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School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study 芬兰、苏格兰和瑞典学校教职员专业代理的比较研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-17 DOI: 10.1016/j.tate.2025.104998
Päivi Hökkä , Eija Räikkönen , Katja Vähäsantanen , Marc Sarazin , Anna Lund , Natasa Pantić
{"title":"School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study","authors":"Päivi Hökkä ,&nbsp;Eija Räikkönen ,&nbsp;Katja Vähäsantanen ,&nbsp;Marc Sarazin ,&nbsp;Anna Lund ,&nbsp;Natasa Pantić","doi":"10.1016/j.tate.2025.104998","DOIUrl":"10.1016/j.tate.2025.104998","url":null,"abstract":"<div><div>Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: <em>influencing at work</em>, <em>participation at work</em>, and <em>negotiating professional identity</em>. The questionnaire data indicated fairly strong agency among lower secondary school staff members across the dimensions and countries. Professional agency was perceived to be stronger in Sweden than in Finland or Scotland. There were some differences between the countries in terms of the background variables (e.g. working experience) affecting professional agency in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104998"},"PeriodicalIF":4.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636953","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
Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers 在为跨越国界的犹太人和巴勒斯坦岗前教师开设的培训课程中培养跨文化能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.104996
Michal Hisherik , Shahar Gindi , Nehaya Awida , Najwan Saada
{"title":"Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers","authors":"Michal Hisherik ,&nbsp;Shahar Gindi ,&nbsp;Nehaya Awida ,&nbsp;Najwan Saada","doi":"10.1016/j.tate.2025.104996","DOIUrl":"10.1016/j.tate.2025.104996","url":null,"abstract":"<div><div>This study examines a program where Jewish and Palestinian pre-service teachers train together to teach in each other's communities. Data from the 2022–2023 academic year, including interviews, focus groups, and observations, were analyzed using a short-term longitudinal qualitative approach. The context of high-intensity conflict presented an ongoing hurdle to the development of openness and mutual acceptance, despite progress from initial knowledge gaps and apprehension. Structured encounters, training on controversial political issues, and diverse practical experiences enhanced intercultural competence to some degree. Despite political challenges, the program fostered understanding and trust, preparing teachers for cultural complexities, and promoting inclusive shared living.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104996"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620182","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 multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China 教师免疫、学校氛围与英语作为外语教师教学质量的多层次调节分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.105005
Ke Sun , Anne Li Jiang , Yinxing Jin
{"title":"A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China","authors":"Ke Sun ,&nbsp;Anne Li Jiang ,&nbsp;Yinxing Jin","doi":"10.1016/j.tate.2025.105005","DOIUrl":"10.1016/j.tate.2025.105005","url":null,"abstract":"<div><div>This study explored the interplay between teacher immunity, school climate, and student-reported teaching quality. Data were collected from 107 secondary school English-as-a-foreign-language (EFL) teachers and their students (N = 2587) in China. Employing multi-level moderation modelling, the analysis revealed that teacher immunity positively predicted teaching quality. Moreover, school climate moderated this relationship: a supportive school climate amplified the positive impact of teacher immunity on teaching quality, while an unsupportive school climate weakened this effect. These findings underscore the context-sensitive nature of teacher immunity and the crucial role of school climate in shaping teachers' teaching effectiveness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105005"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628616","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
Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure 班主任专业判断：考虑因素、理由和结构分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.105004
Ayelet Becher
{"title":"Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure","authors":"Ayelet Becher","doi":"10.1016/j.tate.2025.105004","DOIUrl":"10.1016/j.tate.2025.105004","url":null,"abstract":"<div><div>This collective case study examines Israeli homeroom teachers' professional judgment considerations, justifications, and structure. Findings reveal three key considerations shaping judgments: student-centered (needs, welfare, motivation), teacher-centered (professional style, values, and beliefs), and organization-centered (school structure and division of labor). Justifications include technical (designing effective practices), moral (adhering to ethical principles and values), and normative (factoring efficiency and teachers’ beliefs) rationalizations. A branched judgment structure emerged, illustrating how these considerations and justifications interrelate in a situated, multi-optional, and practice-oriented process. The findings challenge the typical technical-moral dichotomy concerning teacher judgment, providing a nuanced and context-dependent understanding of professional judgment in education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105004"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620186","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
Fostering pedagogical content knowledge on “probability” in preservice primary teachers within formal teacher education: A longitudinal experimental field study 在正规教师教育中培养职前小学教师关于“概率”的教学内容知识：一项纵向实验研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.104953
Barbara Drollinger-Vetter , Alex Buff , Frank Lipowsky , Kathleen Philipp , Sebastian Vogel
{"title":"Fostering pedagogical content knowledge on “probability” in preservice primary teachers within formal teacher education: A longitudinal experimental field study","authors":"Barbara Drollinger-Vetter ,&nbsp;Alex Buff ,&nbsp;Frank Lipowsky ,&nbsp;Kathleen Philipp ,&nbsp;Sebastian Vogel","doi":"10.1016/j.tate.2025.104953","DOIUrl":"10.1016/j.tate.2025.104953","url":null,"abstract":"<div><div>The article investigates the promotion of pedagogical content knowledge (PCK) on “probability”, which has recently become part of the primary school curriculum in Switzerland, during formal teacher training. In a longitudinal experimental field study with 512 prospective primary school teachers, a series of multiple regression analyses showed more favorable PCK development in all four treatment groups compared to a control group. The effects of the treatments proved to be independent of the initial cognitive preconditions. Given that all four treatments proved to be equally effective, there appear to be various effective ways to promote the acquisition of PCK on probability.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104953"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620185","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
Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the AEDLi Framework 使用AEDLi框架评估科学教师在学科素养教学中的适应性专业知识
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-13 DOI: 10.1016/j.tate.2025.104999
Poh Ling Linda Tay , Lay Hoon Seah , Terence Titus Chia
{"title":"Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the AEDLi Framework","authors":"Poh Ling Linda Tay ,&nbsp;Lay Hoon Seah ,&nbsp;Terence Titus Chia","doi":"10.1016/j.tate.2025.104999","DOIUrl":"10.1016/j.tate.2025.104999","url":null,"abstract":"<div><div>This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity design and discursive support were evaluated using these dimensions of adaptive expertise: flexibility, alignment, explicitness, strategic use and adequacy. Several observations and implications on teacher professional development and research were obtained from the use of the framework.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104999"},"PeriodicalIF":4.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611647","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
Starting teaching as a millennial: A generational view on early career teaching in Canada 作为千禧一代开始教学：加拿大早期职业教学的代际观点
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-12 DOI: 10.1016/j.tate.2025.104997
Benjamin Kutsyuruba , Keith Walker , John Bosica , Rebecca Stroud
{"title":"Starting teaching as a millennial: A generational view on early career teaching in Canada","authors":"Benjamin Kutsyuruba ,&nbsp;Keith Walker ,&nbsp;John Bosica ,&nbsp;Rebecca Stroud","doi":"10.1016/j.tate.2025.104997","DOIUrl":"10.1016/j.tate.2025.104997","url":null,"abstract":"<div><div>Drawing from an extensive pan-Canadian study that examined the differential impact of induction and mentorship programs on early career teachers’ retention, this article compares perceptions of the early and late millennial and non-millennial participants regarding induction support, mentorship, professional development, thriving, and teacher attrition. The results of our multi-generational comparative research demonstrated differences in distinctive values, group-associated attitudes, and life stage factors between the early, late, and non-millennial groups, albeit they were less prominent than often suggested in the literature on millennials. The article concludes with implications for theory, policy, and practice by considering intergenerational needs and differences in early career teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104997"},"PeriodicalIF":4.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600846","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
Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study 小学生的规则知识及其对课堂违规行为的影响——一项混合方法研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-12 DOI: 10.1016/j.tate.2025.105000
Leon Dittmann, Benjamin Schimke, Claudia Schuchart, Doris Bühler-Niederberger
{"title":"Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study","authors":"Leon Dittmann,&nbsp;Benjamin Schimke,&nbsp;Claudia Schuchart,&nbsp;Doris Bühler-Niederberger","doi":"10.1016/j.tate.2025.105000","DOIUrl":"10.1016/j.tate.2025.105000","url":null,"abstract":"<div><div>This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used.</div><div>Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledge is. Regression analyses indicate that more positively connoted knowledge of rules is associated with less rule-breaking behaviour. Increased negative reactions on the part of the teacher leads to an increase in rule-breaking behaviour.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105000"},"PeriodicalIF":4.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611645","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
Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention 培养语言学生教师拥抱GenAI的变革机构：形成性干预
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-12 DOI: 10.1016/j.tate.2025.104980
Hongzhi Yang, Lina Markauskaite
{"title":"Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention","authors":"Hongzhi Yang,&nbsp;Lina Markauskaite","doi":"10.1016/j.tate.2025.104980","DOIUrl":"10.1016/j.tate.2025.104980","url":null,"abstract":"<div><div>This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed personal learning goals. The results suggest that this formative intervention offers a framework for integrating GenAI skills with other types of professional knowledge, highlighting the importance of designing collaborative learning tasks that focus on GenAI use for authentic professional tasks.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104980"},"PeriodicalIF":4.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611646","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 and ChatGPT: The first wave on TikTok 教师和聊天工具：TikTok的第一波浪潮
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-10 DOI: 10.1016/j.tate.2025.104993
Christopher Shamburg, Laura Zieger, Dana Mason, Tracy Amerman, Herbie Zieger
{"title":"Teachers and ChatGPT: The first wave on TikTok","authors":"Christopher Shamburg,&nbsp;Laura Zieger,&nbsp;Dana Mason,&nbsp;Tracy Amerman,&nbsp;Herbie Zieger","doi":"10.1016/j.tate.2025.104993","DOIUrl":"10.1016/j.tate.2025.104993","url":null,"abstract":"<div><div>This research examined teachers' posts about ChatGPT on TikTok during the first year of ChatGPT's public availability. A data set of 256 posts were analyzed qualitatively and quantitatively to describe the ideas of these early adopters, how these ideas resonated with viewers, and what these posts revealed about the teachers' practices and attitudes regarding ChatGPT. Our analysis found that these early adopters focused on practical advice on lesson planning and productivity to relieve the stresses of teaching. However, themes relating to tensions beyond the classroom and the changing nature of teaching and learning resonated the most with viewers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104993"},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143593251","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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