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Teaching and Teacher Education最新文献

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School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains 学校氛围与教师幸福：学生和学校相关领域基本心理需求满足的作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104819
{"title":"School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains","authors":"","doi":"10.1016/j.tate.2024.104819","DOIUrl":"10.1016/j.tate.2024.104819","url":null,"abstract":"<div><div>We used an explanatory sequential mixed methods design to explore the role of school climate and basic psychological needs in teacher wellbeing. In Study 1, 199 teachers were surveyed. In Study 2, which aimed to elaborate the findings of Study 1, 15 teachers were interviewed. School climate was indirectly associated with teacher wellbeing via psychological need satisfaction. Relationships with students, competency as teachers and mentors, and classroom autonomy, were the most important factors in supporting teacher wellbeing. Results of this study extend theorizing on the key roles played by the school climate and basic needs satisfaction in supporting teachers’ wellbeing.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142540019","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
Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice 响应式专业发展：在物理教学实践社区中促进教师发展的方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104812
{"title":"Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice","authors":"","doi":"10.1016/j.tate.2024.104812","DOIUrl":"10.1016/j.tate.2024.104812","url":null,"abstract":"<div><div>Creating learning environments that can accommodate teachers’ diverse needs is challenging because responsive elements are not clearly defined or identified. This study identified responsive teacher professional development (PD) elements by taking a phenomenological approach. Using surveys and interviews with 13 high school physics teachers in a PD program at a Midwestern university, we identified responsive features such as practicality, flexibility, and accessibility core to the enactment of a responsive PD. Other features were opportunities for community engagement, pedagogical support, and professional growth, which were aligned with the benefits of engagement in a Community of Practice model incorporated in this work.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554726","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
How early pedagogical experiences relate to teachers’ career motivations 早期教学经验与教师职业动机的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104808
{"title":"How early pedagogical experiences relate to teachers’ career motivations","authors":"","doi":"10.1016/j.tate.2024.104808","DOIUrl":"10.1016/j.tate.2024.104808","url":null,"abstract":"<div><div>Early pedagogical experiences are known to influence teaching career choice, yet research on their relations with motivational beliefs remains limited. Applying the FIT-Choice model, we investigated how the amount and type of early pedagogical experiences relate to career motivations in a diverse, urban sample of teacher education students (<em>N</em> = 901). ANOVAs and multigroup path analyses revealed smaller effects of socialization on motivational beliefs and larger effects of intrinsic value on career choice satisfaction and planned persistence for participants with lead teaching experience. Findings illuminate how types of teaching experience are differentially associated with career motivations among teacher trainees.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530006","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
Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis 对话式教学计划在学前班和小学有效吗？荟萃分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104823
{"title":"Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis","authors":"","doi":"10.1016/j.tate.2024.104823","DOIUrl":"10.1016/j.tate.2024.104823","url":null,"abstract":"<div><div>Dialogic Teaching-and-Learning (DTL) has been widely regarded as a productive educational approach in enhancing effective teaching practices and learning quality. This meta-analysis synthesized effects from 32 (quasi-)experimental studies evaluating DTL programs implemented in pre-primary and primary schools. The results revealed that DTL programs had significant positive effects on teacher professional development, teacher-child talk, child talk and child outcomes, while the overall effect on teacher talk was negative but not statistically significant. Characteristics of the studies and programs moderated the effect sizes of the DTL programs. The findings suggest that DTL programs are beneficial for fostering teacher professional development, improving classroom dialogue and supporting child development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530007","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
Who cares for teachers? Operationalizing an ethic of care in a professional development 谁来关心教师？在专业发展中落实关爱伦理
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104803
{"title":"Who cares for teachers? Operationalizing an ethic of care in a professional development","authors":"","doi":"10.1016/j.tate.2024.104803","DOIUrl":"10.1016/j.tate.2024.104803","url":null,"abstract":"<div><div>During a study of a teacher-led professional development (PD), we examined a group of educators approaching PD holistically. Guided by systems thinking and ethics of care theory, we explore the question, “How did this professional development operationalize an ethic of care?” Findings include how the teacher-led PD developed a culture of holistic care, the qualities of the developed teacher collective, and the emotions participants shared. This work builds on understandings of care and emotions as critical to professional learning environments, contributing to the field of PD by offering an example of a teacher-led caring PD.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529998","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 learning and preschoolers’ STEM habits of mind: Evidence from two studies 教师学习与学龄前儿童的 STEM 思维习惯：来自两项研究的证据
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104836
{"title":"Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies","authors":"","doi":"10.1016/j.tate.2024.104836","DOIUrl":"10.1016/j.tate.2024.104836","url":null,"abstract":"<div><div>This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529999","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
Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university 学生教师专业实践准备中的批判性思维：瑞典大学教学实习政策文件中的批判性思维概念案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-24 DOI: 10.1016/j.tate.2024.104816
{"title":"Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university","authors":"","doi":"10.1016/j.tate.2024.104816","DOIUrl":"10.1016/j.tate.2024.104816","url":null,"abstract":"<div><div>This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. <em>Critical reflection</em> and <em>self-reflection</em>, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530005","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
What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education 社会心理中的 "社会 "会发生什么变化？探索师范教育中的认识论实践和治疗文化
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-24 DOI: 10.1016/j.tate.2024.104818
{"title":"What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education","authors":"","doi":"10.1016/j.tate.2024.104818","DOIUrl":"10.1016/j.tate.2024.104818","url":null,"abstract":"<div><div>This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the <em>individual</em> level, concerned with teachers’ performance as social caretakers; the <em>community</em> level, characterised by a diagnosing gaze on individual pupils; and the <em>societal</em> level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530004","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
Associations among preschool classroom chaos, work climates, and child outcomes 学前班教室混乱、工作氛围与儿童成果之间的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-23 DOI: 10.1016/j.tate.2024.104821
{"title":"Associations among preschool classroom chaos, work climates, and child outcomes","authors":"","doi":"10.1016/j.tate.2024.104821","DOIUrl":"10.1016/j.tate.2024.104821","url":null,"abstract":"<div><div>This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530003","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 as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching 教师是思考者，而不是感觉者：明确教师接受在线教学态度的定义和测量方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-22 DOI: 10.1016/j.tate.2024.104811
{"title":"Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching","authors":"","doi":"10.1016/j.tate.2024.104811","DOIUrl":"10.1016/j.tate.2024.104811","url":null,"abstract":"<div><div>This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530002","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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