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Teaching and Teacher Education最新文献

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Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being 基于工作需求、个人和学校资源以及幸福感的新教师流失风险分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-15 DOI: 10.1016/j.tate.2025.105070
Wilfried Admiraal
{"title":"Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being","authors":"Wilfried Admiraal","doi":"10.1016/j.tate.2025.105070","DOIUrl":"10.1016/j.tate.2025.105070","url":null,"abstract":"<div><div>This study seeks to develop profiles of novice teachers based on their job demands, individual and school resources, and well-being to tailor induction programs to the needs of different groups of teachers. Cluster analysis was used on data from the Teaching and Learning International Survey (TALIS) 2018 Teacher Questionnaire on 5728 novice teachers from 24 European countries. Seven attrition risk profiles were extracted, including teachers with low attrition risk (Thriving), moderate attrition risk (Confident, School-oriented, and Overloaded), and high attrition risk (Uncommitted, Insecure, and Unhappy). Implications of these seven profiles for the induction of novice teachers are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105070"},"PeriodicalIF":4.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947772","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
Celebrating 40 years of Teaching and Teacher Education (1985–2025): Top ten cited articles 1985–2025 庆祝教学和教师教育40周年（1985-2025）：1985-2025年十大被引文章
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-15 DOI: 10.1016/j.tate.2025.105071
Hafdis Guðjónsdóttir , Robert C. Kleinsasser
{"title":"Celebrating 40 years of Teaching and Teacher Education (1985–2025): Top ten cited articles 1985–2025","authors":"Hafdis Guðjónsdóttir ,&nbsp;Robert C. Kleinsasser","doi":"10.1016/j.tate.2025.105071","DOIUrl":"10.1016/j.tate.2025.105071","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105071"},"PeriodicalIF":4.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190095","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
Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom 面对模拟的多元文化课堂，揭示教师的跨文化能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-15 DOI: 10.1016/j.tate.2025.105053
Brigitte Theeuwes , Nadira Saab , Eddie Denessen , Wilfried Admiraal
{"title":"Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom","authors":"Brigitte Theeuwes ,&nbsp;Nadira Saab ,&nbsp;Eddie Denessen ,&nbsp;Wilfried Admiraal","doi":"10.1016/j.tate.2025.105053","DOIUrl":"10.1016/j.tate.2025.105053","url":null,"abstract":"<div><div>This study explored teachers' intercultural competence in response to simulated multicultural classroom scenarios. Data were collected from five focus-group meetings, with three teachers each. Before the discussion, the 15 teachers individually viewed three Spherical Video-Based Virtual Reality (SV-VR) clips from multicultural classrooms viewed through a Head Mounted Display (HMD, Oculus Go). A modified version of Deardorff's Pyramid Model of Intercultural Competence was applied to qualitatively analyze these group reflections. The main results were: 1) participants generally do not identify multicultural classroom events through a cultural lens; 2) the ‘tolerance paradox’ poses a challenge for teachers; 3) culture-specific knowledge may inadvertently reinforce stereotypes; 4) curiosity emerges as essential for understanding students' cultural backgrounds; and (5) teachers express differing views on grouping students by cultural background. The implications of these findings for teacher education are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105053"},"PeriodicalIF":4.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947773","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
Navigating parental engagement in WhatsApp groups: A study of parent-teacher experiences
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-13 DOI: 10.1016/j.tate.2025.105074
Shira Traeger-Soudry , Hananel Rosenberg , Chen Sabag-Ben Porat , Hila Lowenstein-Barkai
{"title":"Navigating parental engagement in WhatsApp groups: A study of parent-teacher experiences","authors":"Shira Traeger-Soudry ,&nbsp;Hananel Rosenberg ,&nbsp;Chen Sabag-Ben Porat ,&nbsp;Hila Lowenstein-Barkai","doi":"10.1016/j.tate.2025.105074","DOIUrl":"10.1016/j.tate.2025.105074","url":null,"abstract":"<div><div>This study examines how WhatsApp-groups shape parental engagement in education, focusing on elementary school teachers-parents groups. Using theories of parental engagement and digital affordances, we explore how these groups transform traditional educational partnerships. Through in-depth interviews with teachers and parents, the study highlights how WhatsApp's public nature, constant availability, and conversational format both enable and constrain meaningful parental engagement. Findings reveal how digital platforms reshape the involvement-to-engagement continuum, emphasizing the balance between enhanced communication opportunities and maintaining appropriate professional boundaries. This research enhances theoretical understanding of parental engagement in digital spaces and offers practical insights for managing technology-mediated educational partnerships.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105074"},"PeriodicalIF":4.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941793","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
Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan 在台湾高等教育教师培训课程中运用线上翻转教学强化技能练习与反馈
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-13 DOI: 10.1016/j.tate.2025.105073
Hui-Ting Wang , Chih-Feng Chien , Chiu-Yen Chen
{"title":"Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan","authors":"Hui-Ting Wang ,&nbsp;Chih-Feng Chien ,&nbsp;Chiu-Yen Chen","doi":"10.1016/j.tate.2025.105073","DOIUrl":"10.1016/j.tate.2025.105073","url":null,"abstract":"<div><div>This study investigates the effectiveness of online flipped teaching in the context of preservice special education teacher preparation within higher education in Taiwan. Employing a mixed method with a quasi-experimental design, the research utilized Partial Least Squares, <em>t</em>-test, and grounded theory analyses to examine its impact on four critical dimensions of preservice teacher preparation. The findings indicate that the flipped teaching model improved students’ mastery of behavioral principles, increased the accuracy of three evidence-based practice skills (reinforcement, prompting, extinction), and promoted greater engagement through in-class feedback, cooperative learning, and optimized instructional design. Furthermore, this study establishes a framework for integrating flipped learning into special education teacher preparation programs, contributing to the development of evidence-based instructional strategies.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105073"},"PeriodicalIF":4.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941792","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
Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia 获得成功认证？印度尼西亚教师资格认证对教育者福利和学生成绩影响的多层次分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-07 DOI: 10.1016/j.tate.2025.105069
Abu Nawas, I. Gusti Ngurah Darmawan, Nina Maadad
{"title":"Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia","authors":"Abu Nawas,&nbsp;I. Gusti Ngurah Darmawan,&nbsp;Nina Maadad","doi":"10.1016/j.tate.2025.105069","DOIUrl":"10.1016/j.tate.2025.105069","url":null,"abstract":"<div><div>The teacher certification program in Indonesia has been implemented for two decades, yet its impact on teacher well-being, student well-being, and educational outcomes remains underexplored. This study examines these relationships using multilevel path analysis on data from 1319 secondary school students across 64 classrooms. Results show certification positively affects teacher job satisfaction (β = .45) and reduces student learning anxiety (β = −.11). Indirect effects on achievement were mediated by teacher efficacy, collaboration, and motivation. However, no significant effects on student well-being were found, highlighting the need to reassess the certification framework to better support both teachers and students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105069"},"PeriodicalIF":4.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912493","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 cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching 运用认知诊断指导车间设计：初学数学教师对话教学知识检测的初步研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-05-07 DOI: 10.1016/j.tate.2025.105059
Ying Zhang , Yi Jin , Na Li , Bo Li , Gaowei Chen
{"title":"Using cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching","authors":"Ying Zhang ,&nbsp;Yi Jin ,&nbsp;Na Li ,&nbsp;Bo Li ,&nbsp;Gaowei Chen","doi":"10.1016/j.tate.2025.105059","DOIUrl":"10.1016/j.tate.2025.105059","url":null,"abstract":"<div><div>Teacher knowledge assessment has received little attention in professional development programs. This study addresses this gap by utilizing cognitive diagnosis to guide the workshop design and examine the differences in novice teachers' knowledge of dialogic teaching. The study involved 45 Chinese secondary mathematics teachers who participated in a knowledge-based workshop. Pre- and post-tests demonstrated a significant improvement in teachers' knowledge. Cognitive diagnosis analysis revealed that around half of the participating teachers sufficiently comprehended the concepts of “elaborating,” “reasoning,” and “thinking with others.” The study underscores the potential of cognitive diagnosis as a design strategy to support teachers’ professional growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105059"},"PeriodicalIF":4.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918073","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 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
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