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Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers 塑造未来的评估员：实习经历如何培养中学教育职前教师的评估素养
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-03 DOI: 10.1016/j.tate.2024.104798
Rodrigo Pardo , Daniel García-Pérez , Ernesto Panadero
{"title":"Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers","authors":"Rodrigo Pardo ,&nbsp;Daniel García-Pérez ,&nbsp;Ernesto Panadero","doi":"10.1016/j.tate.2024.104798","DOIUrl":"10.1016/j.tate.2024.104798","url":null,"abstract":"<div><div>This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104798"},"PeriodicalIF":4.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421536","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
School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education 教师教育体验式学习模式（IEM）范围内的校本全纳辅导
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-10-01 DOI: 10.1016/j.tate.2024.104799
Mahmut Serkan Yazici , Fatma Gül Uzuner
{"title":"School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education","authors":"Mahmut Serkan Yazici ,&nbsp;Fatma Gül Uzuner","doi":"10.1016/j.tate.2024.104799","DOIUrl":"10.1016/j.tate.2024.104799","url":null,"abstract":"<div><div>This research employed school-based Inclusive Experimental Monitoring (IEM) mentoring within the scope of Kolb's (1984) experiential learning model. This was used to support pre-service teachers, combined with their existing undergraduate education at a Turkish university. The study undertook a mixed research approach, using the pre- and post-test experimental group (n=11) and control group (n=11). Various quantitative and qualitative data collection tools were used, including a personal information form, scales, questionnaires, video recordings, and unstructured observation. The results indicate that IEM has several positive outcomes for self-efficacy in inclusive education and readiness for the teaching profession. However, the study did not find any substantial changes in attitudes towards individuals with special educational needs, despite some observed positive impacts. It is believed that integrating IEM into the entire undergraduate education process can lead to further development in this regard.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104799"},"PeriodicalIF":4.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358751","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
Digital learning in schools: Which skills do teachers need, and who should bring their own devices? 学校的数字化学习：教师需要哪些技能，谁应该自带设备？
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-30 DOI: 10.1016/j.tate.2024.104788
Anne Lohr , Michael Sailer , Matthias Stadler , Frank Fischer
{"title":"Digital learning in schools: Which skills do teachers need, and who should bring their own devices?","authors":"Anne Lohr ,&nbsp;Michael Sailer ,&nbsp;Matthias Stadler ,&nbsp;Frank Fischer","doi":"10.1016/j.tate.2024.104788","DOIUrl":"10.1016/j.tate.2024.104788","url":null,"abstract":"<div><div>We investigated factors that are potentially associated with teaching and learning with digital technology, by replicating and extending Sailer, Murböck, and Fischer's (2021) study with a representative sample of 407 German secondary school teachers. In line with the replicated study, teachers' technology-related teaching skills were crucial for different forms of students' active learning, whereas the digital technology equipment available in a school was less important. School support was positively related to successful digital teaching and learning at schools. The success of Bring-Your-Own-Device depended on who brought the device, teachers or students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104788"},"PeriodicalIF":4.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358750","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
Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore 教师对其空间能力的看法不断变化：新加坡专业学习案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-28 DOI: 10.1016/j.tate.2024.104797
Marian Mahat , Chin Ee Loh
{"title":"Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore","authors":"Marian Mahat ,&nbsp;Chin Ee Loh","doi":"10.1016/j.tate.2024.104797","DOIUrl":"10.1016/j.tate.2024.104797","url":null,"abstract":"<div><div>While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104797"},"PeriodicalIF":4.0,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358749","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
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective 纵观全局从社会心理学角度探究学前教师采用以儿童为中心的教学方法的意向预测因素
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-26 DOI: 10.1016/j.tate.2024.104796
Hasan Dilek
{"title":"Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective","authors":"Hasan Dilek","doi":"10.1016/j.tate.2024.104796","DOIUrl":"10.1016/j.tate.2024.104796","url":null,"abstract":"<div><div>This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104796"},"PeriodicalIF":4.0,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323956","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
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school 每天、每周还是同时？关于教师在课堂、团队和学校中的专业发展的经验取样研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-25 DOI: 10.1016/j.tate.2024.104771
Miriam Compagnoni , Beat Rechsteiner , Flurin Gotsch , Urs Grob , Andrea Wullschleger , Katharina Maag Merki
{"title":"Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school","authors":"Miriam Compagnoni ,&nbsp;Beat Rechsteiner ,&nbsp;Flurin Gotsch ,&nbsp;Urs Grob ,&nbsp;Andrea Wullschleger ,&nbsp;Katharina Maag Merki","doi":"10.1016/j.tate.2024.104771","DOIUrl":"10.1016/j.tate.2024.104771","url":null,"abstract":"<div><div>In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104771"},"PeriodicalIF":4.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319617","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
Examining professional ideology through the perspectives of higher education professionals 从高等教育专业人员的视角审视专业意识形态
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-23 DOI: 10.1016/j.tate.2024.104774
Xianmiao Li , M. Monjurul Islam , Shaiful Islam , Xianwei Gao , Zhu Rong
{"title":"Examining professional ideology through the perspectives of higher education professionals","authors":"Xianmiao Li ,&nbsp;M. Monjurul Islam ,&nbsp;Shaiful Islam ,&nbsp;Xianwei Gao ,&nbsp;Zhu Rong","doi":"10.1016/j.tate.2024.104774","DOIUrl":"10.1016/j.tate.2024.104774","url":null,"abstract":"<div><div>Recent societal changes have sparked a growing interest in teachers' professional ideologies and pedagogical practices in higher education. Our qualitative study examines how market-driven private higher education impacts teachers’ professional ideologies. We have employed thematic analysis to interpret our data and generate themes. The themes explore eight teachers' diverse views on professional ideology, its importance in teaching, and the societal perception of private higher education. Participants also expressed concerns about the commercialization of higher education and societal biases against private universities. The study recommends implementing specialized management strategies and awareness campaigns to foster a professional culture that aligns with educational goals.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104774"},"PeriodicalIF":4.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311129","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
Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom 培养中学科学职前教师处理多语种学习者想法的能力：使用 TeachLivE™ 虚拟教室的实践社区案例研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-21 DOI: 10.1016/j.tate.2024.104794
Kristina Otero, Su Gao, Vassiliki Zygouris-Coe, Joyce Nutta
{"title":"Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom","authors":"Kristina Otero,&nbsp;Su Gao,&nbsp;Vassiliki Zygouris-Coe,&nbsp;Joyce Nutta","doi":"10.1016/j.tate.2024.104794","DOIUrl":"10.1016/j.tate.2024.104794","url":null,"abstract":"<div><p>In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; <em>n</em> = 3) to support secondary science PSTs (<em>n</em> = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104794"},"PeriodicalIF":4.0,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274026","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 inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory 在充满挑战的条件下工作的教师的全纳心态转变需求：从活动和归因理论的角度进行研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-21 DOI: 10.1016/j.tate.2024.104793
Dilara Saka, Serkan Celik
{"title":"The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory","authors":"Dilara Saka,&nbsp;Serkan Celik","doi":"10.1016/j.tate.2024.104793","DOIUrl":"10.1016/j.tate.2024.104793","url":null,"abstract":"<div><p>The study examines the professional transformation and support required by teachers in challenging conditions, particularly those with students affected by forced migration, to implement inclusive pedagogy. Through a case study involving three primary school teachers, data were gathered using individual and focus group interviews, and observations. The study, framed within Activity Theory and Attribution Theory, identified the teachers' needs and the difficulties they face in applying inclusive pedagogy. Findings emphasize the need for mindset transformation and professional development in three areas: internalising inclusive education, recognizing personal empowerment, and gaining experiential knowledge. The study recommends supporting teachers to overcome systemic challenges and promoting a growth-oriented mindset. Future research should include other stakeholders' perspectives and further explore theoretical relationships.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104793"},"PeriodicalIF":4.0,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274024","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 approximations of practice: Variations in purpose, approach, and opportunities for learning 近似实践框架：目的、方法和学习机会的差异
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-20 DOI: 10.1016/j.tate.2024.104795
Lightning Peter Jay
{"title":"A framework for approximations of practice: Variations in purpose, approach, and opportunities for learning","authors":"Lightning Peter Jay","doi":"10.1016/j.tate.2024.104795","DOIUrl":"10.1016/j.tate.2024.104795","url":null,"abstract":"<div><p>Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104795"},"PeriodicalIF":4.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274027","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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