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Teaching and Teacher Education最新文献

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Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study
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
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
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
Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-31 DOI: 10.1016/j.tate.2025.104947
Wing W.Y. Ho, Yan H.Y. Lau
{"title":"Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model","authors":"Wing W.Y. Ho,&nbsp;Yan H.Y. Lau","doi":"10.1016/j.tate.2025.104947","DOIUrl":"10.1016/j.tate.2025.104947","url":null,"abstract":"<div><div>This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (<em>N</em> = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104947"},"PeriodicalIF":4.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168262","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
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-30 DOI: 10.1016/j.tate.2025.104948
Morten Greaves , Tala Atchan , Nour Halabi , Rima Bahous
{"title":"Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency","authors":"Morten Greaves ,&nbsp;Tala Atchan ,&nbsp;Nour Halabi ,&nbsp;Rima Bahous","doi":"10.1016/j.tate.2025.104948","DOIUrl":"10.1016/j.tate.2025.104948","url":null,"abstract":"<div><div>The study documents an ad hoc Digital Learning Strategy (DLS) implemented during the COVID-19 pandemic within a Lebanese non-formal emergency education program for Syrian refugee children. Drawing on insights from program administrators, teachers, and parents, it explores the relationship between complex emergencies and digital education. Highlighting WhatsApp as a low-data, asynchronous tool, it addresses educational access amidst resource constraints. The findings emphasize adaptability and scalability, offering practical insights for emergency education in displacement contexts globally. This research bridges the gap between technological feasibility and real-world application, presenting a transferable framework for educational provision in similar crises.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104948"},"PeriodicalIF":4.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168263","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
Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-28 DOI: 10.1016/j.tate.2025.104940
Marc Blondeau , Catherine Van Nieuwenhoven
{"title":"Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum","authors":"Marc Blondeau ,&nbsp;Catherine Van Nieuwenhoven","doi":"10.1016/j.tate.2025.104940","DOIUrl":"10.1016/j.tate.2025.104940","url":null,"abstract":"<div><div>Our study shows how 11 pre-service teachers learned to use blackboards in the correction, discussion and recap phase of instruction during the 3 years of their initial training. By studying their own perceived experience through think-aloud protocols, we contribute to better comprehension of a complex professional gesture that becomes transparent for experts, of the way expertise in using the blackboard grows and of pre-service teachers’ learning process during practicum. We highlight six perceived difficulties that provide levers for training, a continuum of professional development concerning blackboard use, and two learning paths for and from using the blackboard.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104940"},"PeriodicalIF":4.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168259","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
How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-28 DOI: 10.1016/j.tate.2025.104942
Jip Y. Teegelbeckers , Hessel Nieuwelink , Ron J. Oostdam
{"title":"How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy","authors":"Jip Y. Teegelbeckers ,&nbsp;Hessel Nieuwelink ,&nbsp;Ron J. Oostdam","doi":"10.1016/j.tate.2025.104942","DOIUrl":"10.1016/j.tate.2025.104942","url":null,"abstract":"<div><div>To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as <em>classroom practices</em>, by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about solutions from divergent perspectives, independent information collection and presentation, taking socio-political action, and critical reflection on subject matter. We show how these practices are associated with democratic competences and provide examples of how the practices are implemented in teaching methods.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104942"},"PeriodicalIF":4.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168602","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
School climate, psychological distress, resilience and presenteeism among Chinese school teachers: An analysis based on a moderated mediation model
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-27 DOI: 10.1016/j.tate.2025.104946
Zheng Ren , Wenjun Li , Miao Wang , Chao Zhou , Hongjian Liu , Xiumin Zhang
{"title":"School climate, psychological distress, resilience and presenteeism among Chinese school teachers: An analysis based on a moderated mediation model","authors":"Zheng Ren ,&nbsp;Wenjun Li ,&nbsp;Miao Wang ,&nbsp;Chao Zhou ,&nbsp;Hongjian Liu ,&nbsp;Xiumin Zhang","doi":"10.1016/j.tate.2025.104946","DOIUrl":"10.1016/j.tate.2025.104946","url":null,"abstract":"<div><div>This study examines the relationship between school climate, psychological distress, resilience and presenteeism, including 1046 teachers from three primary schools, five junior high schools and two senior high schools in Shandong Province of China. The PROCESS macro and multiple linear regression analysis revealed that school climate and resilience had a negative correlation with presenteeism. Interestingly, the relationship between school climate and presenteeism was mediated by psychological distress in part. Resilience played a role in moderating the direct effect of school climate on presenteeism. This study highlighted the need to improve school conditions, enhance mental health, and maximize teachers’ productivity in China.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104946"},"PeriodicalIF":4.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168603","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
Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-23 DOI: 10.1016/j.tate.2025.104937
Leigh McLean , Catherine Corbin
{"title":"Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts","authors":"Leigh McLean ,&nbsp;Catherine Corbin","doi":"10.1016/j.tate.2025.104937","DOIUrl":"10.1016/j.tate.2025.104937","url":null,"abstract":"<div><div>Burnout detracts from teachers' effectiveness, however to streamline supports we must know how burnout surfaces in instruction. We explored whether teachers' (N = 65; majority female and White; years experience mean = 39.15) self-reported burnout related to observed overall time, and time in different groupings, in mathematics, science, and English language arts. Multiple regression revealed that depersonalization was associated with less time in science, and across all content areas both burnout dimensions were generally associated with less time in groupings requiring teachers’ involvement and more time completing independent work. Findings can inform supports aligned with instructional scenarios where burnout surfaces most acutely.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104937"},"PeriodicalIF":4.0,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101841","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
Amplifiers and filters in teacher learning of student-centered mathematics instruction
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-22 DOI: 10.1016/j.tate.2025.104943
Tuval Avishai, Alik Palatnik, Yifat Ben-David Kolikant
{"title":"Amplifiers and filters in teacher learning of student-centered mathematics instruction","authors":"Tuval Avishai,&nbsp;Alik Palatnik,&nbsp;Yifat Ben-David Kolikant","doi":"10.1016/j.tate.2025.104943","DOIUrl":"10.1016/j.tate.2025.104943","url":null,"abstract":"<div><div>Acknowledging the nonlinear, complex nature of teacher learning and focusing on the factors that facilitate or hinder teachers' choices, we introduce the System of Amplifiers and Filters (SAF) as a conceptual framework for analyzing teacher learning. We demonstrate its applicability through detailed descriptions of three mathematics teachers' learning paths within a professional development program promoting student-centered pedagogy in Israel. Despite similar learning opportunities in the PD, teachers' learning paths varied significantly, especially in implementing open inquiry and managing its inherent uncertainty. We argue that the SAF mediates teacher's choices within PD contexts and explains the differences in their learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104943"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101844","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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