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Teaching and Teacher Education最新文献

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Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-23 DOI: 10.1016/j.tate.2025.104937
Leigh McLean , Catherine Corbin
{"title":"Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts","authors":"Leigh McLean ,&nbsp;Catherine Corbin","doi":"10.1016/j.tate.2025.104937","DOIUrl":"10.1016/j.tate.2025.104937","url":null,"abstract":"<div><div>Burnout detracts from teachers' effectiveness, however to streamline supports we must know how burnout surfaces in instruction. We explored whether teachers' (N = 65; majority female and White; years experience mean = 39.15) self-reported burnout related to observed overall time, and time in different groupings, in mathematics, science, and English language arts. Multiple regression revealed that depersonalization was associated with less time in science, and across all content areas both burnout dimensions were generally associated with less time in groupings requiring teachers’ involvement and more time completing independent work. Findings can inform supports aligned with instructional scenarios where burnout surfaces most acutely.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104937"},"PeriodicalIF":4.0,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101841","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
Amplifiers and filters in teacher learning of student-centered mathematics instruction
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-22 DOI: 10.1016/j.tate.2025.104943
Tuval Avishai, Alik Palatnik, Yifat Ben-David Kolikant
{"title":"Amplifiers and filters in teacher learning of student-centered mathematics instruction","authors":"Tuval Avishai,&nbsp;Alik Palatnik,&nbsp;Yifat Ben-David Kolikant","doi":"10.1016/j.tate.2025.104943","DOIUrl":"10.1016/j.tate.2025.104943","url":null,"abstract":"<div><div>Acknowledging the nonlinear, complex nature of teacher learning and focusing on the factors that facilitate or hinder teachers' choices, we introduce the System of Amplifiers and Filters (SAF) as a conceptual framework for analyzing teacher learning. We demonstrate its applicability through detailed descriptions of three mathematics teachers' learning paths within a professional development program promoting student-centered pedagogy in Israel. Despite similar learning opportunities in the PD, teachers' learning paths varied significantly, especially in implementing open inquiry and managing its inherent uncertainty. We argue that the SAF mediates teacher's choices within PD contexts and explains the differences in their learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104943"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101844","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
Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-22 DOI: 10.1016/j.tate.2025.104935
Jonghun Kim , Hyunhee Cho
{"title":"Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students","authors":"Jonghun Kim ,&nbsp;Hyunhee Cho","doi":"10.1016/j.tate.2025.104935","DOIUrl":"10.1016/j.tate.2025.104935","url":null,"abstract":"<div><div>This study explores why Korean teachers leave schools, focusing on their attributional reasoning regarding the challenges they face in teaching migrant students. Drawing on interviews, observations, and document analysis, the findings reveal that teachers tend to attribute their failures to their lack of effort rather than their ability, while maintaining their self-efficacy. However, after experiencing burnout, their effort-endorsed attribution shifts to external factors (i.e., the lack of systemic support), which undermines their professional commitment and leads to their decision to leave the school. The discussion highlights the dynamics of teachers' attributional reasoning in relation to teacher attrition/retention issues.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104935"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101842","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 the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-22 DOI: 10.1016/j.tate.2025.104944
Helena Tegler , Helen Melander Bowden , Karianne Skovholt , Rein Ove Sikveland
{"title":"The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction","authors":"Helena Tegler ,&nbsp;Helen Melander Bowden ,&nbsp;Karianne Skovholt ,&nbsp;Rein Ove Sikveland","doi":"10.1016/j.tate.2025.104944","DOIUrl":"10.1016/j.tate.2025.104944","url":null,"abstract":"<div><div>This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104944"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101843","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
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-21 DOI: 10.1016/j.tate.2025.104938
Jingxun Zhong , Di Wang
{"title":"Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers","authors":"Jingxun Zhong ,&nbsp;Di Wang","doi":"10.1016/j.tate.2025.104938","DOIUrl":"10.1016/j.tate.2025.104938","url":null,"abstract":"<div><div>A qualitative analysis was conducted to examine the non-teaching workload experienced by 40 rural teachers in China. The findings shed light on the impact of management and control logics employed, which leads to increased work burden on rural teachers. Rural teachers need to adjust their work from standardization, quantifiability, informatization, and simplification to facilitate upward accountability, and the purpose of doing so is to make administrative departments and schools more accurately downward accountable. Factors contributing to this issue include an excessive concentration of administrative power, insufficient proactive measures taken by schools, and a compliant attitude among teachers toward the current situation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104938"},"PeriodicalIF":4.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101840","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
Using complexity theory to understand teaching: Re-framing perspectives from preservice teachers
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-18 DOI: 10.1016/j.tate.2024.104905
Mistilina Sato, Ting Ma, Jane Abbiss
{"title":"Using complexity theory to understand teaching: Re-framing perspectives from preservice teachers","authors":"Mistilina Sato,&nbsp;Ting Ma,&nbsp;Jane Abbiss","doi":"10.1016/j.tate.2024.104905","DOIUrl":"10.1016/j.tate.2024.104905","url":null,"abstract":"<div><div>This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity in teaching. Drawing on the concepts within complexity theory, we recast preservice teachers’ descriptions of teaching, offering new language for describing the emergent dynamics of teaching in relation to its non-linear and networked activity, working between predictability and uncertainty, and the necessity of adaptation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104905"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101837","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
Video-based reflection as a tool for instructional coach development
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-18 DOI: 10.1016/j.tate.2025.104934
Lindsay Stoetzel , Stephanie Shedrow , Sandra Taylor-Marshall
{"title":"Video-based reflection as a tool for instructional coach development","authors":"Lindsay Stoetzel ,&nbsp;Stephanie Shedrow ,&nbsp;Sandra Taylor-Marshall","doi":"10.1016/j.tate.2025.104934","DOIUrl":"10.1016/j.tate.2025.104934","url":null,"abstract":"<div><div>This paper addresses the research gap on initial and ongoing preparation of instructional coaches by examining the use of video analysis as a tool to foster instructional coach reflection within online professional learning communities (PLCs). Using qualitative case study methodology, key findings demonstrate the relationship between video type (stock, peer, and own) and the purpose of video-based feedback provided by instructional coaches in relation to fostering professional reflection. Implications for practice address the importance of scaffolding video analysis activities over time in order to elicit critical reflection into practice and strengthen professional learning outcomes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104934"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101838","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
Feedback in K-12 and higher education: Educators’ perspectives
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-18 DOI: 10.1016/j.tate.2025.104933
Flora Ji-Yoon Jin, Wei Dai , Bhagya Maheshi , Roberto Martinez-Maldonado, Dragan Gašević, Yi-Shan Tsai
{"title":"Feedback in K-12 and higher education: Educators’ perspectives","authors":"Flora Ji-Yoon Jin,&nbsp;Wei Dai ,&nbsp;Bhagya Maheshi ,&nbsp;Roberto Martinez-Maldonado,&nbsp;Dragan Gašević,&nbsp;Yi-Shan Tsai","doi":"10.1016/j.tate.2025.104933","DOIUrl":"10.1016/j.tate.2025.104933","url":null,"abstract":"<div><div>Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and timely delivery. In contrast, K-12 educators focus on social-affective aspects, such as feedback tone, to support a nurturing learning environment. Despite these sector-specific preferences, discrepancies exist between educators' beliefs and practices, highlighting a need for enhanced feedback literacy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104933"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101839","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
Divided by language: A systematic review of teacher views in segregated language learning settings
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-17 DOI: 10.1016/j.tate.2025.104939
Flora Woltran , Susanne Schwab
{"title":"Divided by language: A systematic review of teacher views in segregated language learning settings","authors":"Flora Woltran ,&nbsp;Susanne Schwab","doi":"10.1016/j.tate.2025.104939","DOIUrl":"10.1016/j.tate.2025.104939","url":null,"abstract":"<div><div>Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104939"},"PeriodicalIF":4.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101846","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
Actively choosing love: Preservice teachers and restorative classroom communities
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-17 DOI: 10.1016/j.tate.2024.104924
Erica Holyoke
{"title":"Actively choosing love: Preservice teachers and restorative classroom communities","authors":"Erica Holyoke","doi":"10.1016/j.tate.2024.104924","DOIUrl":"10.1016/j.tate.2024.104924","url":null,"abstract":"<div><div>There is a continued need to center justice-oriented teacher preparation in content domains and also in preparing PTs to build inclusive, responsive, and transformative classroom communities. While preparation programs increasingly take justice-oriented stances in content instruction, often preparation with classroom management does not match this perspective. This case-study explores how one group of PTs explored and enacted pedagogies of love in place of status quo classroom management. Findings demonstrate how PTs theorized critical love as a way of being for building restorative classrooms. Findings highlight possibilities for PTs to engage in critical approaches to community building and advocate for justice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104924"},"PeriodicalIF":4.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101836","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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