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Interactions between kindergarten teachers and parents in cases of known or suspected child sexual abuse: Barriers, coping styles, and socio-cultural influences 幼儿园教师和家长在已知或怀疑儿童性虐待案件中的互动：障碍、应对方式和社会文化影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-23 DOI: 10.1016/j.tate.2025.105066
Limor Golan , Yifat Levi
{"title":"Interactions between kindergarten teachers and parents in cases of known or suspected child sexual abuse: Barriers, coping styles, and socio-cultural influences","authors":"Limor Golan ,&nbsp;Yifat Levi","doi":"10.1016/j.tate.2025.105066","DOIUrl":"10.1016/j.tate.2025.105066","url":null,"abstract":"<div><div>This study examined kindergarten teachers' perceptions of interactions with parents in known or suspected CSA cases through semi-structured in-depth interviews with 31 Jewish and Arab kindergarten teachers. Identified themes included 1) interaction perceptions characterized by intrapersonal and interpersonal complexities, 2) raising negative emotions, alongside 3) unstable and conflicting coping mechanisms: active, cautious, and avoidant. The interaction may cause the kindergarten teachers to apply defense and neutralization mechanisms, and to create negative emotional fronts - parallel to those of parents - that produce motivational barriers to reporting. Findings suggest that multiple individual and structural factors, not only sociocultural background, determine coping methods.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105066"},"PeriodicalIF":4.0,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115041","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
Finnish teacher students’ career choice motivations: A mixed methods study 芬兰教师学生的职业选择动机：一项混合方法研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-22 DOI: 10.1016/j.tate.2025.105068
Päivi Virtanen , Helen M.G. Watt , Paul W. Richardson , Niina Linnanmäki , Ville Mankki , Riitta-Leena Metsäpelto , Kirsi Wallinheimo
{"title":"Finnish teacher students’ career choice motivations: A mixed methods study","authors":"Päivi Virtanen ,&nbsp;Helen M.G. Watt ,&nbsp;Paul W. Richardson ,&nbsp;Niina Linnanmäki ,&nbsp;Ville Mankki ,&nbsp;Riitta-Leena Metsäpelto ,&nbsp;Kirsi Wallinheimo","doi":"10.1016/j.tate.2025.105068","DOIUrl":"10.1016/j.tate.2025.105068","url":null,"abstract":"<div><div>This mixed-methods study analysed motivations to teach among Finnish first-year teacher students (<em>N</em> = 946) from early childhood, primary and special education programs, to discern potential additional motivations in a context where teaching is highly regarded and any differences between programs. Responses to an open-ended question revealed complementary motivational nuances to enrich the FIT-Choice scale in this context, such as ‘perceived social status’, highlighting the value of a mixed-methods approach. Highest-rated motivations on the FIT-Choice scale were social and intrinsic values, ability, and positive prior teaching and learning experiences; these were also most frequently mentioned of the FIT-Choice factors in open-ended responses, although correspondence at the individual level was modest. Minor differences occurred in career motivations between students from different programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105068"},"PeriodicalIF":4.0,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108263","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 multilevel context of teacher accountability: Findings from low- and high-performing schools in South Africa 教师问责制的多层次背景：来自南非低绩效学校和高绩效学校的调查结果
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-21 DOI: 10.1016/j.tate.2025.105076
Melanie Ehren , Yue-Yi Hwa
{"title":"The multilevel context of teacher accountability: Findings from low- and high-performing schools in South Africa","authors":"Melanie Ehren ,&nbsp;Yue-Yi Hwa","doi":"10.1016/j.tate.2025.105076","DOIUrl":"10.1016/j.tate.2025.105076","url":null,"abstract":"<div><div>How do teachers interpret and act on external accountability and how are these interpretations influenced by the school, community and system context in which they work? We explore this question through interviews with teachers in eight South African primary schools, divided equally between affluent, high-performing schools and deprived, low-performing schools. Some teachers adopt an agentic, professional orientation, while others follow a compliance-oriented approach. Teachers' interpretations of accountability were influenced by mutually reinforcing factors in their multilevel contexts. However, within-school variations in teachers’ mindsets and practices also indicate the influence of their own values, skills and capacity.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105076"},"PeriodicalIF":4.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108264","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
A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors 职前教师人工智能接受度概况分析：结合行为、技术和人为因素
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-21 DOI: 10.1016/j.tate.2025.105086
Chengming Zhang , Min Hu , Weidong Wu , Yanfen Chen , Farrukh Kamran , Xining Wang
{"title":"A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors","authors":"Chengming Zhang ,&nbsp;Min Hu ,&nbsp;Weidong Wu ,&nbsp;Yanfen Chen ,&nbsp;Farrukh Kamran ,&nbsp;Xining Wang","doi":"10.1016/j.tate.2025.105086","DOIUrl":"10.1016/j.tate.2025.105086","url":null,"abstract":"<div><div>This study aims to identify distinct profiles of AI acceptance among pre-service teachers. Latent profile analysis and ANOVAs were conducted to determine whether homogeneous latent profiles exist within a sample of 453 pre-service teachers in China. Our findings revealed four different profiles: High Acceptors (19.21 %), Cautious Supporters (54.30 %), Skeptics (16.56 %), and Pragmatic Adopters (9.93 %). Additionally, the findings indicate that all groups express concern about AI-related technological factors. More specifically, the results point out the importance of AI compatibility and factors related to digital literacy in shaping AI acceptance among pre-service teachers across different groups.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105086"},"PeriodicalIF":4.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098409","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 effectiveness of mentoring, coaching, and induction practices for early career teachers: A scoping review 对早期职业教师的指导、辅导和诱导实践的有效性：范围审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-20 DOI: 10.1016/j.tate.2025.105065
Gia-Yen Luong
{"title":"The effectiveness of mentoring, coaching, and induction practices for early career teachers: A scoping review","authors":"Gia-Yen Luong","doi":"10.1016/j.tate.2025.105065","DOIUrl":"10.1016/j.tate.2025.105065","url":null,"abstract":"<div><div>While the need for mentoring, coaching, and induction for Early Career Teachers (ECTs) is well-established, the evidence is limited by inconsistent terminology and practices implied by each term, underscored by competing purposes. This registered review examined empirical literature from Global North contexts from 2008 relating to formal mentoring, coaching, and induction of ECTs to scope the evidence base and understand how each form of support is defined and described. The review confirmed the lack of coherence in terminology and practices and identified four themes describing the different purposes underlying measures of effectiveness, with implications for further systematic review.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105065"},"PeriodicalIF":4.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098410","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
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority 响应式和指令性读写辅导之间：成就压力、对话精神和认知权威
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-20 DOI: 10.1016/j.tate.2025.105045
Livat Eshchar-Netz , Aliza Segal
{"title":"Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority","authors":"Livat Eshchar-Netz ,&nbsp;Aliza Segal","doi":"10.1016/j.tate.2025.105045","DOIUrl":"10.1016/j.tate.2025.105045","url":null,"abstract":"<div><div>Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same activity with teachers. Our findings highlight the power of social positioning, epistemic authority, and epistemic artifacts to shape possibilities for dialogicity in coaching conversations. We argue that strategic use of shared knowledge artifacts, alongside directive coaching methods, may help scaffold dialogicity.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105045"},"PeriodicalIF":4.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089079","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
Understanding technology acceptance towards online creative arts learning in teacher education 了解技术在教师教育中对在线创意艺术学习的接受程度
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-19 DOI: 10.1016/j.tate.2025.105085
Victoria Pavlou , Katie Burke
{"title":"Understanding technology acceptance towards online creative arts learning in teacher education","authors":"Victoria Pavlou ,&nbsp;Katie Burke","doi":"10.1016/j.tate.2025.105085","DOIUrl":"10.1016/j.tate.2025.105085","url":null,"abstract":"<div><div>This quantitative study examined teacher educators’ acceptance of online creative arts learning in teacher training, a traditionally practice-based field. Guided by the Technology Acceptance Model, the research explored how perceived ease of use, usefulness, and institutional support predicted acceptance, behavioural intention, and teaching experiences. Ninety-four teacher educators from 26 countries completed an online survey, late 2023. Two specially developed and validated scales were used to assess acceptance and teaching experiences. Regression and <em>t</em>-test analyses revealed perceived usefulness as the strongest predictor of behavioural intention, which in-turn predicted threats and opportunities experienced. Findings highlight the need for institutional and discipline-sensitive support.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105085"},"PeriodicalIF":4.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084031","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
Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria 尼日利亚东北部一个加速学习项目中教师自我认知的分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-17 DOI: 10.1016/j.tate.2025.105084
Chikere Ugwuanyi , Josu Solabarrieta Eizaguirre , Concepción Maiztegui Oñate
{"title":"Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria","authors":"Chikere Ugwuanyi ,&nbsp;Josu Solabarrieta Eizaguirre ,&nbsp;Concepción Maiztegui Oñate","doi":"10.1016/j.tate.2025.105084","DOIUrl":"10.1016/j.tate.2025.105084","url":null,"abstract":"<div><div>The Boko Haram fueled on-going armed conflict in Northeast, Nigeria led to the lack of capable, efficacious, and motivated teachers who can teach internally displaced school-aged children. We explore how teachers perceive their capacity, efficacy, and motivation (CEM) to ensure quality education for the displaced children. In general, the findings contribute to a better understanding how to support teachers’ professional development in conflict-affected areas, emphasizing the need for tailored interventions that enhance their self-perception of CEM, key to better Education in Emergency (EiE) programs. Specifically, it shows how self-perception could be a good pointer to the what would be an effective and impactful professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105084"},"PeriodicalIF":4.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071229","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
These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine 这些没有剧本的时刻：教导俄罗斯入侵乌克兰的数字能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-17 DOI: 10.1016/j.tate.2025.105062
Nora Elise Hesby Mathé, Greta B. Gudmundsdottir, Lisbeth M. Brevik
{"title":"These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine","authors":"Nora Elise Hesby Mathé,&nbsp;Greta B. Gudmundsdottir,&nbsp;Lisbeth M. Brevik","doi":"10.1016/j.tate.2025.105062","DOIUrl":"10.1016/j.tate.2025.105062","url":null,"abstract":"<div><div>On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardless of their original plans, to cater for students’ questions. In these unscripted moments, teachers used their professional digital competence to address the invasion in real time and enable students to find and reflect critically on information about the invasion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105062"},"PeriodicalIF":4.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071230","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
Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts 技术集成中不断发展的知识结构：跟踪嵌入在教学工件中的变化
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-16 DOI: 10.1016/j.tate.2025.105072
Longwei Zheng , Shouping Chen , Haomin Zhang , Yuanyuan Feng , Xiaoqing Gu
{"title":"Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts","authors":"Longwei Zheng ,&nbsp;Shouping Chen ,&nbsp;Haomin Zhang ,&nbsp;Yuanyuan Feng ,&nbsp;Xiaoqing Gu","doi":"10.1016/j.tate.2025.105072","DOIUrl":"10.1016/j.tate.2025.105072","url":null,"abstract":"<div><div>This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105072"},"PeriodicalIF":4.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068217","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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