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The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy 基于论证的探究对职前教师理解科学本质、探究和科学素养的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-05 DOI: 10.1016/j.tate.2025.105064
Günkut Mesci , Eda Erdas-Kartal , Funda Yeşildağ-Hasançebi
{"title":"The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy","authors":"Günkut Mesci ,&nbsp;Eda Erdas-Kartal ,&nbsp;Funda Yeşildağ-Hasançebi","doi":"10.1016/j.tate.2025.105064","DOIUrl":"10.1016/j.tate.2025.105064","url":null,"abstract":"<div><div>This study examines changes in preservice teachers' understanding of the nature of science (NOS), the nature of scientific inquiry (NOSI), and scientific literacy, as well as the relationships among these constructs, following argumentation-based instruction. Grounded in Toulmin's argumentation model, the study involved 24 preservice teachers at a public university in northern Turkey, using an explanatory sequential mixed-methods design. Data collected at the beginning, middle, and end of the intervention showed significant improvements in NOS and NOSI, though they were not predictors of scientific literacy. Findings highlight the role of practical teaching experiences in fostering scientific literacy and deeper conceptual understanding.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105064"},"PeriodicalIF":4.0,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143907474","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
An analysis of pre-service EFL teachers’ development of adaptive expertise in relation to their mindsets: A guided reflection approach 职前英语教师与心态相关的适应性专业知识发展分析：一种引导反思方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-05 DOI: 10.1016/j.tate.2025.105063
Özkan Kırmızı , Gizem Mutlu Gülbak
{"title":"An analysis of pre-service EFL teachers’ development of adaptive expertise in relation to their mindsets: A guided reflection approach","authors":"Özkan Kırmızı ,&nbsp;Gizem Mutlu Gülbak","doi":"10.1016/j.tate.2025.105063","DOIUrl":"10.1016/j.tate.2025.105063","url":null,"abstract":"<div><div>This study explored pre-service EFL teachers' (PSTs) adaptive expertise (AE) in relation to their mindsets during their practicum. The participants were two PSTs fulfilling their practicum period. The data sources include guided reflection, interviews, and a short questionnaire for identifying the mindsets of the PSTs. The participants conducted guided reflection on their video-recorded lessons and involved in follow-up semi-structured interviews to discuss the PSTs’ AE. The results indicated that the mindset compositions of PSTs are manifest in their AE to a certain extent.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105063"},"PeriodicalIF":4.0,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904564","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
Interpreting the curricula: Multifactorial sense-making by preschool teachers in Turkey 解读课程：土耳其学前教师的多因素意义建构
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-05 DOI: 10.1016/j.tate.2025.105060
Tarık Başar , Hasan Dilek
{"title":"Interpreting the curricula: Multifactorial sense-making by preschool teachers in Turkey","authors":"Tarık Başar ,&nbsp;Hasan Dilek","doi":"10.1016/j.tate.2025.105060","DOIUrl":"10.1016/j.tate.2025.105060","url":null,"abstract":"<div><div>In the context of global educational advancements, preschool curricula across nations have undergone significant changes aimed at enhancing early childhood development. This study examines the sense-making processes of 49 preschool teachers. Leveraging observations and in-depth interviews, the research uncovers the interplay between individual and situational factors that shape teachers' interpretations. The sense-making patterns demonstrate how teachers assimilate or accommodate changes based on their professional beliefs, knowledge, and interactions within their teaching environments. The findings highlight the importance of a profound curriculum understanding to facilitate its implementation effectively, advocating for tailored support systems that assist teachers in adapting to curriculum demands.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105060"},"PeriodicalIF":4.0,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904565","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
Corrigendum to ‘Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?’ [Teaching and Teacher Education 155 (2025) 104857] “拆解日本教师专业发展支持文件：框架清晰还是缺乏深度？”[教学与教师教育155 (2025)104857]
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-04 DOI: 10.1016/j.tate.2025.105067
Toshiya Sawada
{"title":"Corrigendum to ‘Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?’ [Teaching and Teacher Education 155 (2025) 104857]","authors":"Toshiya Sawada","doi":"10.1016/j.tate.2025.105067","DOIUrl":"10.1016/j.tate.2025.105067","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105067"},"PeriodicalIF":4.0,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069209","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
Special education teacher candidates’ beliefs, perceived knowledge, and perceptions while delivering math interventions in a structured field experience 特殊教育教师候选人的信念、感知知识和感知，同时在结构化的实地经验中提供数学干预
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-03 DOI: 10.1016/j.tate.2025.105043
Hannah Carter , Gena Nelson , Jordyn Kotowski , Jadelyn Thompson Abbott , HsingJung Chen
{"title":"Special education teacher candidates’ beliefs, perceived knowledge, and perceptions while delivering math interventions in a structured field experience","authors":"Hannah Carter ,&nbsp;Gena Nelson ,&nbsp;Jordyn Kotowski ,&nbsp;Jadelyn Thompson Abbott ,&nbsp;HsingJung Chen","doi":"10.1016/j.tate.2025.105043","DOIUrl":"10.1016/j.tate.2025.105043","url":null,"abstract":"<div><div>Little is known about special education teacher candidates' experiences with fieldwork. The purpose of this study was to examine candidates' experiences implementing a math intervention during a course at a northwestern U.S. university. We used case study design informed by the pedagogical content knowledge framework. We collected self-evaluations, surveys, and reflections to explore candidates’ perceived knowledge, beliefs, and perceptions. The fieldwork led to candidates developing more enjoyment and confidence in teaching math, and they experienced the value of behavior and time management and differentiated, explicit, and systematic instruction. Implications for teacher educators and school districts are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105043"},"PeriodicalIF":4.0,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900248","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
Authentic emotional displays and teacher well-being in early childhood education: The mediating role of affect states 幼儿教育中真实情绪表现与教师幸福感：情感状态的中介作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105044
Songuk Choi, Sungwon Choi
{"title":"Authentic emotional displays and teacher well-being in early childhood education: The mediating role of affect states","authors":"Songuk Choi,&nbsp;Sungwon Choi","doi":"10.1016/j.tate.2025.105044","DOIUrl":"10.1016/j.tate.2025.105044","url":null,"abstract":"<div><div>This study examined how authentic emotional displays affect emotional exhaustion among early childhood teachers. Using daily diary data from 110 teachers over two weeks, we employed multilevel path analysis to test whether positive and negative affect mediated this relationship. The results showed that authentic displays increased positive affect and decreased negative affect, which, in turn, reduced emotional exhaustion. These findings suggest that fostering emotional authenticity in teaching may protect against burnout and support educators’ well-being, with potential benefits to the quality of early childhood education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105044"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896159","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' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research 教师对中学阅读干预课程结构的看法：一项质性研究的元综合
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105029
Katherine K. Frankel , Maneka Deanna Brooks , Julie E. Learned
{"title":"Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research","authors":"Katherine K. Frankel ,&nbsp;Maneka Deanna Brooks ,&nbsp;Julie E. Learned","doi":"10.1016/j.tate.2025.105029","DOIUrl":"10.1016/j.tate.2025.105029","url":null,"abstract":"<div><div>It is important to understand how teachers enact and experience literacy instruction across educational contexts. This qualitative meta-synthesis of 33 articles published between 2000 and 2022 reports on the perspectives of middle and high school educators who teach reading intervention classes. Findings indicate that the interconnected infrastructure of curriculum, professional development, and leadership impacts educators' experiences, and that educators typically have limited voice in the structural decisions made beyond the classroom that impact them. Findings highlight the need to examine how systems and structures interact with sociocultural factors to impact educators' experiences in their classrooms with implications for theory, research, policy, and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105029"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896158","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 presence of culturally sustaining and active learning teaching practices in college classrooms 探索大学课堂中文化维持和主动学习教学实践的存在
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-02 DOI: 10.1016/j.tate.2025.105055
Nancy Gans, Margaret W. Logan, Patricia A. Alexander
{"title":"Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms","authors":"Nancy Gans,&nbsp;Margaret W. Logan,&nbsp;Patricia A. Alexander","doi":"10.1016/j.tate.2025.105055","DOIUrl":"10.1016/j.tate.2025.105055","url":null,"abstract":"<div><div>This pilot study explored the overlap of culturally sustaining pedagogical practices and practices that promote active learning in the classroom. In this study, seven undergraduate instructors were observed and placed into profiles according to their teaching behaviors as observed on a novel observational measure. Their profiles were mapped onto student responses about classroom climate. Results of this mixed-methods study indicated a direct relation between instructors who manifested the overlapping pedagogical behaviors aligned with culturally sustaining and active learning, and students’ perceptions of the classroom climate. Future use of the novel measures and implications for teaching are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105055"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896160","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 value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities 分级指导对致力于在资源不足的学校和社区工作的教师候选人的价值
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-01 DOI: 10.1016/j.tate.2025.105061
Tiffany R. Rowland, Katherine K. Delaney, Ruslan Slutsky, Victoria M. Pope, Karen Krepps, Cassidy Boyden
{"title":"The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities","authors":"Tiffany R. Rowland,&nbsp;Katherine K. Delaney,&nbsp;Ruslan Slutsky,&nbsp;Victoria M. Pope,&nbsp;Karen Krepps,&nbsp;Cassidy Boyden","doi":"10.1016/j.tate.2025.105061","DOIUrl":"10.1016/j.tate.2025.105061","url":null,"abstract":"<div><div>Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105061"},"PeriodicalIF":4.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890752","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
Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice 注意、解释、决定：小学教师如何处理教育实践中意外的难题
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-30 DOI: 10.1016/j.tate.2025.105017
Logan Rutten , Danielle Butville , Rachel Wolkenhauer , Boaz Dvir
{"title":"Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice","authors":"Logan Rutten ,&nbsp;Danielle Butville ,&nbsp;Rachel Wolkenhauer ,&nbsp;Boaz Dvir","doi":"10.1016/j.tate.2025.105017","DOIUrl":"10.1016/j.tate.2025.105017","url":null,"abstract":"<div><div>This qualitative case study examined eleven American teachers’ process of deciding how to address unplanned difficult-topics moments (DTMs) that arise within their professional practices. DTMs stem from the unexpected surfacing of student, professional, curriculum, community, and/or identity issues. Teachers noticed unplanned DTMs because of these moments’ tendency to make them feel unsure about what to say or do. When deciding on their responses, teachers considered students’ individual and collective needs, instructional goals, and the moment’s immediate and broader context. Then, teachers utilized one of four responses: addressing, empathizing, postponing, or ignoring. Implications for teacher professional learning and future research are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105017"},"PeriodicalIF":4.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887570","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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