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Teaching and Teacher Education最新文献

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Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis 小学教师对跨内容领域课堂讨论的概念化：一个认知网络分析
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-11 DOI: 10.1016/j.tate.2025.105173
Sarah Schneider Kavanagh , Sam Prough , Amy Guillotte , Annie G. Wilhelm , Lynsey K. Gibbons , Eve Manz
{"title":"Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis","authors":"Sarah Schneider Kavanagh ,&nbsp;Sam Prough ,&nbsp;Amy Guillotte ,&nbsp;Annie G. Wilhelm ,&nbsp;Lynsey K. Gibbons ,&nbsp;Eve Manz","doi":"10.1016/j.tate.2025.105173","DOIUrl":"10.1016/j.tate.2025.105173","url":null,"abstract":"<div><div>This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic network analysis, this article investigates variations between how elementary teachers conceptualize classroom discussion in different content areas. Findings suggest that teachers' conceptualizations of high-quality discussion differ across ELA and mathematics. Understanding these variations may help both researchers and professional development providers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105173"},"PeriodicalIF":3.9,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826800","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
ICT adoption by vocational instructors for educational purposes in developing countries: A comparative study of Ethiopia and Tanzania 发展中国家职业教师为教育目的采用信息和通信技术：埃塞俄比亚和坦桑尼亚的比较研究
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-04 DOI: 10.1016/j.tate.2025.105141
Alemshet Birhanemeskel , Seung Hun Han , Chul Ho Lee
{"title":"ICT adoption by vocational instructors for educational purposes in developing countries: A comparative study of Ethiopia and Tanzania","authors":"Alemshet Birhanemeskel ,&nbsp;Seung Hun Han ,&nbsp;Chul Ho Lee","doi":"10.1016/j.tate.2025.105141","DOIUrl":"10.1016/j.tate.2025.105141","url":null,"abstract":"<div><div>This study examines ICT adoption among vocational education instructors in Ethiopia and Tanzania using an extended UTAUT2 model that incorporates Leadership Team Support (LTS). Data from 370 instructors were analyzed using PLS-SEM. Results show that LTS, habits, and facilitating conditions significantly influence ICT adoption. While LTS levels differ between countries, its impact on behavioral intention and use remains consistent. The findings suggest that stronger institutional leadership support in vocational education settings leads to higher instructor adoption intentions, highlighting the critical role of leadership in driving ICT integration beyond infrastructure and resources.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105141"},"PeriodicalIF":3.9,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766489","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
Journey to becoming an English teacher 成为一名英语老师的旅程
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-04 DOI: 10.1016/j.tate.2025.105166
Hai Yen Vu , Xuan Hoa Nguyen
{"title":"Journey to becoming an English teacher","authors":"Hai Yen Vu ,&nbsp;Xuan Hoa Nguyen","doi":"10.1016/j.tate.2025.105166","DOIUrl":"10.1016/j.tate.2025.105166","url":null,"abstract":"<div><div>This collective case study investigates the professional trajectories of three Vietnamese English teachers, focusing specifically on their reasons for entering and staying in the teaching career despite facing difficulties. Data were collected through three main research instruments (i.e., questionnaires, semi-structured interviews, and photo-based interviews) and analyzed thematically. The findings indicate that teachers were motivated to join and remain in the profession for diverse reasons; however, the most prominent motivations are both active and material. This study offers valuable insights to teacher educators, as it provides practical recommendations for necessary changes to inspire potential teacher students to pursue teaching careers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105166"},"PeriodicalIF":3.9,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770765","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
How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles 职前体育教师的动机概况如何塑造他们的（非）激励教学概况
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-02 DOI: 10.1016/j.tate.2025.105168
Carlos Mayo-Rota , Ángel Abós , Leen Haerens , Katrien De Cocker , Luis García-González
{"title":"How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles","authors":"Carlos Mayo-Rota ,&nbsp;Ángel Abós ,&nbsp;Leen Haerens ,&nbsp;Katrien De Cocker ,&nbsp;Luis García-González","doi":"10.1016/j.tate.2025.105168","DOIUrl":"10.1016/j.tate.2025.105168","url":null,"abstract":"<div><div>Following a cross-sectional design with 554 pre-service physical education teachers (<em>M</em><sub><em>age</em></sub> = 25.03 years-old; <em>SD</em> = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determined motivational profiles were linked to less adaptive teaching profiles. These findings underscore the importance of fostering self-determined motivation in teacher education programs to promote more motivating teaching approaches and better student outcomes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105168"},"PeriodicalIF":3.9,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757563","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 video analysis to enhance collaborative reflection in lesson study 整合视频分析，加强课堂学习中的协作反思
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-01 DOI: 10.1016/j.tate.2025.105167
Yang Lin
{"title":"Integrating video analysis to enhance collaborative reflection in lesson study","authors":"Yang Lin","doi":"10.1016/j.tate.2025.105167","DOIUrl":"10.1016/j.tate.2025.105167","url":null,"abstract":"<div><div>Improper implementation of classroom observation and analysis impairs lesson study (LS) effectiveness. This study explored whether integrating video analysis as a supplement to live observation can improve collaborative reflection in LS. A group of four fourth-grade mathematics teachers successively conducted one traditional LS and one video-based lesson study (VBLS). A comparison of teachers' post-lesson discussions revealed more exploratory talk in the VBLS, as teachers more frequently explained, challenged, and built on others’ ideas. The interview data revealed that teachers benefited from the focused observation of student learning, identification of crucial pedagogical problems, and integrated analysis of teaching in individual video analysis. Furthermore, the implications for enhancing teacher learning in LS were discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105167"},"PeriodicalIF":3.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750605","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 case study of teachers’ generative artificial intelligence integration processes and factors influencing them 教师生成式人工智能集成过程及影响因素的个案研究
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-30 DOI: 10.1016/j.tate.2025.105157
Zicong Song, Jingjing Qin, Fangzhou Jin, Wai Ming Cheung, Chin-Hsi Lin
{"title":"A case study of teachers’ generative artificial intelligence integration processes and factors influencing them","authors":"Zicong Song,&nbsp;Jingjing Qin,&nbsp;Fangzhou Jin,&nbsp;Wai Ming Cheung,&nbsp;Chin-Hsi Lin","doi":"10.1016/j.tate.2025.105157","DOIUrl":"10.1016/j.tate.2025.105157","url":null,"abstract":"<div><div>How schoolteachers integrate generative artificial intelligence (GenAI) into their teaching remains underexplored. This case study of 22 teachers from Guangdong delineates four GenAI user types, i.e., cautious adapters, efficiency enhancers, technology enthusiasts, and pedagogical innovators; groups teachers’ GenAI integration into five levels, from low to high; and examines how transformation of GenAI integration is influenced by individual, technological, and environmental factors. These findings extend the Substitution, Augmentation, Modification, and Redefinition (SAMR) model into PSAMR – the “P” stands for “Prohibition” – emphasizing GenAI’s dynamic, controversial nature. They also indicate that, during integration, educators should focus more on human factors than on tools’ functionalities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105157"},"PeriodicalIF":3.9,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144725027","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
Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior 平衡行为：创业需求对教师情绪后果和创业行为的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-28 DOI: 10.1016/j.tate.2025.105165
Chun Sing Maxwell Ho, Junjun Chen
{"title":"Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior","authors":"Chun Sing Maxwell Ho,&nbsp;Junjun Chen","doi":"10.1016/j.tate.2025.105165","DOIUrl":"10.1016/j.tate.2025.105165","url":null,"abstract":"<div><div>This study examines the impact of Teacher Entrepreneurial Behavior (TEB) on teachers' emotions when launching new educational initiatives. Teachers (n = 303) from 10 schools in Hong Kong completed a longitudinal survey assessing TEB, teacher emotions, and duty overload at two-time points. Results indicate that TEB mediates the relationship between positive emotions and emotional climate among colleagues, while duty overload does not significantly mediate this relationship. Results suggest that fostering TEB through emotional support, reduced workload, and professional development can enhance teacher well-being and promote more effective adoption of innovation in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105165"},"PeriodicalIF":4.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144715746","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
Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences 初任教师的创新工作行为与变革压力：适应性和情境影响的作用考察
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-26 DOI: 10.1016/j.tate.2025.105164
Yiwen Lin , Wei Liu
{"title":"Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences","authors":"Yiwen Lin ,&nbsp;Wei Liu","doi":"10.1016/j.tate.2025.105164","DOIUrl":"10.1016/j.tate.2025.105164","url":null,"abstract":"<div><div>This study examined how beginning teachers’ innovative work behavior and stress towards change are influenced by perceived autonomy support, time pressure, and adaptability. Data was collected from 269 first-year teachers and analyzed using a complementary variable- and person-centered approach. Variable-centered findings showed that perceived autonomy support was associated with (positively) innovative work behavior and (negatively) stress. Adaptability was positively associated with innovative work behavior, whereas time pressure was positively associated with stress. Person-centered findings revealed four distinct profiles and their unique associations with the outcomes. Together, the findings yield implications for supporting beginning teachers’ self-efficacy and well-being.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105164"},"PeriodicalIF":4.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704652","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
Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review 重新考虑genai增强环境中的教师评估素养：范围审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-25 DOI: 10.1016/j.tate.2025.105163
Yu Cui, Yaru Meng, Lingjie Tang
{"title":"Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review","authors":"Yu Cui,&nbsp;Yaru Meng,&nbsp;Lingjie Tang","doi":"10.1016/j.tate.2025.105163","DOIUrl":"10.1016/j.tate.2025.105163","url":null,"abstract":"<div><div>Generative AI (GenAI) in educational assessment is an emerging field where the necessary competencies teachers need yet to be fully defined. This scoping review analyzes 70 papers to explore themes related to teacher assessment literacy (AL) in GenAI-enhanced environments (TALiGAI). The study identifies key competencies, including knowledge, cognition, emotion, and contextual factors, which are essential for integrating GenAI into assessment practices. It highlights the challenges and opportunities associated with GenAI, emphasizing the need for targeted professional development for teachers. The findings also provide insights into the necessary competencies and inform policy-making to support the effective use of GenAI in educational assessments.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105163"},"PeriodicalIF":4.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702948","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 impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development 微格教学对职前英语教师的影响：解决外语教学焦虑与专业发展
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-24 DOI: 10.1016/j.tate.2025.105153
Eun-Young Jeon
{"title":"The impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development","authors":"Eun-Young Jeon","doi":"10.1016/j.tate.2025.105153","DOIUrl":"10.1016/j.tate.2025.105153","url":null,"abstract":"<div><div>This study examined the impact of microteaching on reducing foreign language teaching anxiety, identified phase-specific sources of anxiety, and explored perceived learning outcomes among Korean preservice English teachers. Employing a mixed-methods design, data were collected from 43 participants through surveys, reflection papers, and interviews. Although the quantitative results were not statistically significant, large effect sizes suggested meaningful reductions in teaching anxiety. Notably, pre-teaching anxiety was most prominent. Qualitative findings highlighted the role of feedback and experiential learning in fostering professional growth. These results underscore the value of microteaching in teacher education, emphasizing the importance of phase-specific support and iterative practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105153"},"PeriodicalIF":4.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694701","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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