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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
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination 学龄前的种族和性别教育：考察教师对歧视的反应
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-09-02 DOI: 10.1016/j.tate.2024.104743
Jayley J. Janssen , Tracy L. Spinrad , Larissa Gaias , Diana E. Gal-Szabo , Nancy Eisenberg , Deborah Laible , Gustavo Carlo
{"title":"Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination","authors":"Jayley J. Janssen ,&nbsp;Tracy L. Spinrad ,&nbsp;Larissa Gaias ,&nbsp;Diana E. Gal-Szabo ,&nbsp;Nancy Eisenberg ,&nbsp;Deborah Laible ,&nbsp;Gustavo Carlo","doi":"10.1016/j.tate.2024.104743","DOIUrl":"10.1016/j.tate.2024.104743","url":null,"abstract":"<div><p>Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: <em>Anti-Bias</em>, <em>Minimizing</em>, and <em>General</em>. Teachers more frequently referenced <em>Anti-Bias</em> and <em>Minimizing</em> practices and less frequently referenced <em>General</em> practices in gender versus racial contexts. Further, the specific types of <em>Anti-Bias and Minimizing practices</em> were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104743"},"PeriodicalIF":4.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142122636","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
Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance 考试前教师的激励信息：与内在动机、参与度和学习成绩的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-31 DOI: 10.1016/j.tate.2024.104750
Maryam Alqassab , Jaime León
{"title":"Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance","authors":"Maryam Alqassab ,&nbsp;Jaime León","doi":"10.1016/j.tate.2024.104750","DOIUrl":"10.1016/j.tate.2024.104750","url":null,"abstract":"<div><p>This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104750"},"PeriodicalIF":4.0,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X2400283X/pdfft?md5=eeb74644795a6cccb38549fc16f957e8&pid=1-s2.0-S0742051X2400283X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094999","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
Mapping the landscape: A scoping review of 21st century skills literature in secondary education 绘制图景：对中学教育中 21 世纪技能文献的范围审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-29 DOI: 10.1016/j.tate.2024.104739
Christina Kain , Corinna Koschmieder , Marlies Matischek-Jauk , Sabine Bergner
{"title":"Mapping the landscape: A scoping review of 21st century skills literature in secondary education","authors":"Christina Kain ,&nbsp;Corinna Koschmieder ,&nbsp;Marlies Matischek-Jauk ,&nbsp;Sabine Bergner","doi":"10.1016/j.tate.2024.104739","DOIUrl":"10.1016/j.tate.2024.104739","url":null,"abstract":"<div><p>21st century skills prepare students to adapt to a rapidly changing world, ensuring their capability of continuous learning and problem-solving. This review provides a systematic overview of how 21st century skills are addressed in research. It focuses on the context of secondary education and uses a PRISMA flow diagram to analyze 82 research articles. Results reveal that research on 21st century skills focuses on educational stakeholders’ opinions and attitudes, their potential effects and how they are implemented or assessed. The findings highlight a need for research to enhance the implementation of 21st century skills in secondary education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104739"},"PeriodicalIF":4.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002713/pdfft?md5=e5d83e55d68763cc7e997f9168517fce&pid=1-s2.0-S0742051X24002713-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094998","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
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study 融合学校智障和发育障碍学生教师的工作动机概况：混合方法研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-27 DOI: 10.1016/j.tate.2024.104761
Zhengli Xie , Xinhua Zhu , Fei Cao , Wei Yuan , Yuan Yao
{"title":"Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study","authors":"Zhengli Xie ,&nbsp;Xinhua Zhu ,&nbsp;Fei Cao ,&nbsp;Wei Yuan ,&nbsp;Yuan Yao","doi":"10.1016/j.tate.2024.104761","DOIUrl":"10.1016/j.tate.2024.104761","url":null,"abstract":"<div><p>This study aimed to identify the profiles of work motivation among teachers of students with intellectual and developmental disabilities and investigate the associated factors. Through surveying 972 and interviewing 10 teachers from Chinese inclusive primary schools, this mixed-method study identified three work motivation profiles: <em>de-motivated</em>, <em>meaning-seeking</em>, and <em>deep internalization</em>, with the first profile exhibiting the least adaptive value and the third demonstrating the most adaptive value. Length of service and in-service training influenced teachers' profile membership. School policies, principal support, professional support, and collaboration with students’ parents contributed to differentiating the three profiles. Implications and limitations are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104761"},"PeriodicalIF":4.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142087064","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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