发布求助
文献互助 智能选刊 最新文献

Teaching and Teacher Education最新文献

筛选
英文 中文
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
Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality “假装”情绪总是不好的吗？探讨教师情绪劳动、表达热情与教学质量的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-29 DOI: 10.1016/j.tate.2025.105042
H. Wang , I.Y. Wang , Y. Chen , I. Burić
{"title":"Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality","authors":"H. Wang ,&nbsp;I.Y. Wang ,&nbsp;Y. Chen ,&nbsp;I. Burić","doi":"10.1016/j.tate.2025.105042","DOIUrl":"10.1016/j.tate.2025.105042","url":null,"abstract":"<div><div>With a sample of 64 teachers and their 533 students, this research examines how teachers' self-reported emotional labor relates to student-reported teaching quality, with student-reported teacher enthusiasm serving as a mediating factor. Multilevel modeling analysis reveals that, at the student level, higher perceived teacher enthusiasm is associated with greater student-perceived teaching quality. At the class level, teachers' faking emotions is associated with higher class-perceived teacher enthusiasm, which in turn, corresponds with higher class-perceived teaching quality. Our findings shed light on the intricate nature of teachers' emotional labor by uncovering a positive and indirect link between emotional labor and teaching quality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105042"},"PeriodicalIF":4.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882161","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
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching?: A Study of Early Childhood Teachers in the United States 谁更有可能茁壮成长，谁更有可能有辞职的想法？美国幼儿教师研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-29 DOI: 10.1016/j.tate.2025.105054
Jennifer J. Chen , Zijia Li , Wilson Rodrigues , Samantha Kaufman
{"title":"Who is more likely to thrive and who is more likely to have thoughts about quitting teaching?: A Study of Early Childhood Teachers in the United States","authors":"Jennifer J. Chen ,&nbsp;Zijia Li ,&nbsp;Wilson Rodrigues ,&nbsp;Samantha Kaufman","doi":"10.1016/j.tate.2025.105054","DOIUrl":"10.1016/j.tate.2025.105054","url":null,"abstract":"<div><div>A survey-based study of 117 early childhood teachers in the United States revealed factors predicting teacher thriving and thoughts about quitting teaching amidst stress. Two groups were more likely to thrive: (1) minority teachers, and (2) teachers with higher job satisfaction. Three groups were more likely to have thoughts about quitting: (1) those teaching children from predominantly low-income backgrounds, (2) those dissatisfied with their salaries, and (3) those experiencing high stress. Age and years of teaching showed an interaction effect on thoughts about quitting, suggesting that younger teachers with fewer years of teaching were more likely to have thoughts about quitting.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105054"},"PeriodicalIF":4.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882162","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
Integrating computational thinking through digital creation: The (TPAC)2K model 通过数字创造整合计算思维：（TPAC）2K模型
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-28 DOI: 10.1016/j.tate.2025.105056
Kathryn MacCallum
{"title":"Integrating computational thinking through digital creation: The (TPAC)2K model","authors":"Kathryn MacCallum","doi":"10.1016/j.tate.2025.105056","DOIUrl":"10.1016/j.tate.2025.105056","url":null,"abstract":"<div><div>This study investigates how teachers adapt their technological, pedagogical, and content knowledge (TPACK) to integrate computational thinking (CT) across diverse subjects, addressing the challenge of moving students from passive technology users to active creators. Using a participatory action research design, data were collected from 12 high school teachers through reflective journals, lesson plans, and interviews. Using framework analysis, the findings reveal the need for professional development, scaffolding, and interdisciplinary collaboration to support CT integration. The study introduces the (TPAC)<sup>2</sup>K model, providing a framework for fostering student creativity through digital artefact creation, with implications for teacher training and cross-curricular teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105056"},"PeriodicalIF":4.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878711","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 framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students 教师文化响应性教学信念的架构：连结原住民课程教学动机与原住民学生关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-23 DOI: 10.1016/j.tate.2025.105020
Keiko C.P. Bostwick , Andrew J. Martin , Kevin Lowe , Greg Vass , Annette Woods , Tracy L. Durksen
{"title":"A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students","authors":"Keiko C.P. Bostwick ,&nbsp;Andrew J. Martin ,&nbsp;Kevin Lowe ,&nbsp;Greg Vass ,&nbsp;Annette Woods ,&nbsp;Tracy L. Durksen","doi":"10.1016/j.tate.2025.105020","DOIUrl":"10.1016/j.tate.2025.105020","url":null,"abstract":"<div><div>Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105020"},"PeriodicalIF":4.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863931","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 relationship between ICT usage and academic performance: A global data analysis based on network analysis ICT使用与学业成绩的关系：基于网络分析的全球数据分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-22 DOI: 10.1016/j.tate.2025.105034
Leilei Liang, Chengbin Zheng, Kai Liu, Jiayuan Xu, Junsong Fei, Songli Mei
{"title":"The relationship between ICT usage and academic performance: A global data analysis based on network analysis","authors":"Leilei Liang,&nbsp;Chengbin Zheng,&nbsp;Kai Liu,&nbsp;Jiayuan Xu,&nbsp;Junsong Fei,&nbsp;Songli Mei","doi":"10.1016/j.tate.2025.105034","DOIUrl":"10.1016/j.tate.2025.105034","url":null,"abstract":"<div><div>The effective use of Information and Communication Technology (ICT) is closely linked to improved academic performance, yet global research on this topic remains limited. This study analyzes PISA 2018 data to explore the relationship between ICT use in various contexts and reading, math, and science literacy among 248 224 15-year-olds from 52 countries/regions. The network analysis shows that students' performance in reading, math, and science is closely linked to ICT use in various contexts. Emphasis should be on developing students' ICT competence and supervising their use of ICT for learning outside school.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105034"},"PeriodicalIF":4.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854697","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
To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking 注意，但注意什么？关于职前教师注意到学生思维优势和不足的调查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-19 DOI: 10.1016/j.tate.2025.105035
Pınar Güner , Figen Bozkuş , Mustafa Güler
{"title":"To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking","authors":"Pınar Güner ,&nbsp;Figen Bozkuş ,&nbsp;Mustafa Güler","doi":"10.1016/j.tate.2025.105035","DOIUrl":"10.1016/j.tate.2025.105035","url":null,"abstract":"<div><div>This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105035"},"PeriodicalIF":4.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848028","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 potential and challenges of applying multiple intelligences theory in Chinese music education 探索多元智能理论在中国音乐教育中应用的潜力与挑战
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-19 DOI: 10.1016/j.tate.2025.105031
Zishan Xiong
{"title":"Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education","authors":"Zishan Xiong","doi":"10.1016/j.tate.2025.105031","DOIUrl":"10.1016/j.tate.2025.105031","url":null,"abstract":"<div><div>The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105031"},"PeriodicalIF":4.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848029","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
Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout 幼儿教育中的动态工作需求与资源：对倦怠机制的定性现实主义探究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-18 DOI: 10.1016/j.tate.2025.105008
Jamie N. Powers , Charlotte V. Farewell , Robyn Thomas Pitts , Jini E. Puma
{"title":"Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout","authors":"Jamie N. Powers ,&nbsp;Charlotte V. Farewell ,&nbsp;Robyn Thomas Pitts ,&nbsp;Jini E. Puma","doi":"10.1016/j.tate.2025.105008","DOIUrl":"10.1016/j.tate.2025.105008","url":null,"abstract":"<div><div>Burnout, defined by emotional exhaustion, depersonalization, and diminished personal accomplishment, is prevalent among early childhood education (ECE) professionals. This study utilized qualitative realist inquiry to explore burnout mechanisms among Head Start staff. Applying the job demands-resources theory, we investigated how job demands contribute to emotional exhaustion and depersonalization while examining resources that promote personal accomplishment. Through two interviews with seven ECE professionals experiencing varied burnout, we employed thematic analysis and causation coding to build context-mechanism-outcome configurations. Findings highlight the dynamic interplay between organizational, interpersonal, and personal factors shaping burnout, revealing that demands and resources shift by perspective and time.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105008"},"PeriodicalIF":4.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848027","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
Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class 揭示教师身份发展：以农村中学计算机科学课人工智能课程实施为例
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-16 DOI: 10.1016/j.tate.2025.105032
Keunjae Kim, Kyungbin Kwon
{"title":"Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class","authors":"Keunjae Kim,&nbsp;Kyungbin Kwon","doi":"10.1016/j.tate.2025.105032","DOIUrl":"10.1016/j.tate.2025.105032","url":null,"abstract":"<div><div>This study investigates how a CS teacher's professional identity develops during the implementation of an AI curriculum in a rural middle school. Addressing teachers' challenges with limited AI training, it focuses on identity dimensions of participation, self-categorization, and confidence. Data sources include classroom video observations and teacher interviews, analyzed using content analysis and Latent Dirichlet Allocation (LDA). The study finds that modeling, collaboration, and self-reflection strategies increase teacher participation and confidence, supporting positive self-categorization as an independent AI educator. The findings highlight the importance of targeted support to foster teacher identity development and preparedness in AI-integrated K-12 STEM + C education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105032"},"PeriodicalIF":4.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834827","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信