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Teaching and Teacher Education最新文献

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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
{"title":"Teachers' professional growth in teaching students’ social scientific reasoning","authors":"Thomas Klijnstra ,&nbsp;Gerhard L. Stoel ,&nbsp;Geerte M. Savenije ,&nbsp;Carla A.M. van Boxtel","doi":"10.1016/j.tate.2024.104783","DOIUrl":"10.1016/j.tate.2024.104783","url":null,"abstract":"<div><p>This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The results indicate that teachers developed a deeper understanding of the complexity, difficulty, and subject-specific nature of social scientific reasoning. The subject-specific educative curriculum materials served as a catalyst for teachers’ professional growth in teaching social scientific reasoning.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104783"},"PeriodicalIF":4.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003160/pdfft?md5=6f6ca1756b9f2e707dcfebb8ef5f7eb4&pid=1-s2.0-S0742051X24003160-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172350","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
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
{"title":"Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany","authors":"Judith Kehl ,&nbsp;Priscilla Krachum Ott ,&nbsp;Maja Schachner ,&nbsp;Sauro Civitillo","doi":"10.1016/j.tate.2024.104772","DOIUrl":"10.1016/j.tate.2024.104772","url":null,"abstract":"<div><p>Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT practices varied, while teachers perpetuated deficit- and racist ideologies and often overlooking structural causes. Classroom microaggressions perpetrated by teachers went unrecognized (as problematic) in post-interview reflections. Our research emphasizes the need to reposition critical thinking as its foundation for promoting equity in classrooms.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104772"},"PeriodicalIF":4.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003056/pdfft?md5=09e2b1b9f4ba44dbac31357db3ddeaa7&pid=1-s2.0-S0742051X24003056-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168695","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
“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
{"title":"“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","authors":"Gillian Baxter,&nbsp;Anna Kilderry","doi":"10.1016/j.tate.2024.104784","DOIUrl":"10.1016/j.tate.2024.104784","url":null,"abstract":"<div><p>Drawing from equity and plurilingual lenses, this qualitative research explores opportunities for parents from Language Backgrounds other than English (LBOTE) to engage in their children's school learning. Twenty-six Vietnamese and Burmese parents from two Australian primary (elementary) schools were interviewed. Three family engagement strategies, 1) open communication between teachers and families 2) homework/home learning 3) student conversations with their families about school learning were pertinent, and at times, problematic according to the parents. Implications from the study are how to find equitable and inclusive ways for teachers and schools to engage families with LBOTE in their children's learning.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104784"},"PeriodicalIF":4.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003172/pdfft?md5=a6fe84d3dafa002d111b6be921963357&pid=1-s2.0-S0742051X24003172-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172348","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
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
{"title":"On the whitewashing of third space in teacher education, or Don't cite this article","authors":"Jori S. Beck","doi":"10.1016/j.tate.2024.104786","DOIUrl":"10.1016/j.tate.2024.104786","url":null,"abstract":"<div><p>Since the 1980s, there has been a push in teacher education to increase clinical experiences and build closer relationships between school districts and colleges of education. In 2010, Zeichner introduced the theory of Third Space to school-university partnership research. This was followed by a number of other articles in which the researchers applied the same theory—including in much of the work on teacher residencies. In this theoretical critique and brief systematic literature review, I connect Third Space theory back to its postcolonial roots and attribute the Scholars of Color who created the theory. I unpack the theory's original intent and critique research written by white teacher educators who whitewashed the theory. To accomplish this goal, I compiled the ten most cited articles on Third Space in teacher education research in a brief, focused review of the literature. I convey how this whitewashing has also occurred in work on teacher residency programs. I then present potential ways for addressing this whitewashing including means of addressing racism, power, oppression, and politics and highlight recent work on Third Space that has moved this goal forward.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104786"},"PeriodicalIF":4.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162701","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
Bilingual/ESL preservice teachers’ heritage language and language identity: Evidence from multimodal literacy autobiographies 双语/ESL 在职教师的遗产语言和语言身份：来自多模态识字自传的证据
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-11 DOI: 10.1016/j.tate.2024.104775
Hannah Park , Jiaxuan Zong , Nihat Polat , Diane L. Schallert
{"title":"Bilingual/ESL preservice teachers’ heritage language and language identity: Evidence from multimodal literacy autobiographies","authors":"Hannah Park ,&nbsp;Jiaxuan Zong ,&nbsp;Nihat Polat ,&nbsp;Diane L. Schallert","doi":"10.1016/j.tate.2024.104775","DOIUrl":"10.1016/j.tate.2024.104775","url":null,"abstract":"<div><p>Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104775"},"PeriodicalIF":4.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168696","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
Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile 探索在 "超级问责制 "背景下维持教师能动性的策略：智利十位经验丰富的化学教师的思考
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-09 DOI: 10.1016/j.tate.2024.104787
Denise Quiroz-Martinez , Elizabeth A.C. Rushton
{"title":"Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile","authors":"Denise Quiroz-Martinez ,&nbsp;Elizabeth A.C. Rushton","doi":"10.1016/j.tate.2024.104787","DOIUrl":"10.1016/j.tate.2024.104787","url":null,"abstract":"<div><p>We explored teacher agency in a policy context of hyper-accountability drawing on interviews with ten experienced secondary school chemistry teachers in Chile. Constraints included successive reforms of the national curriculum, a resource-poor and high-surveillance education culture, and a low-priority culture of professional learning. Strategies enacted to sustain teacher agency included identifying ‘pockets of possibility’ to realise authentic chemistry education for all, developing trusting relationships with students and proactively nurturing their own professional development. These strategies have the potential to enhance the practice of teachers and teacher educators, and to inform a reorientation of policy away from high-stakes accountability.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104787"},"PeriodicalIF":4.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003202/pdfft?md5=592cb0593c2f8c976c8c5ff69195ac5f&pid=1-s2.0-S0742051X24003202-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162700","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
The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning 项目对以学生为中心的学习的承诺：基于项目的学习的要素、课程设计和实践之间的联系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-07 DOI: 10.1016/j.tate.2024.104776
JeanMarie Farrow , Sarah S. Kavanagh , Preeti Samudra , Christopher Pupik Dean
{"title":"The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning","authors":"JeanMarie Farrow ,&nbsp;Sarah S. Kavanagh ,&nbsp;Preeti Samudra ,&nbsp;Christopher Pupik Dean","doi":"10.1016/j.tate.2024.104776","DOIUrl":"10.1016/j.tate.2024.104776","url":null,"abstract":"<div><p>This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104776"},"PeriodicalIF":4.0,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151449","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
Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study 新手语文教师引导自己的情感弱点发挥能动作用：对话式社区实践研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-05 DOI: 10.1016/j.tate.2024.104759
Mostafa Nazari , Guangwei Hu
{"title":"Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study","authors":"Mostafa Nazari ,&nbsp;Guangwei Hu","doi":"10.1016/j.tate.2024.104759","DOIUrl":"10.1016/j.tate.2024.104759","url":null,"abstract":"<div><p>This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency. We show how personal attributes shaped CoP membership, which in turn reshaped those personal attributes toward the desirable goals of openness to vulnerabilities, dialogism, and enhanced agency.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104759"},"PeriodicalIF":4.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151448","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
Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model 情感劳动是个人知识和学校领导力如何影响大流行病在线教学中心理健康的中介：将多学科理论纳入格兰迪模式
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-05 DOI: 10.1016/j.tate.2024.104762
Zixun Hua , Yangang Li , Huang Zuo , Rui Ma , Ruixiang Gao
{"title":"Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model","authors":"Zixun Hua ,&nbsp;Yangang Li ,&nbsp;Huang Zuo ,&nbsp;Rui Ma ,&nbsp;Ruixiang Gao","doi":"10.1016/j.tate.2024.104762","DOIUrl":"10.1016/j.tate.2024.104762","url":null,"abstract":"<div><p>This paper presents a quantitative examination of teachers' emotional labor strategies (ELSs) during online teaching. By integrating multidisciplinary theories into Grandey's (2000) improved mediation model, we explore the antecedents of teachers' technological pedagogical content knowledge (TPACK) and perceived school information leadership (PSIL), as well as the consequences of work and nonwork strains. Structural equation modeling based on 636 Chinese teachers reveals the protective effects of TPACK and PSIL on mental health through ELSs and highlights the allostatic load mechanism linking emotional exhaustion to depression and anxiety. These findings offer practical strategies to alleviate well-being challenges during times of pandemic.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104762"},"PeriodicalIF":4.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151447","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
Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders 有效教授有特殊教育需求（SEN）的学生：佛兰德主流教育和特殊教育教师的模板分析与比较
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-03 DOI: 10.1016/j.tate.2024.104760
J. Delafontaine , K. Aesaert , S. Nijs
{"title":"Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders","authors":"J. Delafontaine ,&nbsp;K. Aesaert ,&nbsp;S. Nijs","doi":"10.1016/j.tate.2024.104760","DOIUrl":"10.1016/j.tate.2024.104760","url":null,"abstract":"<div><p>Numerous teachers face significant challenges teaching students with SEN, possibly stemming from a lack of guidance in translating broad principles formulated in teacher effectiveness frameworks into context-specific effective teaching behaviors. This study addresses this issue by outlining teachers' translations and comparing them across teachers from two classroom settings. Semi-structured interviews were conducted with 12 mainstream and 12 special education teachers and a template analysis revealed: (1) teachers mentioning a multitude of translations, highlighting numerous general effective teaching principles and (2) key differences between the two teacher groups concerning the ‘within-class differentiation’ and the ‘activating or reviewing prior and background knowledge’ indicator.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104760"},"PeriodicalIF":4.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128623","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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