflection in Lebanon, using semi-structured interviews. The findings reveal that PL thrives in intersubjective spaces where teachers problematise their practice and extend their contexts of relevance. The paper concludes with implications for policy, practice, and research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105131"},"PeriodicalIF":4.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366113","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
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period 幼儿阶段复述活动教师辅导实践评价
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-24 DOI: 10.1016/j.tate.2025.105134
Gülüzar Şule Tepetaş Cengiz , Mazhar Bal
{"title":"Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period","authors":"Gülüzar Şule Tepetaş Cengiz ,&nbsp;Mazhar Bal","doi":"10.1016/j.tate.2025.105134","DOIUrl":"10.1016/j.tate.2025.105134","url":null,"abstract":"<div><div>This study aimed to examine the implementation effects and processes of coaching practices in retelling activities through a case study design. Data collection employed semi-structured interviews and participant diaries, analyzed through content analysis. Initial findings indicated partial participant readiness regarding coaching principles. During implementation, coaching enhanced teacher motivation, and according to teachers' perceptions, this may have positively influenced children's learning motivation and cognitive-affective development. Post-implementation revealed increased teacher collaboration and professional development, while teachers reported that students demonstrated improvements in linguistic, social, and affective domains. Recommendations include organizing activities according to learning styles and addressing material insufficiency and technical challenges.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105134"},"PeriodicalIF":4.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366114","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
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice 扩大高等教育中的适应性教师专业知识：利用故障和修复来重新解释教师作为一种社会物质实践的即兴创作
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-24 DOI: 10.1016/j.tate.2025.105110
Hanlin Zhang, Martin Oliver, Allison Littlejohn, Jade Henry
{"title":"Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice","authors":"Hanlin Zhang,&nbsp;Martin Oliver,&nbsp;Allison Littlejohn,&nbsp;Jade Henry","doi":"10.1016/j.tate.2025.105110","DOIUrl":"10.1016/j.tate.2025.105110","url":null,"abstract":"<div><div>This study explores adaptive teacher expertise in higher education, using heuristics of breakdown and repair from the sociology of knowledge to situate this concept in a sociomaterial exploration of classroom teaching practices and institutional environments. Data were collected through a four-month ethnographic research study including both observations and interview with university teachers in a Chinese university. It was coded and analysed to identify examples of breakdown and repair. This research shows that adaptive teacher expertise extends beyond responding to students; it also involves untangling tensions with the practices of the institute, which may lead to actions that could be regarded illegitimate.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105110"},"PeriodicalIF":4.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366115","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
Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review 运用后人类理论探讨为什么长期服务的教师留在这个行业，从而对保留的概念提出质疑。文献综述
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-21 DOI: 10.1016/j.tate.2025.105137
Helle Plauborg , Karen Bjerg Petersen
{"title":"Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review","authors":"Helle Plauborg ,&nbsp;Karen Bjerg Petersen","doi":"10.1016/j.tate.2025.105137","DOIUrl":"10.1016/j.tate.2025.105137","url":null,"abstract":"<div><div>Employing posthuman theory, this scholastic literature review examines 12 studies on retention of long-serving teachers published 2008–2023. Exploring why long-serving teachers stay in the profession and examining understandings of the teaching profession and teacher subjectivity underpinning concepts of retention in these studies, the review points to a disconnect between the assumption that teachers develop through experience and a concept of retention that leaves little room for change. Relatedly, retention easily leads to a narrow understanding of the teaching profession, while challenging the term risks reinforcing an assumption that a successful career as a teacher requires continuous change and advancement.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105137"},"PeriodicalIF":4.0,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330067","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
A narrative inquiry into the resilience of novice middle school English teachers in China: Negative emotions as a catalyst for change 中国初任中学英语教师弹性的叙事探究：负面情绪是改变的催化剂
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-21 DOI: 10.1016/j.tate.2025.105139
Xinxin Wu , Xuanhui Deng , Vincent Greenier
{"title":"A narrative inquiry into the resilience of novice middle school English teachers in China: Negative emotions as a catalyst for change","authors":"Xinxin Wu ,&nbsp;Xuanhui Deng ,&nbsp;Vincent Greenier","doi":"10.1016/j.tate.2025.105139","DOIUrl":"10.1016/j.tate.2025.105139","url":null,"abstract":"<div><div>This narrative inquiry examines how two novice middle school English teachers in China transform negative emotions into professional resilience. Through narrative analysis of in-depth interviews, guided by Mansfield et al.’s (2012) resilience framework, the study reveals how negative emotions catalyse growth across profession-related, emotional, motivational, and social dimensions. Findings show that with adequate support, negative experiences can foster more sophisticated pedagogical approaches, enhanced emotional regulation strategies, deeper professional commitment, and stronger support networks. By demonstrating this transformative process and proposing a revised theoretical model, this study offers crucial insights for teacher education programs on leveraging professional challenges for sustained growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105139"},"PeriodicalIF":4.0,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335854","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' flow, emotional well-being, and optimal teaching and learning experiences: An experience sampling study 教师心流、情绪幸福感与最佳教与学体验：经验抽样研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-20 DOI: 10.1016/j.tate.2025.105138
Anat Shoshani
{"title":"Teachers' flow, emotional well-being, and optimal teaching and learning experiences: An experience sampling study","authors":"Anat Shoshani","doi":"10.1016/j.tate.2025.105138","DOIUrl":"10.1016/j.tate.2025.105138","url":null,"abstract":"<div><div>This study examined the relationships between elementary teachers' daily flow and emotional experiences and student learning outcomes. Using Experience Sampling with 379 teachers and 9,354 students across 28 Israeli schools, teachers reported flow and emotions during random activities over five workdays. Teachers completed professional and general well-being assessments while students evaluated their positive emotions, flow, and comprehension of homeroom teachers' lessons. Results showed that teachers' positive emotions correlated with school connectedness, meaning, and teaching efficacy. Flow experiences enhanced teaching efficacy and life satisfaction. Teachers' well-being positively impacted student emotions and comprehension, highlighting the link between teacher well-being and learning outcomes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105138"},"PeriodicalIF":4.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320971","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
A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout 教师离职倾向前因的网络研究：连结工作与个人资源、工作投入与倦怠
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-20 DOI: 10.1016/j.tate.2025.105130
Yixuan Liu , Yingying Hu , Tao Lin , Haoqi Chen , Yiming Yang , Wenjing Wang
{"title":"A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout","authors":"Yixuan Liu ,&nbsp;Yingying Hu ,&nbsp;Tao Lin ,&nbsp;Haoqi Chen ,&nbsp;Yiming Yang ,&nbsp;Wenjing Wang","doi":"10.1016/j.tate.2025.105130","DOIUrl":"10.1016/j.tate.2025.105130","url":null,"abstract":"<div><div>This study employed network analysis to examine the interrelations between teachers' turnover intention and prominent antecedents. In addition, we compared the networks of early-, mid-, and late-career teachers. The sample consisted of 8998 Chinese primary school teachers. Network analysis revealed direct associations among depersonalization, emotional exhaustion, dedication, and turnover intention. While relatedness with students and occupational self-efficacy were not directly related to turnover intention, they functioned as bridge nodes within the network. The findings differed across the three career stages. These results suggest that differentiated intervention strategies may help reduce teachers’ turnover intention at various career stages.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105130"},"PeriodicalIF":4.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320865","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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