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What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics 胜任教学的关键是什么？多国教学实习评估标准比较
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-27 DOI: 10.1016/j.tate.2024.104745
Lee Rusznyak , Lisa Österling
{"title":"What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics","authors":"Lee Rusznyak ,&nbsp;Lisa Österling","doi":"10.1016/j.tate.2024.104745","DOIUrl":"10.1016/j.tate.2024.104745","url":null,"abstract":"<div><p>Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104745"},"PeriodicalIF":4.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002786/pdfft?md5=94e04c471514ff92b28c30238337e687&pid=1-s2.0-S0742051X24002786-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083512","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
US teacher opposition to so-called critical race theory bans 美国教师反对所谓的种族批判理论禁令
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-23 DOI: 10.1016/j.tate.2024.104748
Laura Beth Kelly , Aixa Marchand , Laura Taylor , Cara Djonko-Moore
{"title":"US teacher opposition to so-called critical race theory bans","authors":"Laura Beth Kelly ,&nbsp;Aixa Marchand ,&nbsp;Laura Taylor ,&nbsp;Cara Djonko-Moore","doi":"10.1016/j.tate.2024.104748","DOIUrl":"10.1016/j.tate.2024.104748","url":null,"abstract":"<div><p>Several states in the United States, including Tennessee, have enacted laws prohibiting so-called critical race theory in public schools. Positioning teachers as policy actors, this study examines how future and current teachers understand and plan to navigate Tennessee's legislation. In focus groups, participants disapproved of the legislation. They expressed active opposition, reluctant compliance, and intentional disregard. We theorize these responses as reflecting teachers' calculations regarding power in their contexts. Findings illustrate that teachers are not merely passive subjects enacting mandates, but instead intentionally and strategically interpret policy. The study has implications for global contexts in which teachers navigate censorship policies.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104748"},"PeriodicalIF":4.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047938","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
Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training 从紧张关系到基于身份的动机：探索人工智能强化教师培训中的教师职业认同
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-22 DOI: 10.1016/j.tate.2024.104736
Yanzhen Lan
{"title":"Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training","authors":"Yanzhen Lan","doi":"10.1016/j.tate.2024.104736","DOIUrl":"10.1016/j.tate.2024.104736","url":null,"abstract":"<div><p>This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training programme. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonising educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104736"},"PeriodicalIF":4.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002683/pdfft?md5=5214b5043c9518a6525fb499a56d9ac4&pid=1-s2.0-S0742051X24002683-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142041315","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 kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis 孩子们（不是）没事：教师对处于社会情感危机中的青少年言论的看法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-21 DOI: 10.1016/j.tate.2024.104749
Emma McMain
{"title":"The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis","authors":"Emma McMain","doi":"10.1016/j.tate.2024.104749","DOIUrl":"10.1016/j.tate.2024.104749","url":null,"abstract":"<div><p>In this qualitative study stemming from a discourse community with six elementary teachers in the United States, discourse analysis was used to explore how these teachers discuss the international notion that youth are in a social and emotional crisis. The teachers resisted a deficit narrative that youth are to blame for this crisis and require fixing. Resistance was evident in teachers' discursive strategies such as illuminating students’ strengths, recognizing how “crisis” can emerge from systems operating <em>as intended,</em> and pointing out the contradictory metaphors of movement (stuck in the past, obsessed with progress) that can prevent global transformation in education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104749"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011495","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 systematic review of teacher resilience: A perspective of the job demands and resources model 对教师抗压能力的系统回顾：从工作需求和资源模式的角度看教师的抗压能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-21 DOI: 10.1016/j.tate.2024.104742
Junying Lu , Junjun Chen , Zan Li , Xinlin Li
{"title":"A systematic review of teacher resilience: A perspective of the job demands and resources model","authors":"Junying Lu ,&nbsp;Junjun Chen ,&nbsp;Zan Li ,&nbsp;Xinlin Li","doi":"10.1016/j.tate.2024.104742","DOIUrl":"10.1016/j.tate.2024.104742","url":null,"abstract":"<div><p>Given the substantial challenges in the teaching profession, prioritizing teacher resilience is essential. This paper reviews 54 studies on teacher resilience using the Job Demands and Resources (JD-R) model based on the PRISMA. The paper examines method quality, conceptualization of teacher resilience, and its antecedents. The study acknowledges the methodological limitations of the review and categorizes the conceptualization of teacher resilience while suggesting potential avenues for advancing the field of teacher resilience. Moreover, the findings highlight a greater emphasis on resource factors over demand factors and underline the need for further investigation into differentiating hindrance demands from challenge demands.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104742"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020465","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 survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness 关于校园欺凌受害者的反应、教师的严肃认知和干预意愿的调查-实验研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-21 DOI: 10.1016/j.tate.2024.104735
Hui Yin , Jiexin Gao , Ziqiang Han
{"title":"A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness","authors":"Hui Yin ,&nbsp;Jiexin Gao ,&nbsp;Ziqiang Han","doi":"10.1016/j.tate.2024.104735","DOIUrl":"10.1016/j.tate.2024.104735","url":null,"abstract":"<div><p>Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims’ reactions.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104735"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020836","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
Relationships and differences between goal orientations and emotional experiences of physical education teachers 体育教师的目标取向与情感体验之间的关系和差异
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104738
Kelly L. Simonton , Kevin Mercier , Kevin A.R. Richards , Karen L. Gaudreault , Aimee Gray
{"title":"Relationships and differences between goal orientations and emotional experiences of physical education teachers","authors":"Kelly L. Simonton ,&nbsp;Kevin Mercier ,&nbsp;Kevin A.R. Richards ,&nbsp;Karen L. Gaudreault ,&nbsp;Aimee Gray","doi":"10.1016/j.tate.2024.104738","DOIUrl":"10.1016/j.tate.2024.104738","url":null,"abstract":"<div><p>Despite the motivational impact of teacher goal orientations and emotions, there is limited investigation on those who experience marginalization, such as Physical Education teachers. The purpose of this study was to explore the relationships among and differences in Physical Education teacher goal orientations and emotions. Inservice Physical Education teachers (<em>N</em> = 364) from across the U.S. completed demographic, goal orientations, and emotions surveys. Analysis of variance and path analysis tests found that goal orientations and emotions differed significantly by context, instructional level, and years of experience. Aiding teachers in the development of mastery, approach, and social goal orientations can increase positive teacher experiences – improving their effectiveness and well-being.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104738"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011494","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’ views on gameful practices – A scoping review 教师对游戏化实践的看法--范围界定审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104730
Borbála Bacsa-Károlyi , Anikó Fehérvári
{"title":"Teachers’ views on gameful practices – A scoping review","authors":"Borbála Bacsa-Károlyi ,&nbsp;Anikó Fehérvári","doi":"10.1016/j.tate.2024.104730","DOIUrl":"10.1016/j.tate.2024.104730","url":null,"abstract":"<div><p>Gameful education can foster students' lifelong learning perspectives, which is vital in the 21st century. However, implementation strongly depends on teachers' views about gameful practices. This scoping review aims to identify the characteristics of relevant studies and explore factors influencing gameful practices. Following the PRISMA protocol, 143 studies were analysed that focused on in-service teachers’ beliefs, attitudes, or practices concerning gamification or game-based learning; published between 2013 and 2023; written in English; contained primary source; and peer-reviewed. The study introduces a typology of supporting and inhibiting factors, emphasising the importance of professional development and supportive communities.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104730"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002622/pdfft?md5=05c3e1c9915f9654f88ec7b56a8c4bcc&pid=1-s2.0-S0742051X24002622-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011066","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
Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain 了解并提高教师的科研参与度：波兰和西班牙成功案例的启示
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104747
Marta Kowalczuk-Walędziak , Georgeta Ion
{"title":"Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain","authors":"Marta Kowalczuk-Walędziak ,&nbsp;Georgeta Ion","doi":"10.1016/j.tate.2024.104747","DOIUrl":"10.1016/j.tate.2024.104747","url":null,"abstract":"<div><p>Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104747"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011496","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
Negotiations and reconciliations in the first year of teaching 教学第一年的谈判与和解
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-17 DOI: 10.1016/j.tate.2024.104744
Tanya Flushman, Sarah Hegg, Megan Guise, Jesse Sanford, Nancy Stauch
{"title":"Negotiations and reconciliations in the first year of teaching","authors":"Tanya Flushman,&nbsp;Sarah Hegg,&nbsp;Megan Guise,&nbsp;Jesse Sanford,&nbsp;Nancy Stauch","doi":"10.1016/j.tate.2024.104744","DOIUrl":"10.1016/j.tate.2024.104744","url":null,"abstract":"<div><p>This study investigates the lived experiences and developing identities of three secondary first-year teachers, exploring the practices each employed to reconcile expectations of teaching with their realities. Authors present distinct narratives synthesized from weekly reflections and interviews, identifying factors that supported new teacher reconciliation including a strong connection to community, healthy social emotional skills, and the recalibration of the role of curriculum. This study advocates for teacher preparation programs to recognize areas of misaligned expectations and provide support for new teachers in the construction of realistic views of teaching as essential to developing teacher identity and impacting retention.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104744"},"PeriodicalIF":4.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998146","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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