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The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent 实习工作要求和资源对职前教师职业承诺和工作意向的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-11 DOI: 10.1016/j.tate.2024.104841
Jeremy Pan , Tony Loughland , Rebecca J. Collie , Andrew A. Kingsford-Smith , Mary Ryan , Caroline Mansfield , Rachelle Davey , Chrissy Monteleone , Miriam Tanti
{"title":"The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent","authors":"Jeremy Pan ,&nbsp;Tony Loughland ,&nbsp;Rebecca J. Collie ,&nbsp;Andrew A. Kingsford-Smith ,&nbsp;Mary Ryan ,&nbsp;Caroline Mansfield ,&nbsp;Rachelle Davey ,&nbsp;Chrissy Monteleone ,&nbsp;Miriam Tanti","doi":"10.1016/j.tate.2024.104841","DOIUrl":"10.1016/j.tate.2024.104841","url":null,"abstract":"<div><div>Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104841"},"PeriodicalIF":4.0,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662009","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
The role of recovery experiences for pre- and in-service physical education teachers’ well-being 恢复体验对职前和在职体育教师幸福感的作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-10 DOI: 10.1016/j.tate.2024.104848
Birte von Haaren-Mack , Alina Schaefer , Fabian Pels
{"title":"The role of recovery experiences for pre- and in-service physical education teachers’ well-being","authors":"Birte von Haaren-Mack ,&nbsp;Alina Schaefer ,&nbsp;Fabian Pels","doi":"10.1016/j.tate.2024.104848","DOIUrl":"10.1016/j.tate.2024.104848","url":null,"abstract":"<div><div>The present study aimed to investigate the association between recovery experiences, well-being and the risk for depression in pre- and in-service physical education (PE) teachers. In a sample of 477 PE teachers, in-service teachers reported significantly higher detachment from work, greater well-being, and lower risk for depression compared to pre-service teachers. While all recovery experiences were positively associated with well-being, only detachment and control were negatively associated with the risk for depression. Career stage moderated the association between relaxation and the risk for depression. PE teacher training programs should prioritise detachment from work and relaxation strategies, particularly for pre-service teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104848"},"PeriodicalIF":4.0,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662008","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
Identity discourse in teacher education: Developments in national-cultural identities of pre-service teachers in Israel 师范教育中的身份话语：以色列职前教师民族文化身份的发展
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-09 DOI: 10.1016/j.tate.2024.104850
Ohad David
{"title":"Identity discourse in teacher education: Developments in national-cultural identities of pre-service teachers in Israel","authors":"Ohad David","doi":"10.1016/j.tate.2024.104850","DOIUrl":"10.1016/j.tate.2024.104850","url":null,"abstract":"<div><div>In our multi-cultural world, it is crucial that teachers have the ability to engage in dialogical and pluralistic discourse on identities. This qualitative study aimed to characterize the process that preservice teachers underwent in their course, “Identity Discourse in the Classroom,” in a teacher education college in Israel. The analysis focused on the development of their national-cultural identity. The results demonstrated that the students moved from ambiguity to clarity and reflexivity concerning their national-cultural identity. They also demonstrated that the course created an infrastructure for the emergence of a non-essentialist identity consciousness, one that reflects a moderate constructivist view.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104850"},"PeriodicalIF":4.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662007","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
Teaching and AI in the postdigital age: Learning from teachers’ perspectives 后数字时代的教学与人工智能：从教师的角度学习
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-09 DOI: 10.1016/j.tate.2024.104851
Rachel Moylan , Jillianne Code , Heather O'Brien
{"title":"Teaching and AI in the postdigital age: Learning from teachers’ perspectives","authors":"Rachel Moylan ,&nbsp;Jillianne Code ,&nbsp;Heather O'Brien","doi":"10.1016/j.tate.2024.104851","DOIUrl":"10.1016/j.tate.2024.104851","url":null,"abstract":"<div><div>This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104851"},"PeriodicalIF":4.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662006","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
We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy 我们毫无头绪：未经冲突敏感教学法培训的约旦教师的心声
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-08 DOI: 10.1016/j.tate.2024.104839
Radzuwan Ab Rashid , Hanan M.Madanat , Omar Ali Al-Smadi , Misrah Mohamed , Marwan Harb Alqaryouti , Umair Munir Hashmi , Raed Al Ramahi
{"title":"We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy","authors":"Radzuwan Ab Rashid ,&nbsp;Hanan M.Madanat ,&nbsp;Omar Ali Al-Smadi ,&nbsp;Misrah Mohamed ,&nbsp;Marwan Harb Alqaryouti ,&nbsp;Umair Munir Hashmi ,&nbsp;Raed Al Ramahi","doi":"10.1016/j.tate.2024.104839","DOIUrl":"10.1016/j.tate.2024.104839","url":null,"abstract":"<div><div>This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104839"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662003","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
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement 轨道安排和教师对儿童学业技能的看法对儿童动机自信心和成就发展的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-08 DOI: 10.1016/j.tate.2024.104847
Satu Koivuhovi , Alexander Jung , Elina Kilpi-Jakonen , Todd D. Little , Mari-Pauliina Vainikainen
{"title":"Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement","authors":"Satu Koivuhovi ,&nbsp;Alexander Jung ,&nbsp;Elina Kilpi-Jakonen ,&nbsp;Todd D. Little ,&nbsp;Mari-Pauliina Vainikainen","doi":"10.1016/j.tate.2024.104847","DOIUrl":"10.1016/j.tate.2024.104847","url":null,"abstract":"<div><div>In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104847"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662002","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
The diversity teaching beliefs scale: Addressing cultural diversity, communalities between cultures, and the national culture in the classroom 多样性教学信念量表：在课堂上处理文化多样性、文化间共性和民族文化问题
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-08 DOI: 10.1016/j.tate.2024.104846
Jochem Thijs , Minke Krijnen , Lian van Vemde , Lisette Hornstra , Tim Mainhard , Bjorn Wansink
{"title":"The diversity teaching beliefs scale: Addressing cultural diversity, communalities between cultures, and the national culture in the classroom","authors":"Jochem Thijs ,&nbsp;Minke Krijnen ,&nbsp;Lian van Vemde ,&nbsp;Lisette Hornstra ,&nbsp;Tim Mainhard ,&nbsp;Bjorn Wansink","doi":"10.1016/j.tate.2024.104846","DOIUrl":"10.1016/j.tate.2024.104846","url":null,"abstract":"<div><div>This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide support for its reliability and validity. Moreover, latent profile analyses indicated that the three teacher beliefs co-occurred in different combinations. Overall, the DTBS can be considered a useful instrument to capture the multidimensional nature of teachers’ diversity teaching beliefs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104846"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662004","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
Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time? 挪威初中的数字雄心与课堂现实：随着时间的推移，学生正在发展哪些数字能力？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-08 DOI: 10.1016/j.tate.2024.104843
Astrid Elisabeth Kure , Marte Blikstad-Balas , Lisbeth M. Brevik
{"title":"Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?","authors":"Astrid Elisabeth Kure ,&nbsp;Marte Blikstad-Balas ,&nbsp;Lisbeth M. Brevik","doi":"10.1016/j.tate.2024.104843","DOIUrl":"10.1016/j.tate.2024.104843","url":null,"abstract":"<div><div>Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (<em>N</em> = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104843"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662005","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
Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support 评估教师培养计划：基于自信和支持选择师范教育
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-07 DOI: 10.1016/j.tate.2024.104842
Juan Pablo Quiroz Ávila , M. Beatriz Fernández
{"title":"Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support","authors":"Juan Pablo Quiroz Ávila ,&nbsp;M. Beatriz Fernández","doi":"10.1016/j.tate.2024.104842","DOIUrl":"10.1016/j.tate.2024.104842","url":null,"abstract":"<div><div>This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students' retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104842"},"PeriodicalIF":4.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662001","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
Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs 谈论可信度、学生和引导：在演练汇报中学习在线评价教学的机会
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-11-04 DOI: 10.1016/j.tate.2024.104813
Sarah McGrew
{"title":"Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs","authors":"Sarah McGrew","doi":"10.1016/j.tate.2024.104813","DOIUrl":"10.1016/j.tate.2024.104813","url":null,"abstract":"<div><div>Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students’ reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104813"},"PeriodicalIF":4.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579081","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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