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Teaching and Teacher Education最新文献

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Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform 评估指导、限制、支持和扼杀：评估改革期间教师对评估观念的紧张关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-08 DOI: 10.1016/j.tate.2024.104737
Laura Ketonen , Juuso Henrik Nieminen
{"title":"Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform","authors":"Laura Ketonen ,&nbsp;Juuso Henrik Nieminen","doi":"10.1016/j.tate.2024.104737","DOIUrl":"10.1016/j.tate.2024.104737","url":null,"abstract":"<div><p>This study examines tensions in teachers' conceptions of assessment following an assessment reform in Finland, which has traditionally been a low-stakes assessment culture. There are no national examinations in comprehensive education; instead, teachers assign students' final grades. Recently, the country has introduced more detailed criteria for the final assessment to improve the comparability of grades. The analysis of 28 teacher interviews reveals that this relatively minor reform has created four significant tensions in teachers’ conceptions of assessment. We call for assessment reforms to be culturally sensitive, carefully considering the context in which they are implemented and paying attention to possible tensions.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104737"},"PeriodicalIF":4.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002695/pdfft?md5=597c5a952831305171b69ddafe531e9a&pid=1-s2.0-S0742051X24002695-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945621","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
TEC-Q: A tool to sort out teacher emotions in the classroom TEC-Q：梳理教师课堂情绪的工具
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-06 DOI: 10.1016/j.tate.2024.104734
Athip Thumvichit
{"title":"TEC-Q: A tool to sort out teacher emotions in the classroom","authors":"Athip Thumvichit","doi":"10.1016/j.tate.2024.104734","DOIUrl":"10.1016/j.tate.2024.104734","url":null,"abstract":"<div><p>This article introduces the Teacher Emotions in the Classroom Q-sort (TEC-Q) as a systematic means to identify different combinations of teacher emotions within the classroom settings. Reflecting six discrete emotions, the TEC-Q was implemented using a sample of 40 secondary school teachers who performed a card-sorting task. The participants were divided into three groups based on their shared emotional profiles, namely <em>bridging engagement and enjoyment, from misbehavior to the mix of anxiety and anger,</em> and <em>pride with tempered enjoyment.</em> The findings revealed diverse emotional profiles which highlight the complex interplay between teacher emotions and classroom events.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104734"},"PeriodicalIF":4.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945645","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
21st century technology and editing an international journal 21 世纪技术与编辑国际期刊
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-05 DOI: 10.1016/j.tate.2024.104694
Robert C. Kleinsasser, Hafdís Guðjónsdóttir
{"title":"21st century technology and editing an international journal","authors":"Robert C. Kleinsasser,&nbsp;Hafdís Guðjónsdóttir","doi":"10.1016/j.tate.2024.104694","DOIUrl":"10.1016/j.tate.2024.104694","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104694"},"PeriodicalIF":4.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945643","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’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds 探索教师在全纳教育中的作用：中学教师在应对学生社会文化背景多样性的项目中的导航作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-03 DOI: 10.1016/j.tate.2024.104731
Nika Hendriksen , Albert Logtenberg , Hanna Westbroek , Fred Janssen
{"title":"Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds","authors":"Nika Hendriksen ,&nbsp;Albert Logtenberg ,&nbsp;Hanna Westbroek ,&nbsp;Fred Janssen","doi":"10.1016/j.tate.2024.104731","DOIUrl":"10.1016/j.tate.2024.104731","url":null,"abstract":"<div><p>This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104731"},"PeriodicalIF":4.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002634/pdfft?md5=5d8b5be6eb5b75bfe6e1f0cfb8784ac2&pid=1-s2.0-S0742051X24002634-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945644","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
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review 非英语教师在跨国语言师范教育中的身份：系统回顾
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-02 DOI: 10.1016/j.tate.2024.104707
Itsaraphap Moonthiya, Marie Stevenson
{"title":"Identities of non-English-dominant teachers in transnational language teacher education: A systematic review","authors":"Itsaraphap Moonthiya,&nbsp;Marie Stevenson","doi":"10.1016/j.tate.2024.104707","DOIUrl":"10.1016/j.tate.2024.104707","url":null,"abstract":"<div><p>This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104707"},"PeriodicalIF":4.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002397/pdfft?md5=0c5b402271ce99b5d55b4695f9e163da&pid=1-s2.0-S0742051X24002397-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945647","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
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning 职前教师理解、观察和支持自我调节学习的方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-07-31 DOI: 10.1016/j.tate.2024.104719
Jenni Latva-aho , Piia Näykki , Saara Pyykkönen , Sirpa Laitinen-Väänänen , Laura Hirsto , Marjaana Veermans
{"title":"Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning","authors":"Jenni Latva-aho ,&nbsp;Piia Näykki ,&nbsp;Saara Pyykkönen ,&nbsp;Sirpa Laitinen-Väänänen ,&nbsp;Laura Hirsto ,&nbsp;Marjaana Veermans","doi":"10.1016/j.tate.2024.104719","DOIUrl":"10.1016/j.tate.2024.104719","url":null,"abstract":"<div><p>This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (<em>N</em> = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104719"},"PeriodicalIF":4.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002518/pdfft?md5=a59bc93e680e0262cf2aadefa3303ee8&pid=1-s2.0-S0742051X24002518-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945646","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
Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN) 探索教师的压力、职业倦怠和技术压力水平。利用人工神经元网络（ANN）预测教师的抗压水平
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-07-24 DOI: 10.1016/j.tate.2024.104717
Inés Pagán-Garbín , Inmaculada Méndez , Juan Pedro Martínez-Ramón
{"title":"Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)","authors":"Inés Pagán-Garbín ,&nbsp;Inmaculada Méndez ,&nbsp;Juan Pedro Martínez-Ramón","doi":"10.1016/j.tate.2024.104717","DOIUrl":"10.1016/j.tate.2024.104717","url":null,"abstract":"<div><p>This study explores stress, burnout syndrome, resilience, and technostress in 168 teachers in Region of Murcia. The general objective was to predict the teacher's resilience levels, as well as analyse the relationship between the variables under study and see the influence of age and gender. The results achieved showed statistically significant relationships in the correlational analysis between stress, technostress, emotional exhaustion, and depersonalisation. Analyses on resilience showed a significant and negative relationship with factors the factors above, but a positive and statistically significant relationship with personal accomplishment. Also, we found age effects on technostress and stress. Furthermore, an artificial neural network (ANN) was created, obtaining a model with a capacity to predict resilience levels in an 86.7% of cases. Personal accomplishment is the most relevant factor to predict resilience levels in teachers, although stress, age and gender are also important.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"148 ","pages":"Article 104717"},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X2400249X/pdfft?md5=319c51bd2a2be5fe407cdcdb98bdc26b&pid=1-s2.0-S0742051X2400249X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772594","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
“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts "镜与窗"：关于教育工作者对艺术领域文化响应性教学愿望和教学大纲改革的案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-07-24 DOI: 10.1016/j.tate.2024.104714
Tajma Cameron , Valdijah Ambrose Brown , Jen Katz-Buonincontro , Ross C. Anderson , Allan Edmunds , Jessica Land , Mari Livie
{"title":"“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts","authors":"Tajma Cameron ,&nbsp;Valdijah Ambrose Brown ,&nbsp;Jen Katz-Buonincontro ,&nbsp;Ross C. Anderson ,&nbsp;Allan Edmunds ,&nbsp;Jessica Land ,&nbsp;Mari Livie","doi":"10.1016/j.tate.2024.104714","DOIUrl":"10.1016/j.tate.2024.104714","url":null,"abstract":"<div><p>This qualitative case study explored educators’ aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the <span><span>Artura.org</span><svg><path></path></svg></span> print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"148 ","pages":"Article 104714"},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002464/pdfft?md5=126985cdc71e6b65a44476b42be5c0f3&pid=1-s2.0-S0742051X24002464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772645","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
Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang 专业学习社区及其对教师绩效的影响：贵阳公立小学的经验证据
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-07-24 DOI: 10.1016/j.tate.2024.104715
Al-Amin Mydin , Yi Xia , Yihong Long
{"title":"Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang","authors":"Al-Amin Mydin ,&nbsp;Yi Xia ,&nbsp;Yihong Long","doi":"10.1016/j.tate.2024.104715","DOIUrl":"10.1016/j.tate.2024.104715","url":null,"abstract":"<div><p>This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"148 ","pages":"Article 104715"},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141952265","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
Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19 大流行病过山车：大学生在 COVID-19 之前、期间和之后的情感疲惫、满意度、热情和辍学意向轨迹
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-07-23 DOI: 10.1016/j.tate.2024.104709
Josina Schriek , Bastian Carstensen , Renate Soellner , Uta Klusmann
{"title":"Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19","authors":"Josina Schriek ,&nbsp;Bastian Carstensen ,&nbsp;Renate Soellner ,&nbsp;Uta Klusmann","doi":"10.1016/j.tate.2024.104709","DOIUrl":"10.1016/j.tate.2024.104709","url":null,"abstract":"<div><p>The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 students indicated increased emotional exhaustion and dropout intentions in 2021–2023 compared to 2020. Study satisfaction initially rose during the 2021 lockdown but declined subsequently, while enthusiasm remained stable. These findings emphasize the need for ongoing university support to mitigate pandemic-related student distress.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"148 ","pages":"Article 104709"},"PeriodicalIF":4.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002415/pdfft?md5=cc9f43c70b1d2445cb6aef9d83bc53eb&pid=1-s2.0-S0742051X24002415-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772665","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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