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Teaching and Teacher Education最新文献

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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
“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology "我们从未停止学习！"。教师对远程学习优势的看法与其专业成长和整合技术的意向有关
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-15 DOI: 10.1016/j.tate.2025.105038
Annalisa Soncini , Emanuele Politi , Gerardo Petruzziello , Maria Cristina Matteucci
{"title":"“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology","authors":"Annalisa Soncini ,&nbsp;Emanuele Politi ,&nbsp;Gerardo Petruzziello ,&nbsp;Maria Cristina Matteucci","doi":"10.1016/j.tate.2025.105038","DOIUrl":"10.1016/j.tate.2025.105038","url":null,"abstract":"<div><div>This study had three aims: validating two new scales to measure teachers' perceptions of Distance Learning strengths (DLS) and weaknesses (DLW) during the COVID-19 pandemic; testing whether these perceptions related to technology integration into in-person teaching; and investigating whether professional growth mediated this relationship. Two studies involving Italian teachers were conducted. Study 1 (N = 326) explored the factor structure of the new scales, whereas Study 2 (N = 554) tested the hypothesised mediation implementing structural equation models. Results showed that perceived DLS, and not DLW, were positively related to teachers’ technology integration, both directly and indirectly via increased professional growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105038"},"PeriodicalIF":4.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829170","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
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools 从“人手难”的澳大利亚学校校长的角度看研究生教师的“准备”
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-15 DOI: 10.1016/j.tate.2025.105037
Juliana Ryan , Babak Dadvand , Steve Murphy
{"title":"Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools","authors":"Juliana Ryan ,&nbsp;Babak Dadvand ,&nbsp;Steve Murphy","doi":"10.1016/j.tate.2025.105037","DOIUrl":"10.1016/j.tate.2025.105037","url":null,"abstract":"<div><div>Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named <em>Teaching as a professional calling</em>, these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices. Findings suggest the importance of school contexts and principals' perspectives in shaping what constitutes ‘readiness’. They also point to the value of embedding situated professional ethics in teacher education to prepare graduates for diverse contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105037"},"PeriodicalIF":4.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829197","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 role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices 教师对学生智力、自我效能感、需求挫折感和满足感的看法对教学实践倾向的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105033
Gabriele Gullo, Ambra Gentile, Barbara Caci, Marianna Alesi
{"title":"The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices","authors":"Gabriele Gullo,&nbsp;Ambra Gentile,&nbsp;Barbara Caci,&nbsp;Marianna Alesi","doi":"10.1016/j.tate.2025.105033","DOIUrl":"10.1016/j.tate.2025.105033","url":null,"abstract":"<div><div>The present study investigates the influence of teachers' beliefs and personal factors on teaching practices by conducting two studies on their relationship (Study 1) and on the creation of teachers' profiles (Study 2). Data were collected on 447 Italian teachers (85 % female, mean age: 38.7 years, SD: ±4.49). Path analysis of Study 1 showed that teachers' beliefs significantly influenced their self-efficacy and their perception of teaching practices. The two-way cluster analysis of Study 2 showed two distinct profiles: constructive and didactic. Findings suggest that intervention programs should enhance teachers’ self-efficacy and satisfaction to foster more supportive and student-oriented teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105033"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826101","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
Towards program coherence in secondary teacher education: A leadership perspective 中学教师教育项目连贯性：领导视角
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105030
Pieter Flamand, Ruben Vanderlinde, Melissa Tuytens
{"title":"Towards program coherence in secondary teacher education: A leadership perspective","authors":"Pieter Flamand,&nbsp;Ruben Vanderlinde,&nbsp;Melissa Tuytens","doi":"10.1016/j.tate.2025.105030","DOIUrl":"10.1016/j.tate.2025.105030","url":null,"abstract":"<div><div>The importance of program coherence in teacher education is widely acknowledged, yet fragmentation remains a challenge. This study examines the role of leadership practices in fostering program coherence through thematic analysis of interviews and documents collected from six teacher education programs. Seven leadership practices for fostering coherence are identified, with findings offering detailed insights into their implementation and highlighting variations across programs. Furthermore, the results suggest that the program context influences the discretionary space available for pursuing program coherence through leadership. The study underscores the dynamic, context-dependent nature of program coherence and discusses implications for practice and future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105030"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829198","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
Syrian Lives Matter in an EFL speaking class: An interdisciplinary approach to language, culture, and social justice 在英语口语课上，叙利亚人的生命很重要：语言、文化和社会正义的跨学科方法
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105040
Ömer Gökhan Ulum
{"title":"Syrian Lives Matter in an EFL speaking class: An interdisciplinary approach to language, culture, and social justice","authors":"Ömer Gökhan Ulum","doi":"10.1016/j.tate.2025.105040","DOIUrl":"10.1016/j.tate.2025.105040","url":null,"abstract":"<div><div>This empirical study explores how critical pedagogy can address the Syrian refugee crisis in EFL speaking classes. Twenty-four pre-service EFL teachers at a Turkish university co-developed a four-week mini-syllabus focused on social justice, racism, and refugee narratives related to Syrian refugees in Turkey. Using participatory methods, students engaged with authentic texts, debates, and multimedia resources. A pre/post-intervention comparison showed significantly improved fluency, lexical use, and critical thinking. Findings reveal that integrating specific sociopolitical issues into language education fosters empathy, global awareness, and linguistic competence. The study supports using English as a tool for social action and transformative pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105040"},"PeriodicalIF":4.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826100","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
Overworked and under-creative: Teacher workload, time allocation, and creative pedagogy in Chinese secondary schools - evidence from PISA 2022 过度劳累和缺乏创造力：中国中学教师的工作量、时间分配和创造性教学法——来自PISA 2022的证据
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-12 DOI: 10.1016/j.tate.2025.105039
Yajing Wang
{"title":"Overworked and under-creative: Teacher workload, time allocation, and creative pedagogy in Chinese secondary schools - evidence from PISA 2022","authors":"Yajing Wang","doi":"10.1016/j.tate.2025.105039","DOIUrl":"10.1016/j.tate.2025.105039","url":null,"abstract":"<div><div>This study explores the impact of workload and time allocation on Chinese secondary school teachers' prioritization of creative pedagogies using PISA 2022 data and hierarchical linear models. Findings reveal that workload has no direct effect on creative pedagogies. However, time allocation for teaching-related tasks follows a U-shaped relationship at the teacher level and an inverted U-shaped pattern at the school level. Digital resources enhance creative pedagogies while mitigating the effects of workload and time allocation. These results highlight the need for balanced time management and strategic digital integration to foster creativity in teaching. Limitations and future research directions are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105039"},"PeriodicalIF":4.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821384","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
From male pre-service teachers to pre-service male teachers: Constructing masculinity in teacher education 从职前男教师到职前男教师：在师范教育中构建男性气质
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-12 DOI: 10.1016/j.tate.2025.105036
Hao Xu
{"title":"From male pre-service teachers to pre-service male teachers: Constructing masculinity in teacher education","authors":"Hao Xu","doi":"10.1016/j.tate.2025.105036","DOIUrl":"10.1016/j.tate.2025.105036","url":null,"abstract":"<div><div>This study explores how male pre-service teachers construct their masculinity in a predominantly female educational environment. Using a six-year multiple-case study, it examines how participants navigated gender expectations, revealing both resistance to and reinforcement of traditional gender norms. Findings show distinct yet intersecting trajectories: strategic adaptation, gender fusion, and identity exploration, each shaped by social expectations, institutional norms, and personal agency. The study contributes to gender research in teacher education by highlighting the paradoxes of masculinity construction and calls for inclusive teacher education programmes that critically engage with gender diversity and identity development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105036"},"PeriodicalIF":4.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821383","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 collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction 人工智能（AI）与语言教师身份重建的协同反思
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-11 DOI: 10.1016/j.tate.2025.105022
Farhad Ghiasvand , Haniye Seyri
{"title":"A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction","authors":"Farhad Ghiasvand ,&nbsp;Haniye Seyri","doi":"10.1016/j.tate.2025.105022","DOIUrl":"10.1016/j.tate.2025.105022","url":null,"abstract":"<div><div>Artificial intelligence (AI) technologies are quickly revolutionizing various aspects of second/foreign language (L2) education with their promising potentials to offer personalized, adaptive, and instant feedback. Despite such technical capacities, the role of AI in how language teachers (re)define their professional selves has remained a notable gap so far. To unveil that synergy, framed in the post-structuralist perspective, this study examined 15 Iranian English as a foreign language (EFL) teachers' identity (re)construction in light of AI through collaborative reflection and narrative frame. The results of thematic analysis revealed that AI contributed to language teacher identity (LTI) (re)construction in six areas. It “caused teacher role transformation”, “triggered pedagogical alignment and development”, “made L2 education data-driven, personalized, and collaborative”, “enhanced teachers’ professional expertise and knowledge base”, “spurred teachers to be self-reflective practitioners”, and “made teachers tech-savvy in the shifting world”, hence (re)shaping LTI. The findings are discussed and practical implications are presented to EFL teachers and teacher educators.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105022"},"PeriodicalIF":4.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820976","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
Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator? 职前教师专业认同形成的影响因素评估：承诺是否与自我形象和任务感知相关？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-04-09 DOI: 10.1016/j.tate.2025.105021
Yan Li , Ahmad Zamri Khairani
{"title":"Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator?","authors":"Yan Li ,&nbsp;Ahmad Zamri Khairani","doi":"10.1016/j.tate.2025.105021","DOIUrl":"10.1016/j.tate.2025.105021","url":null,"abstract":"<div><div>The development of teacher professional identity (TPI) is influenced by various factors; nevertheless, the interrelations among these factors and their significance remain unclear. This survey-based quantitative research tested a TPI model, examining the relationship between self-image, task perception, commitment, and culture on TPI formation. Structural equation modelling (SEM) was employed with a sample of 2501 preservice teachers in China. The findings demonstrated self-image and task perception exerted both direct and indirect influences on the formation of TPI. Furthermore, commitment acted as a mediator, while culture functioned as a moderator in the formation of TPI.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105021"},"PeriodicalIF":4.0,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800552","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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