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Teaching and Teacher Education最新文献

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Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-14 DOI: 10.1016/j.tate.2025.104936
Angela Kraemer-Holland , Graciela Berumen
{"title":"Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers","authors":"Angela Kraemer-Holland ,&nbsp;Graciela Berumen","doi":"10.1016/j.tate.2025.104936","DOIUrl":"10.1016/j.tate.2025.104936","url":null,"abstract":"<div><div>This paper utilizes the framework of neoliberal multiculturalism–a racialized political project that amplifies diversity and inclusion, while maintaining values of meritocracy and white supremacy that individualize and racialize educational inequity–to describe the complexities inherent in three Mexican-American male-identifying teachers’ experiences and developing philosophies. Findings demonstrate the importance of the positive male role model in the early educational experiences of participants, figures inspiring their decisions to teach. However, neoliberal multicultural constructs—such as the positive role model-as-corrective representation—present in institutional dynamics and colleague microaggressions (re)oriented how participants understood themselves and their work.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104936"},"PeriodicalIF":4.0,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101835","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
Examining the relationship between special education teacher (SET) retention and resilience: An extended framework
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-09 DOI: 10.1016/j.tate.2024.104917
Sally Valentino Drew , Yan Liu , Joan Nicoll-Senft
{"title":"Examining the relationship between special education teacher (SET) retention and resilience: An extended framework","authors":"Sally Valentino Drew ,&nbsp;Yan Liu ,&nbsp;Joan Nicoll-Senft","doi":"10.1016/j.tate.2024.104917","DOIUrl":"10.1016/j.tate.2024.104917","url":null,"abstract":"<div><div>This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (<em>SET Empowerment, Continuum of Professional Learning, School-based Working Conditions</em>) and Resilience (<em>Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations</em>). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104917"},"PeriodicalIF":4.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101834","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
Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-08 DOI: 10.1016/j.tate.2024.104922
Seijoon Park , Xinyi Mao , Soobin Choi
{"title":"Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment","authors":"Seijoon Park ,&nbsp;Xinyi Mao ,&nbsp;Soobin Choi","doi":"10.1016/j.tate.2024.104922","DOIUrl":"10.1016/j.tate.2024.104922","url":null,"abstract":"<div><div>This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104922"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097715","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
Professional learning communities and teacher outcomes. A cross-national analysis
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-08 DOI: 10.1016/j.tate.2024.104920
Anders Astrup Christensen , John Jerrim
{"title":"Professional learning communities and teacher outcomes. A cross-national analysis","authors":"Anders Astrup Christensen ,&nbsp;John Jerrim","doi":"10.1016/j.tate.2024.104920","DOIUrl":"10.1016/j.tate.2024.104920","url":null,"abstract":"<div><div>To address the lack of cross-national research on teacher outcomes of professional learning communities (PLCs), this study investigates the relationships between PLCs and teacher outcomes using data from the Teaching and Learning International Survey (TALIS) 2018. With a sample of 127,339 teachers from 40 countries, we explore how PLCs relate to job satisfaction, self-efficacy, and clarity of instruction. Results show a robust positive relationship with job satisfaction, while relationships with self-efficacy and clarity of instruction are weaker and vary by context. Our findings suggest that PLC effectiveness vary across educational and cultural contexts, calling for further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104920"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097714","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
Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-08 DOI: 10.1016/j.tate.2025.104925
Keelin Leahy, Antonio Calderón, Niamh O'Meara, Ann MacPhail, Joanne O'Flaherty
{"title":"Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning","authors":"Keelin Leahy,&nbsp;Antonio Calderón,&nbsp;Niamh O'Meara,&nbsp;Ann MacPhail,&nbsp;Joanne O'Flaherty","doi":"10.1016/j.tate.2025.104925","DOIUrl":"10.1016/j.tate.2025.104925","url":null,"abstract":"<div><div>Teacher education is influenced by the pervasive influence of neoliberalism. In this paper, we focused on a group of teacher educators, to examine if their participation in a community of practice influenced their realities and professional learning. Through a two-year period thirty-five online meetings were organised. The community of practice provided a collegial and supportive space, fostering professional learning through critical reflection, enabling teacher educators navigate feelings of fear and guilt. It could also be interpreted as an awakening from the unconscious silence prevailing in a neoliberal university to acknowledge its implications for teacher educators’ identity, pedagogy, and wellbeing.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104925"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097717","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
Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-06 DOI: 10.1016/j.tate.2024.104907
Emma Carey Brummer, Noel Clycq, Jan Vanhoof
{"title":"Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort","authors":"Emma Carey Brummer,&nbsp;Noel Clycq,&nbsp;Jan Vanhoof","doi":"10.1016/j.tate.2024.104907","DOIUrl":"10.1016/j.tate.2024.104907","url":null,"abstract":"<div><div>This article uses affective citizenship education as an enrichment of critical citizenship education. Drawing on semi-structured interviews with twenty-four teachers from secondary schools in Flanders, this study investigates in what ways spatial, relational, and affective dimensions are present in teachers’ interpretations of citizenship and explores how affective citizenship education is understood and enacted as perceived by teachers themselves. The findings show that their understandings of citizenship differed, often because teachers adapt to the student population they serve. Moreover, teachers encountered challenges involving many emotional practices. We argue that our results could serve as a basis for a reflective understanding of the affective tensions often present when enacting citizenship in education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104907"},"PeriodicalIF":4.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101833","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
Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-06 DOI: 10.1016/j.tate.2024.104923
M.G. Harrison , J. Ying , C. Briffett-Aktaş , G. Tsui , A.S. Cheng , L. Jackson
{"title":"Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools","authors":"M.G. Harrison ,&nbsp;J. Ying ,&nbsp;C. Briffett-Aktaş ,&nbsp;G. Tsui ,&nbsp;A.S. Cheng ,&nbsp;L. Jackson","doi":"10.1016/j.tate.2024.104923","DOIUrl":"10.1016/j.tate.2024.104923","url":null,"abstract":"<div><div>Gratitude is usually conceptualised psychologically and approached through interventions largely detached from pedagogy and the wider context of school. However, its roles in learning and socialisation differ across cultures, and may impact teachers’ perceptions and practices. We interviewed teachers in Hong Kong. International school teachers emphasised the importance of gratitude in developing interpersonal relationships and saw performative acts of gratitude as lacking genuineness. Local (public) school teachers valued explicit gratitude, which they saw as essential for maintaining social harmony. These differences suggest that gratitude serves different functions in the two school systems. We discuss implications for gratitude education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104923"},"PeriodicalIF":4.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097716","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
Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-04 DOI: 10.1016/j.tate.2024.104919
Robert C. Kleinsasser , Hafdis Guðjónsdóttir
{"title":"Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024","authors":"Robert C. Kleinsasser ,&nbsp;Hafdis Guðjónsdóttir","doi":"10.1016/j.tate.2024.104919","DOIUrl":"10.1016/j.tate.2024.104919","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104919"},"PeriodicalIF":4.0,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101845","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 longitudinal study of Head Start teacher turnover trends and factors
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-03 DOI: 10.1016/j.tate.2024.104916
Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Diane Horm , Noreen Yazejian , Donna Bryant
{"title":"A longitudinal study of Head Start teacher turnover trends and factors","authors":"Kyong-Ah Kwon ,&nbsp;Wonkyung Jang ,&nbsp;Timothy G. Ford ,&nbsp;Diane Horm ,&nbsp;Noreen Yazejian ,&nbsp;Donna Bryant","doi":"10.1016/j.tate.2024.104916","DOIUrl":"10.1016/j.tate.2024.104916","url":null,"abstract":"<div><div>We used multilevel survival analysis with a longitudinal database to examine Head Start teacher turnover trends and their relationships with teacher, child, and work environment characteristics. The annual turnover rate ranged from 18 to 41%. After controlling for various covariates, we found that teachers with higher education levels, fewer years of experience, and/or higher levels of depressive symptoms were at higher risk of leaving. Also, teachers with more Dual Language Learners and children with health issues in their classrooms were more likely to leave. Teachers who perceived they had more job resources and intrinsic rewards were less likely to leave.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104916"},"PeriodicalIF":4.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097720","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
Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-01-03 DOI: 10.1016/j.tate.2024.104878
Laura Hamman-Ortiz , Deborah Romero
{"title":"Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy","authors":"Laura Hamman-Ortiz ,&nbsp;Deborah Romero","doi":"10.1016/j.tate.2024.104878","DOIUrl":"10.1016/j.tate.2024.104878","url":null,"abstract":"<div><div>This comparative case study explores the learning trajectories of two teachers (one bilingual, one monolingual) who participated in translanguaging professional development, considering how contextual and individual factors shaped their evolving translanguaging stance and design. Findings reveal both teachers shifted toward more intentional, expansive understandings of bilingualism, although this manifested differently for each. We argue that teacher education research on translanguaging needs to shift not only from “unofficial” to “purposeful” translanguaging policies, but toward understanding translanguaging as <em>mediated praxis.</em> This lens foregrounds the individual, ideological, and logistical factors shaping classroom translanguaging and illuminates supports teachers need to enact meaningful translanguaging pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104878"},"PeriodicalIF":4.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097719","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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