发布求助
文献互助 智能选刊 最新文献

Teaching and Teacher Education最新文献

筛选
英文 中文
Empowering teachers' professional development with LLMs: An empirical study of developing teachers' competency for instructional design in blended learning 运用法学硕士促进教师专业发展：混合式学习中教师教学设计能力培养的实证研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-06 DOI: 10.1016/j.tate.2025.105091
Xu Wang, Juan Niu, Bei Fang, Guangxin Han, Juhou He
{"title":"Empowering teachers' professional development with LLMs: An empirical study of developing teachers' competency for instructional design in blended learning","authors":"Xu Wang,&nbsp;Juan Niu,&nbsp;Bei Fang,&nbsp;Guangxin Han,&nbsp;Juhou He","doi":"10.1016/j.tate.2025.105091","DOIUrl":"10.1016/j.tate.2025.105091","url":null,"abstract":"<div><div>The issue of supporting teachers' professional development has been a significant focus in applied research related to large language models. The research group developed a blended teachers' professional development program, empowering teachers' professional development of instructional design competency in blended learning with a large language model, and conducted an empirical study at a university in northwest China. Utilising a focus group interview (n = 23) and quantitative analysis, we established that the program enabled targeted training, offered teachers a personalized learning experience, and eventually improved their competency in instructional design for blended learning. The large language model effectively empowered teachers' professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105091"},"PeriodicalIF":4.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221313","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
Validation of the narrative analysis category system for dual teacher education 二元教师教育叙事分析范畴体系的验证
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-05 DOI: 10.1016/j.tate.2025.105094
Maria Carme Peguera-Carré , Jordi L. Coiduras-Rodríguez , Andreu Curto-Reverte , Robert G. Valls-Figuera
{"title":"Validation of the narrative analysis category system for dual teacher education","authors":"Maria Carme Peguera-Carré ,&nbsp;Jordi L. Coiduras-Rodríguez ,&nbsp;Andreu Curto-Reverte ,&nbsp;Robert G. Valls-Figuera","doi":"10.1016/j.tate.2025.105094","DOIUrl":"10.1016/j.tate.2025.105094","url":null,"abstract":"<div><div>This study focuses on the SCAN instrument, designed to assess reflective narratives of pre-service teachers in Primary Education within a dual system. The instrument promotes structured reflective writing and enables consistent evaluation of PTs. A total of 1560 PTs narratives were assessed using the eight-item instrument. Exploratory and Confirmatory Factor Analyses confirmed a three-factor structure: Description and Comprehension, Professional Transformation, and Documentation, with adequate fit indices (CFI = .97, RMSEA = .07, SRMR = .02). The instrument aligns with the competencies of the institution's curriculum and promotes a critical and argued professional vision for the development of reflective competencies through the narratives.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105094"},"PeriodicalIF":4.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221312","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
Back to basics: Pre-service teachers' experiences of ‘SimulatEd’, a suite of low-technology simulated-scenarios to promote preparedness for professional practice 回归基础：职前教师的“模拟”体验，这是一套低技术含量的模拟场景，旨在为专业实践做好准备
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-03 DOI: 10.1016/j.tate.2025.105089
David Nichol, Kirstin Mulholland, Chris Counihan, Sophie Meller, Arlene Anderson, Carl Luke, William Gray
{"title":"Back to basics: Pre-service teachers' experiences of ‘SimulatEd’, a suite of low-technology simulated-scenarios to promote preparedness for professional practice","authors":"David Nichol,&nbsp;Kirstin Mulholland,&nbsp;Chris Counihan,&nbsp;Sophie Meller,&nbsp;Arlene Anderson,&nbsp;Carl Luke,&nbsp;William Gray","doi":"10.1016/j.tate.2025.105089","DOIUrl":"10.1016/j.tate.2025.105089","url":null,"abstract":"<div><div>International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simulated-scenarios, as a strategy for better-preparing those entering the profession. Findings indicate PSTs' participation in ‘SimulatEd’ improved confidence and preparedness, facilitated application of theoretical knowledge into practice, and increased engagement. Conclusions advocate wider adoption of low-technology forms of SBL, and offer considerations for further development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105089"},"PeriodicalIF":4.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195555","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
Walking the walk: Deepening critical consciousness through experiential place-based teacher education 实践实践：通过体验性在地教师教育深化批判意识
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-02 DOI: 10.1016/j.tate.2025.105105
Jacob Hackett , Rhina M. Fernandes-Williams , Ayinde Summers , Saniha Kabani , Robert C. Hendrick , Thomas Albright
{"title":"Walking the walk: Deepening critical consciousness through experiential place-based teacher education","authors":"Jacob Hackett ,&nbsp;Rhina M. Fernandes-Williams ,&nbsp;Ayinde Summers ,&nbsp;Saniha Kabani ,&nbsp;Robert C. Hendrick ,&nbsp;Thomas Albright","doi":"10.1016/j.tate.2025.105105","DOIUrl":"10.1016/j.tate.2025.105105","url":null,"abstract":"<div><div>Our empirical study analyzes the 3-year design and impact of a dynamic community-based teacher preparation residency institute on pre-service teacher development. Using concurrent mixed methods, including: reflections, post-institute focus groups, pre- and post-survey results (Critical Consciousness Scale), and follow-up classroom instructional observations reveal important effects. Results reveal a significant deepening in teachers’ overall critical consciousness and a substantial desire to apply student-centered socio-politically informed pedagogies in their instructional lessons. Implications include how teacher education could integrate the latest advances in learning, critical theories of analysis and design, local movement organizers, and sustained authentic engagement with community-based teacher educators.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105105"},"PeriodicalIF":4.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195666","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 effect of emotion regulation strategies on work engagement of kindergarten teachers: The mediating role of emotional labor 情绪调节策略对幼儿园教师工作投入的影响：情绪劳动的中介作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-31 DOI: 10.1016/j.tate.2025.105093
Youlai Zeng, Shiyan Wang, Lilan Zhu, Fengjie Ma
{"title":"The effect of emotion regulation strategies on work engagement of kindergarten teachers: The mediating role of emotional labor","authors":"Youlai Zeng,&nbsp;Shiyan Wang,&nbsp;Lilan Zhu,&nbsp;Fengjie Ma","doi":"10.1016/j.tate.2025.105093","DOIUrl":"10.1016/j.tate.2025.105093","url":null,"abstract":"<div><div>To empirically explore the impact of kindergarten teachers' emotion regulation strategies on work engagement and the mediating role of emotional labor, 1275 kindergarten teachers were surveyed using the Emotional Labor Scale and other scales. This research found that cognitive reappraisal is positively related to work engagement, while expressive suppression has no significant impact on work engagement; surface acting is negatively related to work engagement, while deep acting and genuine emotions are positively related to work engagement. And cognitive reappraisal can indirectly affect kindergarten teachers’ work engagement through surface acting and genuine emotions; surface acting plays a full mediating role between expressive suppression and work engagement.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105093"},"PeriodicalIF":4.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184989","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
“Nae problem here”: Troubling race and racism in Scottish education “这里的名字问题”：苏格兰教育中令人不安的种族和种族主义
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-29 DOI: 10.1016/j.tate.2025.105092
Dennis A. Francis
{"title":"“Nae problem here”: Troubling race and racism in Scottish education","authors":"Dennis A. Francis","doi":"10.1016/j.tate.2025.105092","DOIUrl":"10.1016/j.tate.2025.105092","url":null,"abstract":"<div><div>This article examines how Scottish schools perpetuate racism and uphold White normativity. It troubles frameworks which buttresses colour-evasive forms of racism in schools and calls for a more critical examination of how White normativity is embedded in educational policy, structures, and practices. Utilising Critical Race Theory and phenomenology of Whiteness, it offers priorities for practice that consider and advance knowledge for teaching an anti-racist curriculum. It calls attention to addressing the material and structural practices of White normativity, intersectional oppression and for schools to forge alliances with third-sector organisations that provide anti-racist advocacy and teaching support.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105092"},"PeriodicalIF":4.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167102","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
Leveraging transformational and instructional leadership for teacher professional development: A dual-mediation model of teacher self-efficacy and organisational culture 利用变革型领导和指导性领导促进教师专业发展：教师自我效能感与组织文化的双重中介模型
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-28 DOI: 10.1016/j.tate.2025.105087
Yihong Long , Yi Xia
{"title":"Leveraging transformational and instructional leadership for teacher professional development: A dual-mediation model of teacher self-efficacy and organisational culture","authors":"Yihong Long ,&nbsp;Yi Xia","doi":"10.1016/j.tate.2025.105087","DOIUrl":"10.1016/j.tate.2025.105087","url":null,"abstract":"<div><div>This study investigates how transformational leadership (TL) and instructional leadership (IL) jointly influence teacher professional development (TPD) through teacher self-efficacy (TSE) and organisational culture (OC). Participants included 220 educators (teachers, principals, and managers) from colleges and universities in China. Employing a cross-sectional survey and partial least squares structural equation modeling (PLS-SEM), results revealed instructional leadership directly enhanced teacher development, whereas transformational leadership primarily had an indirect impact through increased teacher self-efficacy and improved organisational culture. The findings suggest integrated leadership practices should be emphasized in leadership training programs and policy frameworks to support sustained professional growth in higher education institutions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105087"},"PeriodicalIF":4.0,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144147712","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
Developmental trajectories of early teacher–child relationships among Chinese children: Predictors and associations with child outcomes 中国儿童早期师生关系的发展轨迹：与儿童结局的预测因素和关联
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-28 DOI: 10.1016/j.tate.2025.105075
Mengdi Chen , Bi Ying Hu , Lixin Ren
{"title":"Developmental trajectories of early teacher–child relationships among Chinese children: Predictors and associations with child outcomes","authors":"Mengdi Chen ,&nbsp;Bi Ying Hu ,&nbsp;Lixin Ren","doi":"10.1016/j.tate.2025.105075","DOIUrl":"10.1016/j.tate.2025.105075","url":null,"abstract":"<div><div>The present study used Latent Class Growth Modeling to identify distinct teacher–child relationship trajectories among 59 teachers and 566 children in Chinese preschools. We also tested how identified profiles were associated with children's characteristics (as predictors and outcomes). Four trajectories were identified: two supportive (High Quality–Stable and Low Quality–Improving Trajectory) and two at-risk (High Conflict–Stable and High Quality–Deteriorating Trajectory). Boys, children with lower socioeconomic status, and with higher externalizing behavior were more likely to display at-risk relationship trajectories. At-risk trajectory membership predicted more externalizing behaviors and lower math skills. Early interventions may be needed to reduce negative teacher–child dynamics.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105075"},"PeriodicalIF":4.0,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144147711","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
Categories of teacher engagement in professional development and their attributions in the Chinese context: Implications for future PDs 中国语境下教师专业发展参与的类别及其归因：对未来博士的启示
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-27 DOI: 10.1016/j.tate.2025.105090
Mengting Liu , Jiali Huang , Guoyu Song
{"title":"Categories of teacher engagement in professional development and their attributions in the Chinese context: Implications for future PDs","authors":"Mengting Liu ,&nbsp;Jiali Huang ,&nbsp;Guoyu Song","doi":"10.1016/j.tate.2025.105090","DOIUrl":"10.1016/j.tate.2025.105090","url":null,"abstract":"<div><div>This study examines teacher engagement in professional development (PD) through the conceptual lens of attribution. Four types of engagement are identified—striving, pragmatic, hesitating, and coping—each shaped by attributions to responsibility, ability, student, and environment. Drawing on qualitative data from a nine-month, school-based PD initiative involving 13 teachers in China, the study finds that internal attributions (responsibility, ability) foster deeper engagement, whereas external attributions (student, environment) lead to passive or superficial engagement. The findings highlight the interplay among perception, emotion, and behavior in shaping engagement. Additionally, teaching experiences, facilitator credibility, and teacher autonomy are found critical for effective PD.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105090"},"PeriodicalIF":4.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138824","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
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment 职前教师动机和行为特征分析：与心理健康和职业承诺的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-26 DOI: 10.1016/j.tate.2025.105041
Sijing Zhou, Gavin R. Slemp, Dianne A. Vella-Brodrick
{"title":"Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment","authors":"Sijing Zhou,&nbsp;Gavin R. Slemp,&nbsp;Dianne A. Vella-Brodrick","doi":"10.1016/j.tate.2025.105041","DOIUrl":"10.1016/j.tate.2025.105041","url":null,"abstract":"<div><div>This study examines the motivational and behavioral profiles of 677 pre-service teachers in Australia. The motivational characteristics assessed include autonomous motivation, controlled motivation, and teacher self-efficacy, whereas the behavioral characteristics assessed include engagement coping and disengagement coping. Latent profile analysis identified four profiles for the participating pre-service teachers: Low Functioning (24.2 %), Vulnerable (31.8 %), Low Motivation (6.9 %), and High Functioning (37.1 %). These profiles differed in their psychological wellbeing and occupational commitment and varied by gender and the completion status of professional experience. We discuss implications for enhancing pre-service teachers' commitment and wellbeing by supporting their motivational and coping characteristics.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105041"},"PeriodicalIF":4.0,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138823","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信