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Teaching and Teacher Education最新文献

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Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach 幼儿教师职业幸福感、情绪调节与职业认同：一个多层次的潜在轮廓分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-12 DOI: 10.1016/j.tate.2025.104965
Barry Bai, Jing Li
{"title":"Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach","authors":"Barry Bai,&nbsp;Jing Li","doi":"10.1016/j.tate.2025.104965","DOIUrl":"10.1016/j.tate.2025.104965","url":null,"abstract":"<div><div>This study explored how professional well-being, emotion regulation, and professional identity would interrelate at the individual and school levels with data from 1690 teachers nested in 99 Chinese preschools. Multilevel latent profile analysis identified four teacher-level emotion regulation profiles (Moderate, Strained, Adaptive and Deep) and four school-level profiles (Multifaceted, Challenged, Dynamic and Adjustable), each showing distinct links to well-being. The profiles differed significantly in professional identity. The Strained profile revealed the coexistence of surface acting and natural expression, suggesting complementary strategies. These findings provide insights into emotion regulation and their role in shaping professional identity within the Chinese context.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104965"},"PeriodicalIF":4.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386905","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
Professional identity and commitment to rural teaching: Evidence from a normal university in China 职业认同与乡村教学承诺：来自中国某师范大学的证据
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-12 DOI: 10.1016/j.tate.2025.104950
Nan Wang , Andrew Rule , Jinhui Yu , Scott Rozelle
{"title":"Professional identity and commitment to rural teaching: Evidence from a normal university in China","authors":"Nan Wang ,&nbsp;Andrew Rule ,&nbsp;Jinhui Yu ,&nbsp;Scott Rozelle","doi":"10.1016/j.tate.2025.104950","DOIUrl":"10.1016/j.tate.2025.104950","url":null,"abstract":"<div><div>Despite investments in teacher education programs, teacher shortages persist in rural areas of many low- and middle-income countries. Using data from 1860 tuition-free students, we examine factors influencing enrollment in China's Tuition-Free Normal Education (TNE) program and their implications for teacher recruitment and retention in rural schools. Descriptive analysis and OLS regression reveal that TNE students mostly come from larger, poorer families, and enroll for job security and financial benefits. Many aspire to teach but resist rural placements, risking non-compliance. These findings can guide the design and reform of programs to attract qualified teachers to rural areas in China and abroad.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104950"},"PeriodicalIF":4.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386906","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
Decision-making in decoding AI-generated content: Emotional dynamics and pedagogical strategies in English for specific purposes education 解码人工智能生成内容的决策：特定目的英语教育的情感动态和教学策略
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-11 DOI: 10.1016/j.tate.2025.104952
Laleh Khojasteh, Nasrin Shokrpour, Shadab Moslehi
{"title":"Decision-making in decoding AI-generated content: Emotional dynamics and pedagogical strategies in English for specific purposes education","authors":"Laleh Khojasteh,&nbsp;Nasrin Shokrpour,&nbsp;Shadab Moslehi","doi":"10.1016/j.tate.2025.104952","DOIUrl":"10.1016/j.tate.2025.104952","url":null,"abstract":"<div><div>This study investigates how ten experienced ESP writing instructors at Shiraz University of Medical Sciences, Iran, identify AI-generated content in L2 student assignments. Using think-aloud protocols and interviews, the study explores the interplay between intuitive and analytical decision-making strategies, influenced by emotional factors like empathy and cognitive overload. Findings reveal that instructors rely on intuition but adjust their approach based on pedagogical and emotional contexts. The study highlights strategies to maintain academic integrity and foster authentic language development, offering insights for educators navigating AI challenges in both Middle Eastern and global educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104952"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386978","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
Pre-service teachers’ attitudes toward inclusive education for autistic students: Understanding the mediating role of self-efficacy and autism knowledge 职前教师对自闭症学生全纳教育的态度：自我效能感与自闭症知识的中介作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-11 DOI: 10.1016/j.tate.2025.104966
Karrah L. Bowman, Ashley J. Harrison
{"title":"Pre-service teachers’ attitudes toward inclusive education for autistic students: Understanding the mediating role of self-efficacy and autism knowledge","authors":"Karrah L. Bowman,&nbsp;Ashley J. Harrison","doi":"10.1016/j.tate.2025.104966","DOIUrl":"10.1016/j.tate.2025.104966","url":null,"abstract":"<div><div>General education teachers overwhelmingly report their lack of preparation to teach autistic students in an inclusive setting. Many factors increase teachers' preparedness, including positive attitudes, self-efficacy, and knowledge. We evaluated whether pre-service teachers' (<em>n</em> = 276) experiences in their training program were associated with attitudes about teaching autistic students. We also examined whether participants’ self-efficacy toward teaching students with autism or their knowledge about autism mediated the relation between experiences and attitudes. Self-efficacy fully mediated the pathway between inclusive education experiences and inclusive teacher attitudes, but autism knowledge did not. Findings have implications for informing changes to teacher preparation programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104966"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378422","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 pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment 通过基于录音视频的评估，探索职前和在职教师（非）批判性文化和多语言意识和课堂反应能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-11 DOI: 10.1016/j.tate.2025.104962
Lotta Kardel , Timo Ehmke , Svenja Lemmrich
{"title":"Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment","authors":"Lotta Kardel ,&nbsp;Timo Ehmke ,&nbsp;Svenja Lemmrich","doi":"10.1016/j.tate.2025.104962","DOIUrl":"10.1016/j.tate.2025.104962","url":null,"abstract":"<div><div>Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of awareness and responsiveness. We found low levels of awareness and responsiveness that correlated positively with beliefs about multilingualism, scientific activity, language subjects, and practice-oriented opportunities to learn (OTL) about culturally and linguistically responsive teaching (CLRT). Teacher education must develop OTL promoting knowledge and critical reflection on culture, language, and CLRT.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104962"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378423","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
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis 培养职前教师课堂管理知识、自我效能感和专业视野：不同专家反馈与职前教师在线视频分析反馈感知的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-05 DOI: 10.1016/j.tate.2025.104949
Christopher Neil Prilop , Tijs Rotsaert , Ruben Vanderlinde
{"title":"Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis","authors":"Christopher Neil Prilop ,&nbsp;Tijs Rotsaert ,&nbsp;Ruben Vanderlinde","doi":"10.1016/j.tate.2025.104949","DOIUrl":"10.1016/j.tate.2025.104949","url":null,"abstract":"<div><div>This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta-cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104949"},"PeriodicalIF":4.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168260","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
In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics 在职教师对棋盘游戏教学的认知：游戏严肃程度与教师特点的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-04 DOI: 10.1016/j.tate.2025.104951
Nathalie Jobert , Mylène Sanchiz
{"title":"In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics","authors":"Nathalie Jobert ,&nbsp;Mylène Sanchiz","doi":"10.1016/j.tate.2025.104951","DOIUrl":"10.1016/j.tate.2025.104951","url":null,"abstract":"<div><div>Board games have become popular for teaching practices. Yet, factors of teachers' acceptance of board games remain unknown. In the present mixed-method cross-sectional survey study, 255 in-service French teachers were surveyed to examine the impact commercial-off-the-shelves and serious of board games, prior gaming experience, norms, and attitudes. Findings showed that teachers perceived more opportunities to learn for serious than for commercial-off-the-shelf board games. Attitudes had a positive impact on all variables and exerted a stronger impact than norms. Prior personal and professional gaming experience affected differently teachers' acceptance of board games. Educational implications for teachers’ training programs are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104951"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168257","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
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study 战争期间乌克兰教师的压力和应对：一项混合方法研究的结果
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-04 DOI: 10.1016/j.tate.2025.104941
Iryna Nadyukova, Anne Christiane Frenzel
{"title":"Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study","authors":"Iryna Nadyukova,&nbsp;Anne Christiane Frenzel","doi":"10.1016/j.tate.2025.104941","DOIUrl":"10.1016/j.tate.2025.104941","url":null,"abstract":"<div><div>This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping strategies included problem- and emotion-focused engagement and disengagement approaches. Notably, teachers habituated to stress over time, and their professional duty and teaching joy were protective factors. This study highlighted unique stressors and coping mechanisms of Ukrainian teachers, offering insights for support in war-affected regions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104941"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168604","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
Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study 跨文化语境下中国外语教师身份的建构与重构：纵向多案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-04 DOI: 10.1016/j.tate.2025.104963
Xu Liu , Tessa Mearns , Wilfried Admiraal
{"title":"Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study","authors":"Xu Liu ,&nbsp;Tessa Mearns ,&nbsp;Wilfried Admiraal","doi":"10.1016/j.tate.2025.104963","DOIUrl":"10.1016/j.tate.2025.104963","url":null,"abstract":"<div><div>This longitudinal study explores how teachers construct their teacher identity in intercultural contexts. In this study with three Chinese language teachers, reflective journals, oral narratives, and interviews were primary sources of data. Additionally, teachers' storylines were utilized to provide additional information regarding participants’ identity development. The findings reveal that the construction of teacher identity involves an ongoing process that transforms through social practice. Through dealing with challenges and conflicts arising from the teaching and socialization process, teachers reassemble their teacher identity and develop professionally. The experience of teaching overseas enables CFL teachers to develop a more agentic identity.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104963"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168258","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
Co-designing around problems of practice in teacher professional learning 围绕教师专业学习实践问题的协同设计
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-02-03 DOI: 10.1016/j.tate.2025.104945
Alison Castro Superfine, Enisa Akgul
{"title":"Co-designing around problems of practice in teacher professional learning","authors":"Alison Castro Superfine,&nbsp;Enisa Akgul","doi":"10.1016/j.tate.2025.104945","DOIUrl":"10.1016/j.tate.2025.104945","url":null,"abstract":"<div><div>We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questioning to leveraging students as resources for each other. We conclude with a discussion of the evolution of the teacher's problems of practice, the changes in her instructional practice, and the features of the co-design context that supported teacher learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104945"},"PeriodicalIF":4.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168261","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
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