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Teaching and Teacher Education最新文献

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Exploring the relationships between organizational support, teachers’ competency, emotion labor, and burnout in school-family collaboration 探讨学校家庭合作中组织支持、教师胜任力、情绪劳动与倦怠的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-19 DOI: 10.1016/j.tate.2025.105158
Hailing Wei , Panpan Zhang
{"title":"Exploring the relationships between organizational support, teachers’ competency, emotion labor, and burnout in school-family collaboration","authors":"Hailing Wei ,&nbsp;Panpan Zhang","doi":"10.1016/j.tate.2025.105158","DOIUrl":"10.1016/j.tate.2025.105158","url":null,"abstract":"<div><div>This study explores the relationships between organizational support, teachers’ school-family collaboration competency, emotion labor strategies, and burnout in school-family collaboration. Drawing upon Grandey’s framework, we conducted a questionnaire survey with 675 Chinese primary and secondary school teachers. SEM results indicated that DA was the most frequently used emotion labor strategy, followed by ENFE and SA. Additionally, organizational support was significantly negatively relatehoded to burnout, with this relationship mediated by teachers’ school-family collaboration competency and emotion labor strategies. This enriches the understanding of teacher emotion labor beyond the classroom and offers practical insights for educators in handling school-family collaboration demands.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105158"},"PeriodicalIF":4.0,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662697","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
Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis 职前小学教师与中学数学教师的数学相关教师认同特征：潜在阶级分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-17 DOI: 10.1016/j.tate.2025.105159
Okan Arslan , Kübra Çelikdemir , Çiğdem Haser
{"title":"Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis","authors":"Okan Arslan ,&nbsp;Kübra Çelikdemir ,&nbsp;Çiğdem Haser","doi":"10.1016/j.tate.2025.105159","DOIUrl":"10.1016/j.tate.2025.105159","url":null,"abstract":"<div><div>Mathematics-related teacher identity significantly impacts quality of teaching, yet research often relies on small samples and single group studies. This study examined identity profiles of 822 preservice teachers in Türkiye from elementary education and middle school mathematics programs. Latent class analysis of open-ended responses across five indicators (beliefs, self-efficacy, emotions, motivation, self-image) revealed three profiles. Profile 2 showed the most positive indicators, Profile 3 the least, and Profile 1 the moderate. Chi-square analysis indicated that Profile 2 included mostly preservice middle school teachers, while Profile 3 included preservice elementary teachers. Findings highlight the need for differentiated support in teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105159"},"PeriodicalIF":4.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654353","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
Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning 超越神经迷思：检视在职教师对教与学的误解
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-16 DOI: 10.1016/j.tate.2025.105132
Juan G. Fernández , Agustín Martínez-Molina , Miguel A. Vadillo , Marta Ferrero
{"title":"Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning","authors":"Juan G. Fernández ,&nbsp;Agustín Martínez-Molina ,&nbsp;Miguel A. Vadillo ,&nbsp;Marta Ferrero","doi":"10.1016/j.tate.2025.105132","DOIUrl":"10.1016/j.tate.2025.105132","url":null,"abstract":"<div><div>Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptions in topics unrelated to neuroscience remains largely unexplored. This study surveys the prevalence of a wide variety of misconceptions among educators, extending the analysis to underexplored myths in critical areas for daily teaching. The results not only support the popularity of an important number of erroneous ideas but also suggest that the educational level at which teachers operate is the main predictor of the endorsement of misconceptions. We propose specific interventions to align teaching practice with advances in educational research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105132"},"PeriodicalIF":4.0,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654352","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
L2 teacher selves and motivational dialogues: A longitudinal case study of an English pre-service teacher in China 第二语言教师自我与激励性对话：一名中国英语职前教师的纵向个案研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-15 DOI: 10.1016/j.tate.2025.105142
Yue Zhang , Prem Phyak
{"title":"L2 teacher selves and motivational dialogues: A longitudinal case study of an English pre-service teacher in China","authors":"Yue Zhang ,&nbsp;Prem Phyak","doi":"10.1016/j.tate.2025.105142","DOIUrl":"10.1016/j.tate.2025.105142","url":null,"abstract":"<div><div>This article investigates the intricate interplay between selves and motivational dialogues of an English pre-service teacher (PST) in China. It reports a 15-month longitudinal case study that examines how a PST (Cath) constructs and negotiates dual selves as an L2 learner and teacher in the process of becoming a teacher. The findings elucidate a complex dynamic of selves wherein Cath's social motivation to become a competent English teacher has not transformed into self-determined motivation, stymied by institutional ideologies that prioritized L2 learner selves. Based on these findings, we propose a model that explains conflicts between PSTs' selves and motivational dialogues in L2 PST education programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105142"},"PeriodicalIF":4.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631374","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
Quietly practicing gender-friendly education: A middle school teacher's negotiation of feminist identity and gender equity in China 默默践行性别友好教育：一位中国中学教师对女性主义身份与性别平等的谈判
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-14 DOI: 10.1016/j.tate.2025.105154
Weijian Wang , Ruina Feng
{"title":"Quietly practicing gender-friendly education: A middle school teacher's negotiation of feminist identity and gender equity in China","authors":"Weijian Wang ,&nbsp;Ruina Feng","doi":"10.1016/j.tate.2025.105154","DOIUrl":"10.1016/j.tate.2025.105154","url":null,"abstract":"<div><div>This article examines how a feminist teacher in China negotiates her feminist identity and professional responsibilities within the constraints of the educational system. Using feminist friendship-collaboration and collaborative autoethnography, it explores four key themes embedded in the teacher's feminist pedagogy: pride, worry, wonder, and hope. This article highlights her quiet and implicit efforts to integrate feminism by addressing gender stereotypes, promoting gender equity, and creating gender-related teachable moments in a standardized, exam-driven environment. The study illustrates the transformative potential of “quiet feminism” in navigating institutional and societal backlash, extending the scholarship of feminist pedagogy to non-Western contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105154"},"PeriodicalIF":4.0,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623573","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
General pedagogical knowledge among pre-service vocational teachers: Measurement and development during teacher education 职前职业教师一般教学知识：教师教育中的测量与发展
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-12 DOI: 10.1016/j.tate.2025.105155
Stephan Abele , Diana Vogel-Blaschka , Andreas Leon , Marlen Beck , Bärbel Fürstenau
{"title":"General pedagogical knowledge among pre-service vocational teachers: Measurement and development during teacher education","authors":"Stephan Abele ,&nbsp;Diana Vogel-Blaschka ,&nbsp;Andreas Leon ,&nbsp;Marlen Beck ,&nbsp;Bärbel Fürstenau","doi":"10.1016/j.tate.2025.105155","DOIUrl":"10.1016/j.tate.2025.105155","url":null,"abstract":"<div><div>The relevance of general pedagogical knowledge (GPK) for vocational teachers is internationally recognised but has not yet been systematically investigated. In this study, the GPK of pre-service vocational teachers is analysed using an established GPK test. Structural equation modelling was used to analyse the test's psychometric quality and GPK development using a cohort-sequential design (N = 374). The results indicate that the test measures GPK one-dimensionally and that there is substantial GPK development among pre-service teachers (<em>d</em> = .68–1.63). Our study suggests that previous studies may have been biased (e.g., because they assumed the test measures GPK multidimensionally).</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105155"},"PeriodicalIF":4.0,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605543","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' practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review 教师运用数字技术促进学生自主学习和元认知的实践：系统回顾
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-11 DOI: 10.1016/j.tate.2025.105150
Désirée Delia Diana Fahrni , Glena Iten , Doreen Prasse , Tina Hascher
{"title":"Teachers' practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review","authors":"Désirée Delia Diana Fahrni ,&nbsp;Glena Iten ,&nbsp;Doreen Prasse ,&nbsp;Tina Hascher","doi":"10.1016/j.tate.2025.105150","DOIUrl":"10.1016/j.tate.2025.105150","url":null,"abstract":"<div><div>This systematic review examined 45 studies published between January 1986 and January 2025 on how K-12 school teachers promote self-regulated learning (SRL) and metacognition using digital technology. We classified these instructional practices according to instruction, coaching, scaffolding, and feedback. Digital tools such as feedback systems, dashboards, or generative artificial intelligence (GenAI) were found to enhance SRL and metacognition, complementing traditional analog strategies. The findings suggest that an appropriate combination of digital and analog promotion increases the effectiveness of SRL and metacognitive development. Future research should explore the dynamic interplay among teachers, learners, and technology to further optimize SRL promotion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105150"},"PeriodicalIF":4.0,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596439","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
Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme 多元文化教育的专业发展：来自混合式在职教师培训计划的经验教训
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-10 DOI: 10.1016/j.tate.2025.105151
Betül Baldan Babayiğit , Demet Sever , Bilge Çam Aktaş , Buket Kip Kayabaş , Emine Aysın Şenel , Meral Güven
{"title":"Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme","authors":"Betül Baldan Babayiğit ,&nbsp;Demet Sever ,&nbsp;Bilge Çam Aktaş ,&nbsp;Buket Kip Kayabaş ,&nbsp;Emine Aysın Şenel ,&nbsp;Meral Güven","doi":"10.1016/j.tate.2025.105151","DOIUrl":"10.1016/j.tate.2025.105151","url":null,"abstract":"<div><div>This study evaluates the effectiveness of a blended multicultural in-service teacher training programme (MITTP) based on a participatory evaluation model. Adopting a mixed-methods experimental design, this study investigates the MITTP through a pre- and post-test comparison between the experimental and the control group supported by the appraisals and reflective journals of participating teachers. The findings revealed that the MITTP was effective in terms of promoting teachers' egalitarian and multicultural pedagogical competencies along with their resilience. It was also found that the MITTP mainly owed its effectiveness to its flexible, collaborative and practice-based nature, which allowed teachers to learn from each other's experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105151"},"PeriodicalIF":4.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595695","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
The cinema workshop in the teaching of French as a foreign language: A qualitative case study 电影工作坊在法语教学中的应用：定性个案研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-08 DOI: 10.1016/j.tate.2025.105146
Ethem Turgay Şendur , İrem Onursal Ayırır
{"title":"The cinema workshop in the teaching of French as a foreign language: A qualitative case study","authors":"Ethem Turgay Şendur ,&nbsp;İrem Onursal Ayırır","doi":"10.1016/j.tate.2025.105146","DOIUrl":"10.1016/j.tate.2025.105146","url":null,"abstract":"<div><div>This qualitative case study explores the implementation of a 12-week cinema workshop based on the Action-Oriented Approach which emphasizes project-based tasks and views where 11 B1-B2 level French learners as foreign language learners and as social actors collaborated in weekly 3-h sessions led by one teacher to produce a short film progressing from screenplay writing to its premiere in Ankara, Turkey. Data collected through observations, interviews, and performance assessments reveal significant improvements in linguistic, communicative, and socio-cultural skills, as well as enhanced critical thinking, problem-solving in authentic social contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105146"},"PeriodicalIF":4.0,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571682","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
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion 师范生自我效能感及其对学生学业自我概念、情绪幸福感和社会包容的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-07 DOI: 10.1016/j.tate.2025.105152
Erkan Eren , Akie Yada , Susanne Schwab , Hannu Savolainen
{"title":"Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion","authors":"Erkan Eren ,&nbsp;Akie Yada ,&nbsp;Susanne Schwab ,&nbsp;Hannu Savolainen","doi":"10.1016/j.tate.2025.105152","DOIUrl":"10.1016/j.tate.2025.105152","url":null,"abstract":"<div><div>This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Questionnaire (PIQ). Confirmatory factor analyses supported scale validity. All three student outcomes correlated positively with higher S-S TSE. Special educational needs (SEN) status moderated the relationship between S-S TSE and emotional well-being, but not between S-S TSE and social inclusion or academic self-concept.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105152"},"PeriodicalIF":4.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570917","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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