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Relationships and differences between goal orientations and emotional experiences of physical education teachers 体育教师的目标取向与情感体验之间的关系和差异
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104738
Kelly L. Simonton , Kevin Mercier , Kevin A.R. Richards , Karen L. Gaudreault , Aimee Gray
{"title":"Relationships and differences between goal orientations and emotional experiences of physical education teachers","authors":"Kelly L. Simonton ,&nbsp;Kevin Mercier ,&nbsp;Kevin A.R. Richards ,&nbsp;Karen L. Gaudreault ,&nbsp;Aimee Gray","doi":"10.1016/j.tate.2024.104738","DOIUrl":"10.1016/j.tate.2024.104738","url":null,"abstract":"<div><p>Despite the motivational impact of teacher goal orientations and emotions, there is limited investigation on those who experience marginalization, such as Physical Education teachers. The purpose of this study was to explore the relationships among and differences in Physical Education teacher goal orientations and emotions. Inservice Physical Education teachers (<em>N</em> = 364) from across the U.S. completed demographic, goal orientations, and emotions surveys. Analysis of variance and path analysis tests found that goal orientations and emotions differed significantly by context, instructional level, and years of experience. Aiding teachers in the development of mastery, approach, and social goal orientations can increase positive teacher experiences – improving their effectiveness and well-being.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104738"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011494","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
Teachers’ views on gameful practices – A scoping review 教师对游戏化实践的看法--范围界定审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104730
Borbála Bacsa-Károlyi , Anikó Fehérvári
{"title":"Teachers’ views on gameful practices – A scoping review","authors":"Borbála Bacsa-Károlyi ,&nbsp;Anikó Fehérvári","doi":"10.1016/j.tate.2024.104730","DOIUrl":"10.1016/j.tate.2024.104730","url":null,"abstract":"<div><p>Gameful education can foster students' lifelong learning perspectives, which is vital in the 21st century. However, implementation strongly depends on teachers' views about gameful practices. This scoping review aims to identify the characteristics of relevant studies and explore factors influencing gameful practices. Following the PRISMA protocol, 143 studies were analysed that focused on in-service teachers’ beliefs, attitudes, or practices concerning gamification or game-based learning; published between 2013 and 2023; written in English; contained primary source; and peer-reviewed. The study introduces a typology of supporting and inhibiting factors, emphasising the importance of professional development and supportive communities.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104730"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002622/pdfft?md5=05c3e1c9915f9654f88ec7b56a8c4bcc&pid=1-s2.0-S0742051X24002622-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011066","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
Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain 了解并提高教师的科研参与度：波兰和西班牙成功案例的启示
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104747
Marta Kowalczuk-Walędziak , Georgeta Ion
{"title":"Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain","authors":"Marta Kowalczuk-Walędziak ,&nbsp;Georgeta Ion","doi":"10.1016/j.tate.2024.104747","DOIUrl":"10.1016/j.tate.2024.104747","url":null,"abstract":"<div><p>Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104747"},"PeriodicalIF":4.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011496","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
Negotiations and reconciliations in the first year of teaching 教学第一年的谈判与和解
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-17 DOI: 10.1016/j.tate.2024.104744
Tanya Flushman, Sarah Hegg, Megan Guise, Jesse Sanford, Nancy Stauch
{"title":"Negotiations and reconciliations in the first year of teaching","authors":"Tanya Flushman,&nbsp;Sarah Hegg,&nbsp;Megan Guise,&nbsp;Jesse Sanford,&nbsp;Nancy Stauch","doi":"10.1016/j.tate.2024.104744","DOIUrl":"10.1016/j.tate.2024.104744","url":null,"abstract":"<div><p>This study investigates the lived experiences and developing identities of three secondary first-year teachers, exploring the practices each employed to reconcile expectations of teaching with their realities. Authors present distinct narratives synthesized from weekly reflections and interviews, identifying factors that supported new teacher reconciliation including a strong connection to community, healthy social emotional skills, and the recalibration of the role of curriculum. This study advocates for teacher preparation programs to recognize areas of misaligned expectations and provide support for new teachers in the construction of realistic views of teaching as essential to developing teacher identity and impacting retention.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104744"},"PeriodicalIF":4.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998146","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 PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity 通过绘制 PCK 地图来显示小学教育师范教育人员有关生物多样性的教学内容知识各组成部分之间的整合情况
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-17 DOI: 10.1016/j.tate.2024.104746
María Emilia Ottogalli , Gonzalo M.A. Bermudez
{"title":"A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity","authors":"María Emilia Ottogalli ,&nbsp;Gonzalo M.A. Bermudez","doi":"10.1016/j.tate.2024.104746","DOIUrl":"10.1016/j.tate.2024.104746","url":null,"abstract":"<div><p>Biodiversity is a very important topic nowadays, but there is currently a lack of studies on the Pedagogical Content Knowledge (PCK) of this concept. We examined the integration of the PCK components of ten elementary education teacher educators in Argentina through a qualitative, interpretative, and exploratory study, using semi-structured interviews based on the Content Representation tool and the mapping approach. OTS and KSU were most integrated while KA was the least integrated. We discuss the implications of integration between PCK components for biodiversity teaching as a contribution to teacher training and future research.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104746"},"PeriodicalIF":4.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998145","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
Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times 在 2020 年代学习教学：四位教师候选人在充满挑战的时代中的经历
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-16 DOI: 10.1016/j.tate.2024.104733
Jessica E. Masterson , Chloe James Carr , Emmy Petty , Honor Stevenson , Abigail Yaromich
{"title":"Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times","authors":"Jessica E. Masterson ,&nbsp;Chloe James Carr ,&nbsp;Emmy Petty ,&nbsp;Honor Stevenson ,&nbsp;Abigail Yaromich","doi":"10.1016/j.tate.2024.104733","DOIUrl":"10.1016/j.tate.2024.104733","url":null,"abstract":"<div><p>While much research in the Covid-19 era has focused on student learning loss, little empirical work has yet been published that examines U.S. teacher candidates' experiences with learning to teach during the current pandemic era, and all of the social and political upheaval of the day. This autoethnographic case study centers four teacher candidates’ practicum and student teaching experiences, during which they collected observational and reflective data throughout the 2021–2022 school year. Together with their teacher educator, and employing a feminist labor theoretical lens, the candidates analyzed data and derived three overarching themes: Learning to teach as emotion work, labor structures as barriers to learning to teach, and an overall uncertainty about teaching as a profession.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104733"},"PeriodicalIF":4.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141993384","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
Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708] 对 "整件事都需要摇一摇：教师对学校中社交和情感技能的看法的混合方法研究"[Teach. Teach. Edu. 148 (2024) 104708] 更正
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-16 DOI: 10.1016/j.tate.2024.104741
Lottie Hamer, Wendy Ross, Amanda Holland
{"title":"Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708]","authors":"Lottie Hamer,&nbsp;Wendy Ross,&nbsp;Amanda Holland","doi":"10.1016/j.tate.2024.104741","DOIUrl":"10.1016/j.tate.2024.104741","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104741"},"PeriodicalIF":4.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002749/pdfft?md5=bc32ba7955e11e7c8f15dddc05a80905&pid=1-s2.0-S0742051X24002749-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141993385","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
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree 谁在考虑退学，为什么？师范生的认知和情感动机特征解释了他们退学意向的差异
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-12 DOI: 10.1016/j.tate.2024.104718
Andrea Westphal , Annelie Schulze , Juliane Schlesier , Hendrik Lohse-Bossenz
{"title":"Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree","authors":"Andrea Westphal ,&nbsp;Annelie Schulze ,&nbsp;Juliane Schlesier ,&nbsp;Hendrik Lohse-Bossenz","doi":"10.1016/j.tate.2024.104718","DOIUrl":"10.1016/j.tate.2024.104718","url":null,"abstract":"<div><p>This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in <em>N</em> = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low self-efficacy, average scores on other indicators). Student teachers with an engaged mindset reported lower intentions to quit their teaching degree. The main push factors were course demands and low perceived relevance of contents.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104718"},"PeriodicalIF":4.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002506/pdfft?md5=2ff4bed1ac0050264f3c87157fcf8905&pid=1-s2.0-S0742051X24002506-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141979883","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 emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression 大专院校英语教师的情绪调节前因及其对重评和压抑的运用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-11 DOI: 10.1016/j.tate.2024.104732
Esra Meşe , Enisa Mede
{"title":"The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression","authors":"Esra Meşe ,&nbsp;Enisa Mede","doi":"10.1016/j.tate.2024.104732","DOIUrl":"10.1016/j.tate.2024.104732","url":null,"abstract":"<div><p>This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104732"},"PeriodicalIF":4.0,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945620","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
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms 在认知要求较高的小学数学课堂上培养和利用黑人学生的社区文化财富
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2024-08-08 DOI: 10.1016/j.tate.2024.104682
Crystal M. Menzies , Christian D. Schunn , Mary Kay Stein
{"title":"Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms","authors":"Crystal M. Menzies ,&nbsp;Christian D. Schunn ,&nbsp;Mary Kay Stein","doi":"10.1016/j.tate.2024.104682","DOIUrl":"10.1016/j.tate.2024.104682","url":null,"abstract":"<div><p>Community cultural wealth (CCW) is shown to play a role in the STEM persistence of Black students. White teachers often view their Black students through a deficit-based lens and may struggle to recognize and access the CCW of their nonwhite students. Using observational analysis of two White teachers in the US south who consistently maintained high engagement among Black students in conceptually-rich mathematics classrooms, we present a framework that identifies pedagogical practices that leverage and cultivate the cultural wealth of Black students. This framework can serve as a foundation for all teachers to utilize assets-based instruction in their mathematics classrooms.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104682"},"PeriodicalIF":4.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945642","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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