{"title":"Factors influencing special education teacher educators’ focus on emergent multilingual learners in preservice literacy coursework","authors":"Alexandra Shelton , Erin Hogan , Yang Fu","doi":"10.1016/j.tate.2025.105188","DOIUrl":"10.1016/j.tate.2025.105188","url":null,"abstract":"<div><div>Teachers must understand and support the language and literacy development of emergent multilingual learners (EMLs) with disabilities, but research shows that special education teacher preparation programs often lack focus on this topic. To explore this topic, we interviewed seven teacher educators about their instructional approaches and the factors influencing them. Our analysis found that time constraints, preservice teachers' homogeneous backgrounds, and educators’ personal experiences shaped their approaches. Given the distinct needs of EMLs with disabilities, our findings emphasize the need for greater attention to EMLs in teacher preparation and further research on effective strategies to support their literacy needs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"166 ","pages":"Article 105188"},"PeriodicalIF":3.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908238","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}
{"title":"How to promote intrinsically versus extrinsically motivated teachers’ job satisfaction: Exploring individual and school factors","authors":"Wonjoon Cha, Eric M. Anderman, Minjung Kim","doi":"10.1016/j.tate.2025.105179","DOIUrl":"10.1016/j.tate.2025.105179","url":null,"abstract":"<div><div>Job satisfaction is essential for teachers’ well-being and education quality. Using Korean Educational Longitudinal Study data from 3677 elementary school teachers, we conducted sequential regression to systematically examine distinct levels of job satisfaction predictors and multigroup analysis to explore how demographic, individual, and school-level factors differentially predicted satisfaction among teachers who chose their career primarily for intrinsic versus extrinsic reasons. Self-efficacy in teaching was more salient for intrinsically motivated teachers, while passion among colleagues was more salient for extrinsically motivated teachers. The findings highlight the need for nuanced, individualized efforts targeting both teachers and school climate to enhance job satisfaction.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"166 ","pages":"Article 105179"},"PeriodicalIF":3.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886082","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}
Sabiha Odabaşı Çimer , İclal Şahin , Canan Cengiz , Demet Batman , Nedim Alev
{"title":"Critical friends group as a continuing professional development model: Turkish teachers’ experiences","authors":"Sabiha Odabaşı Çimer , İclal Şahin , Canan Cengiz , Demet Batman , Nedim Alev","doi":"10.1016/j.tate.2025.105177","DOIUrl":"10.1016/j.tate.2025.105177","url":null,"abstract":"<div><div>Research has demonstrated the effectiveness of the Critical Friends Group (CFG) model for teacher professional development; however, its cultural and contextual impacts remain unclear. This study implemented the CFG model, grounded in theories of social learning and communities of practice, implemented and evaluated its effectiveness in six schools in Türkiye. Using an instrumental case-study design, qualitative data were collected from 36 science teachers. CFGs influenced teachers' learning and teaching practice positively. Findings also reveal that cultural and systemic factors influence the model's implementation. Therefore, adaptations should be made to ensure context-specific application. Recommendations are provided for implementing CFGs in similar contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"166 ","pages":"Article 105177"},"PeriodicalIF":3.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885387","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}
Efecan Karagöl , Dilek Yıldırım Bilgen , Cihat Burak Korkmaz
{"title":"The impact of AI applications on pre-service teachers' public speaking anxiety and academic speaking skill in the context of oral presentations: A mixed-methods study","authors":"Efecan Karagöl , Dilek Yıldırım Bilgen , Cihat Burak Korkmaz","doi":"10.1016/j.tate.2025.105180","DOIUrl":"10.1016/j.tate.2025.105180","url":null,"abstract":"<div><div>This mixed-methods study investigates the effects of Yoodli and ChatGPT on reducing public speaking anxiety (PSA) and enhancing academic speaking in the context of oral presentation (ASCOP) skills among 60 pre-service Turkish-as-a-first-language (L1) teachers (30 experimental, 30 control). Grounded in Vygotsky's scaffolding theory, the 10-week intervention employed <em>t</em>-tests and ANCOVA for quantitative analysis and content analysis for qualitative data. Statistically significant improvements (<em>p</em> < .001) were observed in PSA reduction and ASCOP enhancement. Qualitative themes included motivation, feedback, and self-confidence. Findings suggest artificial intelligence (AI) tools offer scaffolded, learner-centered support, with implications for teacher training and the integration of AI in higher education pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"166 ","pages":"Article 105180"},"PeriodicalIF":3.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886081","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}
{"title":"Understanding social-emotional learning needs of US teacher residents: A university supervisor's autoethnography in an urban teacher residency program","authors":"Chloe Le , Anh Ngoc Quynh Phan","doi":"10.1016/j.tate.2025.105175","DOIUrl":"10.1016/j.tate.2025.105175","url":null,"abstract":"<div><div>This autoethnographic study explores the experiences of a supervisor in an urban teacher residency program navigating the complexities of supporting teacher residents, highlighting her dual role as both an instructional guide and an advocate for residents' holistic development. Through the lens of ethics of care and contact zones, the authors examined the supervisor's moments of tension, growth, and transformation while supporting and addressing teacher residents' diverse needs in an emotionally demanding profession. The paper underscores the importance of prioritizing care in attending to resident teachers' emotional well-being in teacher preparation programs to promote sustainable teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"166 ","pages":"Article 105175"},"PeriodicalIF":3.9,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860631","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}
James P. Van Overschelde , Christina Ellis , Geronima Nale , Minda Morren Lopez
{"title":"Year-one readiness: Preservice clinical teaching programs results in most effective first-year teachers in secondary mathematics","authors":"James P. Van Overschelde , Christina Ellis , Geronima Nale , Minda Morren Lopez","doi":"10.1016/j.tate.2025.105156","DOIUrl":"10.1016/j.tate.2025.105156","url":null,"abstract":"<div><div>Countries have authorized inservice teacher preparation programs or eliminated teacher licensing to address international teacher shortages. We used hierarchical linear modeling with ∼300,000 Texas secondary math students taught by preservice-trained Licensed Teachers, inservice Licensed Interns, or Unlicensed Instructors to examine whether teacher preparation impacts teaching effectiveness and teacher persistence. Licensed Teachers were the most effective in the first two years and persisted at the highest rate. Unlicensed Instructors were least effective and least persistent. Licensed Interns were intermediate on most measures. These results highlight the need for educational policies to enhance preservice TPPs to ensure effective new teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105156"},"PeriodicalIF":3.9,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858146","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}
Bronte Kelso-Marsh , Anabela Abreu Malpique , Helen Davis
{"title":"‘My mum sometimes helps me with my writing’: Parents' and children's perspectives of home-led writing","authors":"Bronte Kelso-Marsh , Anabela Abreu Malpique , Helen Davis","doi":"10.1016/j.tate.2025.105174","DOIUrl":"10.1016/j.tate.2025.105174","url":null,"abstract":"<div><div>This qualitative study aimed to explore parents' and children's perspectives of parental involvement in children's writing. Theoretical models argue for the benefits of parental involvement to supporting children's learning. Research has placed little attention in examining parental involvement in children's writing. Participants included 27 Australian Year 2 parent-child dyads, who were interviewed about their home-led writing. Results suggested parents and children valued parental involvement. Despite this, parents reported little communication from teachers about supporting their child's writing. Implications include encouraging stronger partnerships and more frequent communication between parents and schools to help support children's writing across home and school fronts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105174"},"PeriodicalIF":3.9,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144851773","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}
{"title":"The co-deployment practices of early career teachers and teaching assistants: exploring the negotiation of inclusive pedagogy in the primary school classroom","authors":"Geoffrey Lewis, Mark Pulsford","doi":"10.1016/j.tate.2025.105170","DOIUrl":"10.1016/j.tate.2025.105170","url":null,"abstract":"<div><div>This paper presents a multiple case study of the co-deployment practices of early career teachers and teaching assistants in six primary schools across England. Findings detail how inclusion is negotiated at the level of classroom practice, showing how practitioner co-deployment in the classroom is a complex relational process, produced and sustained in relation to school contexts, where accountability mechanisms act as a significant barrier to the enactment of inclusive pedagogy. Key recommendations include revising current teacher training and induction frameworks to reflect the multifaceted nature of co-deployment; supporting ECTs to develop critical perspectives on co-deployment; urging school leaders to shape the conditions that enable practitioners to work inclusively; and formally recognising TAs as an essential part of inclusive schooling. The paper is relevant for teacher educators in the preparation of early career teachers, school leaders seeking to develop inclusive co-deployment practices, and classroom practitioner teams reflecting on their own practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105170"},"PeriodicalIF":3.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842096","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}
A. Zohar , S. David , T. Michalsky , Y. Weinberger
{"title":"Improving the balance between theory and practice: New insights from professional development courses about teaching thinking and metacognition","authors":"A. Zohar , S. David , T. Michalsky , Y. Weinberger","doi":"10.1016/j.tate.2025.105178","DOIUrl":"10.1016/j.tate.2025.105178","url":null,"abstract":"<div><div>To improve the balance between theoretical knowledge and practical scripts in professional development we studied 26 leading science teachers' knowledge about thinking and metacognition. We used a mixed methods instrument (Teachers' Knowledge of Thinking and Metacognition) to examine teachers' knowledge before and after a course; and a case study method to analyze one teacher’s developing knowledge. We found progress in teachers' use of thinking strategies, metacognition and pedagogical knowledge; and uncovered how one teacher learned to combine science content with thinking strategies and use metacognition in a stable way. Implications for improving the balance between theory and practice in future PD are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105178"},"PeriodicalIF":3.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829969","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}
{"title":"What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching","authors":"Jakub Vlcek , Klara Sedova","doi":"10.1016/j.tate.2025.105176","DOIUrl":"10.1016/j.tate.2025.105176","url":null,"abstract":"<div><div>This qualitative longitudinal study examines how six novice teachers in the Czech Republic perceive the development of their professional competencies over two years regarding competency framework. Using IMPG model, we analysed teacher's competency trajectories based on interviews. While some areas showed growth, most reflected stagnation or decline. Teachers attributed non-growth to perceived mastery from pre-service training, lack of understanding, limiting beliefs, lack of agency, and external barriers. Findings highlight the fragmented nature of early professional learning and suggest that competency frameworks should be used diagnostically—to identify where growth is blocked and to guide targeted support in novice teacher development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105176"},"PeriodicalIF":3.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829968","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}