Teaching and Teacher Education最新文献_第2页

Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement 形成性评价中的教师持续专业发展：提高学生成绩的途径

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-04 DOI: 10.1016/j.tate.2026.105426

Jiayi Li , Peter Yongqi Gu

引用次数: 0

Ready to assess? A survey of German pre-service teachers’ traditional and digital formative assessment in physical education 准备好评估了吗？德国职前体育教师传统与数字化形成性评价调查

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-05 DOI: 10.1016/j.tate.2026.105429

Jonathan Müller , Anne-Christin Roth , Thamar Voss , Ingo Wagner

{"title":"Ready to assess? A survey of German pre-service teachers’ traditional and digital formative assessment in physical education","authors":"Jonathan Müller , Anne-Christin Roth , Thamar Voss , Ingo Wagner","doi":"10.1016/j.tate.2026.105429","DOIUrl":"10.1016/j.tate.2026.105429","url":null,"abstract":"<div><div>Despite its acknowledged pedagogical value, formative assessment (FA) remains underutilized in physical education (PE). Understanding the factors that support or hinder FA implementation – such as teachers' positive attitudes, knowledge, and self-efficacy in applying both traditional and digital FA – is therefore essential for informing PE teacher education programs. This study investigates German pre-service PE teachers’ (<em>N</em> = 208) attitudes, knowledge, and self-efficacy regarding FA, and their predictive value for intended use of traditional and digital FA. Results revealed favourable attitudes, knowledge, and technological self-efficacy, whereas FA-related self-efficacy remained low. Attitude and technological self-efficacy emerged as the strongest predictors of usage intention. The findings highlight the need for PE teacher education reforms that systematically embed FA, with a focus on diagnostic competence, practice-based learning opportunities, and a mindset shift toward formative, technology-integrated teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105429"},"PeriodicalIF":3.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146191988","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

Navigating emotion-informed tensions in school-family collaboration: A longitudinal triadic case study 在学校-家庭合作中导航情绪信息紧张：纵向三位一体案例研究

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-04 DOI: 10.1016/j.tate.2026.105409

Panpan Zhang , Yang Gao , Gaiting Zhao , Hailing Wei , Yanhua Zhang

{"title":"Navigating emotion-informed tensions in school-family collaboration: A longitudinal triadic case study","authors":"Panpan Zhang , Yang Gao , Gaiting Zhao , Hailing Wei , Yanhua Zhang","doi":"10.1016/j.tate.2026.105409","DOIUrl":"10.1016/j.tate.2026.105409","url":null,"abstract":"<div><div>This study explores how emotion-informed tensions emerged and evolved in school-family collaboration. Using Cultural-Historical Activity Theory (CHAT), it follows a teacher-student-parent triad over three years, drawing on interviews, observations, and artifacts. Four key tensions were identified: student idealism vs. teacher authority, teacher discipline vs. family expectations, collective fairness vs. individualized care, and proactive communication vs. avoidant coping. These tensions reflected deeper contradictions in rules, roles, and emotional norms. Over time, the three-way relationship shifted from a focus on control to more emotionally aware and supportive approaches, facilitated by efforts to repair and rebuild trust. The study highlights the transformative potential of emotional trust and role negotiation in fostering more responsive and sustainable school-family partnerships beyond the classroom. These insights may apply to other educational contexts where emotion-informed tensions between teachers, students, and parents are prevalent.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105409"},"PeriodicalIF":3.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102900","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

Trends in reading teacher shortage: Using 20 years of evidence from PIRLS 阅读教师短缺的趋势：使用PIRLS的20年证据

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-05 DOI: 10.1016/j.tate.2026.105415

Gratia O'Rafferty , Nurullah Eryilmaz , Alec Kennedy , Rolf Strietholt

{"title":"Trends in reading teacher shortage: Using 20 years of evidence from PIRLS","authors":"Gratia O'Rafferty , Nurullah Eryilmaz , Alec Kennedy , Rolf Strietholt","doi":"10.1016/j.tate.2026.105415","DOIUrl":"10.1016/j.tate.2026.105415","url":null,"abstract":"<div><div>Teacher shortages have emerged as a critical global issue, directly impacting international efforts to ensure equitable access to quality education. This study provides a comprehensive, longitudinal analysis of reading teacher shortages using data from the Progress in International Reading Literacy Study (PIRLS) spanning 2001 to 2021. Drawing on principal-reported data across five survey cycles, we investigate trends in teacher shortages over two decades, their distribution across socioeconomic contexts, and disparities between rural and urban schools. Our findings reveal that, while global shortage rates have remained relatively stable, significant variation exists at the country level. This includes divergent trends in shortage rates and persistent inequalities in their distribution, particularly across schools serving low and high socioeconomic populations and those in rural versus urban areas. These results underscore the critical need for country-specific, policy-driven interventions to address teacher shortages and mitigate inequalities. Furthermore, the study identifies countries that have successfully reduced shortages or inequalities, offering a foundation for future research to examine effective policy frameworks. By highlighting the complexities of teacher shortages at global, national, and contextual levels, this study advances the discourse on education equity and contributes actionable insights for addressing this pressing issue.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105415"},"PeriodicalIF":3.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146191985","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

Understanding the relationship between teacher collaboration beliefs and job satisfaction via collaborative attitudes: A moderated mediation model of classroom self-efficacy from PISA 2022 通过合作态度理解教师合作信念与工作满意度的关系：来自PISA 2022的课堂自我效能感的调节中介模型

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-05-01 Epub Date: 2026-02-09 DOI: 10.1016/j.tate.2026.105411

Yang Zhang, Denis Djekourmande, Yiheng Qin

引用次数: 0

The role of mentoring expertise in school-based teacher educator recruitment 师徒专业知识在校本教师招聘中的作用

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-07 DOI: 10.1016/j.tate.2026.105383

Ville Mankki

引用次数: 0

Enactment of racial literacies among early-career teachers with critical preparation 具有批判性准备的早期职业教师中种族素养的制定

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-21 DOI: 10.1016/j.tate.2026.105395

Margery Gardner

引用次数: 0

Neuromyths in education: Comparing perceptions between pre-service and in-service teachers 教育中的神经神话：职前教师与在职教师的观念比较

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-22 DOI: 10.1016/j.tate.2026.105400

Erika Wauthia, Romain Beauset, Denis Bertieaux, Natacha Duroisin

引用次数: 0

Scaffolding and Triggering: Teachers’ questions and children’s response patterns during digital storytelling activities in preschool 脚手架与触发：幼儿数字化讲故事活动中教师提问与幼儿反应模式

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-19 DOI: 10.1016/j.tate.2026.105407

Sofije Shengjergji, Jenny Myrendal, Niklas Pramling

引用次数: 0

Directional ordering of positive teacher emotions and sense of efficacy: Within- and between-person perspectives 教师积极情绪与效能感的定向排序：人内与人间视角

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-20 DOI: 10.1016/j.tate.2026.105394

Irena Burić , Barbara Balaž , Mara Šimunović

{"title":"Directional ordering of positive teacher emotions and sense of efficacy: Within- and between-person perspectives","authors":"Irena Burić , Barbara Balaž , Mara Šimunović","doi":"10.1016/j.tate.2026.105394","DOIUrl":"10.1016/j.tate.2026.105394","url":null,"abstract":"<div><div>Previous research has mostly examined associations between teacher emotions and teacher sense of efficacy (TSE) from a between-person perspective, overlooking within-person dynamics. This study investigated links between positive teacher emotions (joy, pride, love) and TSE (efficacy for student engagement, instructional strategies, classroom management) in 1141 Croatian secondary school teachers across four waves. Both cross-lagged panel models (CLPMs) and random-intercept CLPMs (RI-CLPMs) were tested to capture both between-person differences and within-person dynamics. CLPMs indicated reciprocal relations between joy and all TSE dimensions, and between pride and love and efficacy for student engagement. Pride and love also predicted efficacy for instructional strategies and classroom management. RI-CLPMs revealed reciprocity only between joy and efficacy for student engagement, and unidirectional effects from pride to efficacy for student engagement and instructional strategies. Findings underscore differential between- and within-person processes in the relationship between teacher emotions and TSE.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105394"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023635","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