Teaching and Teacher Education最新文献_第8页

Understanding emotional well-being of teachers: Development and validation of Teacher Emotions in Teaching Scale in Hong Kong using a mixed-methods approach 了解教师的情绪健康：采用混合方法编制和验证香港教师教学情绪量表

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-20 DOI: 10.1016/j.tate.2024.104792

K.H. Leung , Alan C.K. Cheung

引用次数: 0

Global insights on lesson study in initial teacher education: A systematic literature review encompassing English, Japanese, and Chinese language sources 关于初始教师教育中课程学习的全球见解：涵盖英语、日语和中文的系统文献综述

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-20 DOI: 10.1016/j.tate.2024.104791

Shirley Tan, Sui Lin Goei, T. Martijn Willemse

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Flipped classroom with case-based learning for improving preservice teachers’ classroom management learning outcomes 翻转课堂与案例学习相结合，提高职前教师课堂管理学习成果

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-14 DOI: 10.1016/j.tate.2024.104785

Chi Yuan Chen

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Amplifying teachers’ voices in the coaching partnership: An inductive exploration of teacher motivation and perceived learning 放大教师在辅导伙伴关系中的声音：对教师学习动机和学习感知的归纳探索

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-13 DOI: 10.1016/j.tate.2024.104773

Evthokia Stephanie Saclarides , Ryan Gillespie

{"title":"Amplifying teachers’ voices in the coaching partnership: An inductive exploration of teacher motivation and perceived learning","authors":"Evthokia Stephanie Saclarides , Ryan Gillespie","doi":"10.1016/j.tate.2024.104773","DOIUrl":"10.1016/j.tate.2024.104773","url":null,"abstract":"<div><p>To date, much of the research on coaching has been coach-centered as coaches' actions, behaviors and beliefs have been the focus of the extant research base. The current study seeks to amplify the voices of teachers in the coaching partnership by exploring what motivates teachers to engage in coaching, as well as what they perceive they learn from their engagement in coaching. As coaching is assumed to be a responsive professional learning structure in which a teacher's learning interests shape the focus and goals of coach-teacher interactions, our exploration of motivation and perceived learning seems critical. As part of the current study, we partnered with nine elementary teachers who were engaged in coaching cycles with their school-based coach and conducted 16 semi-structured interviews to better understand why they were motivated to engage in coaching, what they reported learning from the experience, and the extent to which there was parity between teachers' motivating reasons and their perceived learning. Qualitative analyses indicate that teachers were primarily motivated to engage in coaching and reported learning about content and pedagogy. Furthermore, analyses showed three overarching trends when exploring motivation and perceived learning parity and illustrative teacher cases are provided to demonstrate two of these overarching trends. Implications for practice and future research are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104773"},"PeriodicalIF":4.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003068/pdfft?md5=a2f4e97ec210fdeb035ccf6c2339933e&pid=1-s2.0-S0742051X24003068-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142228796","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

“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education "感觉我们还没有机会真正建立联系"。完全异步的教师教育对社交存在的关键需求

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-13 DOI: 10.1016/j.tate.2024.104789

Melissa Cain , Helen Sheehan , Sarah Taouk

引用次数: 0

Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes 教师与家长关系不稳定的经历：不断变化的专业知识景观

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-13 DOI: 10.1016/j.tate.2024.104790

Sonja Lutovac , Virve Keränen , Minna Körkkö , Minna Uitto , D. Jean Clandinin

引用次数: 0

Teachers' professional growth in teaching students’ social scientific reasoning 教师在教授学生社会科学推理方面的专业成长

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-12 DOI: 10.1016/j.tate.2024.104783

Thomas Klijnstra , Gerhard L. Stoel , Geerte M. Savenije , Carla A.M. van Boxtel

引用次数: 0

Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany 有问题的文化敏感性教学：一项多案例研究，探讨德国教师的做法、信念和微侵害的复杂性和相互作用

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-12 DOI: 10.1016/j.tate.2024.104772

Judith Kehl , Priscilla Krachum Ott , Maja Schachner , Sauro Civitillo

引用次数: 0

“We are not able to speak English, so we don't know what is happening:” Missed opportunities for families' engagement in their children's learning "我们不会说英语，所以不知道发生了什么："家庭错失参与子女学习的机会

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-12 DOI: 10.1016/j.tate.2024.104784

Gillian Baxter, Anna Kilderry

引用次数: 0

On the whitewashing of third space in teacher education, or Don't cite this article 论教师教育中第三空间的粉饰，或不要引用本文

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2024-09-11 DOI: 10.1016/j.tate.2024.104786

Jori S. Beck

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引用次数: 0