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Teaching and Teacher Education最新文献

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Chinas far west program: An ecological exploration into student teachers' emotion labor in voluntary rural teaching practices 中国的西部计划：乡村志愿教学实践中教师学生情感劳动的生态学探索
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-21 DOI: 10.1016/j.tate.2024.104815
{"title":"Chinas far west program: An ecological exploration into student teachers' emotion labor in voluntary rural teaching practices","authors":"","doi":"10.1016/j.tate.2024.104815","DOIUrl":"10.1016/j.tate.2024.104815","url":null,"abstract":"<div><div>This study examines the emotional landscapes experienced by student teachers participating in voluntary teaching practices within rural settings, specifically focusing on <em>China</em>'<em>s Far West Program (CFWP, Xibujihua)</em>. Grounded in an ecological perspective, this study unravels complex emotional incidents through semi-structured interviews with ten student teachers, which happened at micro, meso, exo, macro, and chrono levels, and get intertwined with individual agency and ecological contexts. The findings highlight both static expressions and dynamic processes of voluntary educators' emotional experiences. “<em>Proactively regulating emotions</em>” and “<em>passively being regulated</em>” emerged as two predominant themes, calling for greater support for within rural voluntary teaching communities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530001","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
Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study 幼儿园教师在以课内示范为主的专业发展之后在互动式图书阅读方面的实践变化：混合方法研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-21 DOI: 10.1016/j.tate.2024.104806
{"title":"Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study","authors":"","doi":"10.1016/j.tate.2024.104806","DOIUrl":"10.1016/j.tate.2024.104806","url":null,"abstract":"<div><div>This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530000","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
Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover 平衡尺度：调查前置和后置工资结构对教师流失的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-20 DOI: 10.1016/j.tate.2024.104809
{"title":"Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover","authors":"","doi":"10.1016/j.tate.2024.104809","DOIUrl":"10.1016/j.tate.2024.104809","url":null,"abstract":"<div><div>This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528299","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 educators in an academic writing community: Fostering agency and well-being 学术写作社区中的教师教育者：培养能动性和幸福感
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-19 DOI: 10.1016/j.tate.2024.104814
{"title":"Teacher educators in an academic writing community: Fostering agency and well-being","authors":"","doi":"10.1016/j.tate.2024.104814","DOIUrl":"10.1016/j.tate.2024.104814","url":null,"abstract":"<div><div>Research and writing pose significant challenges for teacher educators balancing heavy teaching loads. To address this, I founded the Etnachta writing community for my colleagues in an Israeli college of education. This qualitative practitioner inquiry explores the motives of twelve teacher educators who joined Etnachta and the benefits they derived. Interview findings and my research journal reveal how writing in social spaces enhances professional agency and well-being. Writing community participation provides transformational professional development, promotes a robust writerly identity, and increases academic activity. The study strongly advocates for proactive collaboration among teacher educators to create conducive conditions for professional writing.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528298","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
Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022) 教学的艺术性：跨越 50 年（1972-2022 年）研究的系统文献综述
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-17 DOI: 10.1016/j.tate.2024.104804
{"title":"Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)","authors":"","doi":"10.1016/j.tate.2024.104804","DOIUrl":"10.1016/j.tate.2024.104804","url":null,"abstract":"<div><div>Artistry is the personalisation and creativity essential to good teaching. A systematic literature review examined empirical work in classroom contexts over 50 years. The review found 30 studies from SCOPUS, Web of Science, and ERIC databases that examined artistry in teaching regarding aesthetical dimensions, how artistry improves a teacher's skills and thinking, and illuminates artistry's importance. Six themes emerged: artistry is defined differently, undermined by measurements, essential to good teaching, helps form strong social bonds and free-thinking, induces rich aesthetic experiences, and is philosophically holistic and disruptive. A model of artistry is presented with recommendations for future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445727","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
From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons 从教师到教师教育者：非大学教师教育者通过开发示范课提高二阶教学能力的探索性案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-13 DOI: 10.1016/j.tate.2024.104810
{"title":"From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons","authors":"","doi":"10.1016/j.tate.2024.104810","DOIUrl":"10.1016/j.tate.2024.104810","url":null,"abstract":"<div><div>This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-university-based teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators; b) Enriching knowledge by coordinating between different sources; and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs’ professional learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433344","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 role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation 机构和共融在理解师生冲突解决中的作用：基于需求的和解模式
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-13 DOI: 10.1016/j.tate.2024.104807
{"title":"The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation","authors":"","doi":"10.1016/j.tate.2024.104807","DOIUrl":"10.1016/j.tate.2024.104807","url":null,"abstract":"<div><div>Teachers frequently encounter conflicts in schools, posing significant challenges that impact both educators and institutions. Based on the theoretical framework of the Needs-Based Model of Reconciliation, we explored teachers' emotional needs during conflicts. Two studies were conducted: self-reports from 196 Israeli high school teachers and observations of 15 teachers in simulations. Multivariate analysis revealed that teachers aim to restore emotional needs during conflicts. While they reported a need for morality, their behavior displayed a need for agency. These findings suggest that addressing teachers' emotional needs could be an effective conflict resolution strategy and highlight pathways for successful professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421515","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
Exploring the stress management and well-being needs of pre-service teachers 探索职前教师的压力管理和幸福需求
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-11 DOI: 10.1016/j.tate.2024.104805
{"title":"Exploring the stress management and well-being needs of pre-service teachers","authors":"","doi":"10.1016/j.tate.2024.104805","DOIUrl":"10.1016/j.tate.2024.104805","url":null,"abstract":"<div><div>Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421539","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
Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences 双语职前教师通过多模态学习体验对课程作为混合空间的概念的演变
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-10 DOI: 10.1016/j.tate.2024.104801
{"title":"Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences","authors":"","doi":"10.1016/j.tate.2024.104801","DOIUrl":"10.1016/j.tate.2024.104801","url":null,"abstract":"<div><div>Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421540","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
Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking? 教师的创造性思维和创新本身就够了吗？如果没有创业精神和反思性思维会怎样？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-04 DOI: 10.1016/j.tate.2024.104800
{"title":"Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking?","authors":"","doi":"10.1016/j.tate.2024.104800","DOIUrl":"10.1016/j.tate.2024.104800","url":null,"abstract":"<div><div>This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421538","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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