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Teaching and Teacher Education最新文献

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Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist 个人缺陷、种族主义还是文化冲突？应聘教师对种族纪律差异存在原因的看法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-22 DOI: 10.1016/j.tate.2024.104852
Madalina Tanase , Paul Gorksi
{"title":"Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist","authors":"Madalina Tanase ,&nbsp;Paul Gorksi","doi":"10.1016/j.tate.2024.104852","DOIUrl":"10.1016/j.tate.2024.104852","url":null,"abstract":"<div><div>In this exploratory qualitative study, we mapped out the ideological frames a sample of teacher education students from a large SE university in the US adopt to make sense of why racial discipline disproportionality persists. We examined both the prevalence of deficit and structural ideologies, and tried to uncover ideological positions and justifications that fall in-between these ideologies. Findings show that participants' responses fell all over the ideological continuum, as some attributed educational disparities to supposed deficiencies in students' cultures or communities, others to a lack of teachers' understandings of their students’ cultures or to individual biases, and yet others to structural and institutional racism. We propose the following implications for teacher education programs: teacher educators should push teacher candidates to identify and address their implicit biases and to understand their relationship to societal injustice; teacher educators should equip teacher candidates with skills that help them see students and their families from an asset-based lens, not a deficit lens; and finally, teacher educators should teach teacher candidates explicitly about equitable and culturally responsive pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104852"},"PeriodicalIF":4.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702745","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
Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy 好的开始是成功的一半吗？一年级教师的职业承诺、职业满意度和教师自我效能感的潜在交叉滞后研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-21 DOI: 10.1016/j.tate.2024.104875
Bing Li
{"title":"Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy","authors":"Bing Li","doi":"10.1016/j.tate.2024.104875","DOIUrl":"10.1016/j.tate.2024.104875","url":null,"abstract":"<div><div>Occupational commitment, vocational satisfaction, and teacher self-efficacy are critical factors in understanding beginning teachers’ retention intention. However, little is known about their causal relationships. Using a latent cross-lagged design, we collected two-wave survey data among 1322 first-year teachers over one year (T1: June 2022, upon graduation from the Free Teacher Education program in China; T2: July 2023, upon completion of the first year of teaching). The three constructs were found interrelated from a cross-sectional perspective. However, through a longitudinal lens, baseline vocational satisfaction and teacher self-efficacy were negatively predictive of occupational commitment one year later. Suggestions and implications are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104875"},"PeriodicalIF":4.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702744","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
Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind? 加拿大教育工作者在大流行后的恢复和学生未得到满足的需求：谁被抛在后面？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-20 DOI: 10.1016/j.tate.2024.104873
Laura Sokal , Umesh Sharma , Lesley Eblie Trudel
{"title":"Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?","authors":"Laura Sokal ,&nbsp;Umesh Sharma ,&nbsp;Lesley Eblie Trudel","doi":"10.1016/j.tate.2024.104873","DOIUrl":"10.1016/j.tate.2024.104873","url":null,"abstract":"<div><div>We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (<em>N</em> = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students’ needs adequately. The qualitative data showed that students with complex needs were disproportionally under-served. Theoretical, practical, and policy implications on equitable education are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104873"},"PeriodicalIF":4.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702738","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
Risky behaviors and absenteeism in adolescents: Exploring the role of homeroom teachers 青少年的危险行为和旷课：探讨班主任的作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-18 DOI: 10.1016/j.tate.2024.104867
Rima'a Da'as
{"title":"Risky behaviors and absenteeism in adolescents: Exploring the role of homeroom teachers","authors":"Rima'a Da'as","doi":"10.1016/j.tate.2024.104867","DOIUrl":"10.1016/j.tate.2024.104867","url":null,"abstract":"<div><div>Can homeroom teachers affect adolescents' risky behavior, school absenteeism and tardiness? To answer this, three main aspects of homeroom teachers' work: educational/pedagogical (encouraging academic engagement), social (encouragement of out-of-class communication) and emotional (emotional support) were examined in relation to adolescents' risky behavior, tardiness and absenteeism from class and school. Participants were 75 homeroom teachers and 752 students from 20 Arab high schools in Israel. Multilevel- SEM results showed that emotional support and encouragement of out-of-class communication negatively related to adolescents’ risky behavior, absenteeism (unexcused) and tardiness. Risky behavior was positively related to school and class absenteeism (excused/unexcused) and tardiness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104867"},"PeriodicalIF":4.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702743","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
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy 情景学习干预对职前教师自我效能感的纵向影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-18 DOI: 10.1016/j.tate.2024.104859
Jade V. Rushby , Robert M. Klassen , Tracy L. Durksen , Andreas Pfaffel , Lisa Bardach
{"title":"Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy","authors":"Jade V. Rushby ,&nbsp;Robert M. Klassen ,&nbsp;Tracy L. Durksen ,&nbsp;Andreas Pfaffel ,&nbsp;Lisa Bardach","doi":"10.1016/j.tate.2024.104859","DOIUrl":"10.1016/j.tate.2024.104859","url":null,"abstract":"<div><div>We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation among the self-efficacy subdomains. Results from open-ended responses following the intervention showed how reflection on scenarios and feedback played a role in preservice teachers' self-efficacy. The findings highlight the benefits of providing preservice teachers with low-risk, authentic classroom experiences bolstered by expert feedback and opportunities for reflection.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104859"},"PeriodicalIF":4.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702742","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
“It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping "从我做起教师转变观念，摆脱固定能力分组的做法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-17 DOI: 10.1016/j.tate.2024.104870
Phil Wright , Gillian Forrester
{"title":"“It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping","authors":"Phil Wright ,&nbsp;Gillian Forrester","doi":"10.1016/j.tate.2024.104870","DOIUrl":"10.1016/j.tate.2024.104870","url":null,"abstract":"<div><div>The negative and pernicious effects of fixed ability grouping in primary school classrooms are well-documented internationally. This case study of fifteen primary school teachers in England, used three cycles of practice exploration in mathematics, over a six-month period, providing opportunities for practitioners to consider the barriers and benefits of implementing an alternate, principle-based approach to fixed ability grouping. The teachers' perspectives highlighted benefits of an adjusted pedagogy and noted that at an individual-professional level they needed to address their implicit beliefs about children's learning capacity, adjust their professional language and trust children can make effective choices about their learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104870"},"PeriodicalIF":4.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654556","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
On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs 关于 "天性 "和 "教养"：黑人教育工作者的背景、师范教育经历以及与种族相关的教学理念
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-17 DOI: 10.1016/j.tate.2024.104840
Faheemah N. Mustafaa , Laura Guzman , Chamee Moua , Christopher W. Coleman , Alexis Patterson Williams
{"title":"On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs","authors":"Faheemah N. Mustafaa ,&nbsp;Laura Guzman ,&nbsp;Chamee Moua ,&nbsp;Christopher W. Coleman ,&nbsp;Alexis Patterson Williams","doi":"10.1016/j.tate.2024.104840","DOIUrl":"10.1016/j.tate.2024.104840","url":null,"abstract":"<div><div>Multicultural education (ME) centers educators' race-related beliefs as instrumental toward equitable learning environments. Understanding factors underlying a diversity of educators' beliefs can improve teacher education for all, but research with teachers of color is scarce. Using survey data from 238 African American in-service educators, we examined race-related pedagogical beliefs in association with: (1) their teacher education experiences (e.g., traditional vs. alternative certification); (2) their breadth of ME professional development, and (3) sociodemographics. Findings show race-related belief differences by sociodemographics and teacher education factors. We suggest avenues for improving ME and teacher education by leveraging educators’ existing (“nature”) and malleable (“nurture”) assets.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104840"},"PeriodicalIF":4.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654555","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
Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective 教师自我效能感及其与教师人口统计学和情感幸福感的关系：社会认知视角
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-15 DOI: 10.1016/j.tate.2024.104855
Yi Sun, Hongbiao Yin
{"title":"Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective","authors":"Yi Sun,&nbsp;Hongbiao Yin","doi":"10.1016/j.tate.2024.104855","DOIUrl":"10.1016/j.tate.2024.104855","url":null,"abstract":"<div><div>Understanding teachers’ self-efficacy and affective well-being is crucial, particularly in the Chinese context where teachers face unique cultural and professional expectations. Adopting a social cognitive perspective, this study used latent profile analysis on 1264 Chinese teachers to explore teacher self-efficacy profiles and their relationship with demographics and affective well-being. Four distinct self-efficacy profiles were identified. Teaching experience and school level significantly predicted profile membership, while gender and school location did not. Differences in affective well-being were found across profiles, though anxiety and depression did not significantly differ between some profiles. The theoretical and practical implications of these findings were discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104855"},"PeriodicalIF":4.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654554","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
Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review 提高中国大学外语教学中的数字素养：系统综述的启示
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-13 DOI: 10.1016/j.tate.2024.104845
Baohong Jiang
{"title":"Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review","authors":"Baohong Jiang","doi":"10.1016/j.tate.2024.104845","DOIUrl":"10.1016/j.tate.2024.104845","url":null,"abstract":"<div><div>For foreign language teachers to successfully transition to digital education, it is crucial to enhance their digital literacy. This study reviews 72 articles (2013–2024) on digital literacy among foreign language teachers in Chinese universities, utilizing the PRISMA framework to filter literature from four databases. Combining Grounded Theory with NVivo12 for data analysis, the study reveals that enhancing the digital literacy of teachers involves four dimensions: national, institutional, team, and individual. The first three dimensions provide critical external supports, while the individual dimension emphasizes the intrinsic motivation of teachers. Therefore, effective enhancement requires a synergistic interaction between external supports and individual motivation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104845"},"PeriodicalIF":4.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654553","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
Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786] 关于 "第三空间的粉饰，或者不要引用这篇文章 "的更正[《教学与教师教育》，152 (2024)/ 104786]
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-12 DOI: 10.1016/j.tate.2024.104854
Jori S. Beck
{"title":"Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786]","authors":"Jori S. Beck","doi":"10.1016/j.tate.2024.104854","DOIUrl":"10.1016/j.tate.2024.104854","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104854"},"PeriodicalIF":4.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142698663","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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