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Teaching and Teacher Education最新文献

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Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion 师范生自我效能感及其对学生学业自我概念、情绪幸福感和社会包容的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-07 DOI: 10.1016/j.tate.2025.105152
Erkan Eren , Akie Yada , Susanne Schwab , Hannu Savolainen
{"title":"Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion","authors":"Erkan Eren ,&nbsp;Akie Yada ,&nbsp;Susanne Schwab ,&nbsp;Hannu Savolainen","doi":"10.1016/j.tate.2025.105152","DOIUrl":"10.1016/j.tate.2025.105152","url":null,"abstract":"<div><div>This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Questionnaire (PIQ). Confirmatory factor analyses supported scale validity. All three student outcomes correlated positively with higher S-S TSE. Special educational needs (SEN) status moderated the relationship between S-S TSE and emotional well-being, but not between S-S TSE and social inclusion or academic self-concept.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105152"},"PeriodicalIF":4.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570917","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 role of basic psychological needs in motivating and demotivating teaching styles: Insights from Japanese physical education teachers 理解基本心理需求在激励和抑制教学风格中的作用：来自日本体育教师的见解
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-06 DOI: 10.1016/j.tate.2025.105149
Eishin Teraoka , Sotaro Honda , Yoshinori Okade , Kenji Yomoda
{"title":"Understanding the role of basic psychological needs in motivating and demotivating teaching styles: Insights from Japanese physical education teachers","authors":"Eishin Teraoka ,&nbsp;Sotaro Honda ,&nbsp;Yoshinori Okade ,&nbsp;Kenji Yomoda","doi":"10.1016/j.tate.2025.105149","DOIUrl":"10.1016/j.tate.2025.105149","url":null,"abstract":"<div><div>This study investigated the relationship between psychological needs satisfaction and frustration (BPNSF) and the adoption of (de)motivating teaching styles among Japanese physical education teachers. A quantitative survey was distributed to 295 teachers, and qualitative interviews were conducted with four teachers. Three clusters of teachers were identified based on their BPNSF characteristics: High BPNS (basic psychological needs satisfaction), High BPNF (basic psychological needs frustration), and Moderate BPNS/BPNF. Teachers in the High BPNS cluster adopted more motivating and less demotivating styles, while those in the High BPNF cluster adopted more demotivating and less motivating styles.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105149"},"PeriodicalIF":4.0,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562939","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 under fire: Experiences and resilience of Palestinian-Israeli teachers in Jewish schools post-October 7th 遭受攻击的教师：10月7日之后犹太学校中巴勒斯坦-以色列教师的经验和韧性
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-05 DOI: 10.1016/j.tate.2025.105147
Wurud Jayusi
{"title":"Teachers under fire: Experiences and resilience of Palestinian-Israeli teachers in Jewish schools post-October 7th","authors":"Wurud Jayusi","doi":"10.1016/j.tate.2025.105147","DOIUrl":"10.1016/j.tate.2025.105147","url":null,"abstract":"<div><div>This study explores the resilience of Palestinian-Israeli teachers in Jewish schools after the October 7th, 2023 Hamas attack and the ensuing war. Based on 11 interviews, a model of five resilience factors is proposed: supportive leadership, cultural mediation, emotional strength, strategic responses, and managing professional challenges. The model—\"Contextual Adaptive Resilience of Minority Teachers within Escalated Conflict-Ridden Environments\"—offers a framework for understanding resilience in conflict. The research recommends leadership training in cultural sensitivity, conflict resolution, inclusive school policies, and emotional support systems. These findings provide practical insights for supporting minority educators in politically and ethnically escalated conflict-ridden environments.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105147"},"PeriodicalIF":4.0,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563628","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
The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices 过渡跨国社区在教师教育持续发展中的作用：对欧洲教育政策和实践的分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-03 DOI: 10.1016/j.tate.2025.105148
Mareike Oesterle
{"title":"The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices","authors":"Mareike Oesterle","doi":"10.1016/j.tate.2025.105148","DOIUrl":"10.1016/j.tate.2025.105148","url":null,"abstract":"<div><div>Teacher education is increasingly shaped by globalisation, yet little is known about teacher educators’ engagement in transnational collaboration within short-term, project-based communities. Drawing on a multi-stage document analysis, this paper examines how transient transnational communities (TTCs) are addressed in European policies and project records. The findings show that while policies emphasise collaboration, they rarely offer concrete guidance. Project data reveal that trust, dialogue, and informal exchange are essential for co-constructing shared goals under time-limited conditions. However, institutional and structural support remains inconsistent. This paper argues that TTCs provide spaces for professional learning for teacher educators but require targeted scaffolding.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105148"},"PeriodicalIF":4.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144536085","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
Patterns of meaning-making in online collaborative reflection sessions for teachers: An analysis of interactive frames and positioning 教师在线合作反思课程的意义建构模式：互动框架与定位分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-02 DOI: 10.1016/j.tate.2025.105128
Akiko Fujii , Atsuko Watanabe , Chitose Asaoka
{"title":"Patterns of meaning-making in online collaborative reflection sessions for teachers: An analysis of interactive frames and positioning","authors":"Akiko Fujii ,&nbsp;Atsuko Watanabe ,&nbsp;Chitose Asaoka","doi":"10.1016/j.tate.2025.105128","DOIUrl":"10.1016/j.tate.2025.105128","url":null,"abstract":"<div><div>Although theoretical models of reflection (Kolb, 1984; Korthagen, 1985) articulate an advanced stage of awareness, many aspects of the dynamic process of collaborative reflection remain unclear. The current study analyzes online collaborative reflection sessions among a total of five groups of 3–4 teachers over the course of two years. Three key interactional frames are identified: the Consultation Frame, the Discussion Frame, and the Think-Aloud Frame, each characterized by different positionings of the participants. The discussion frame was most conducive to moving to an advanced stage of reflection. Reframing may be crucial in attaining meaningful development of collaborative reflection sessions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105128"},"PeriodicalIF":4.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522100","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
Building minds with blocks: The impact of a play-based professional development on preschool teachers' competencies and children's learning 积木思维：以游戏为基础的专业发展对幼儿教师能力和儿童学习的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-01 DOI: 10.1016/j.tate.2025.105144
Lukas Lazzara , Anke Weber , Miriam Leuchter
{"title":"Building minds with blocks: The impact of a play-based professional development on preschool teachers' competencies and children's learning","authors":"Lukas Lazzara ,&nbsp;Anke Weber ,&nbsp;Miriam Leuchter","doi":"10.1016/j.tate.2025.105144","DOIUrl":"10.1016/j.tate.2025.105144","url":null,"abstract":"<div><div>The study examined the impact of Professional Development (PD) on preschool teachers' content knowledge (CK), pedagogical content knowledge (PCK), and scaffolding practice. In a pre-post-follow-up design, 77 teachers were assigned to three groups (EG1: block play curriculum materials + PD, EG2: block-play curriculum materials, CG: no materials). Results showed improvements in teachers' scaffolding after the PD, but no changes in CK or PCK. The use of block-play curriculum materials and scaffolding was associated with an improvement in children's math knowledge, but not with their stability knowledge. The study highlights the need for practice-oriented PD aligned with preschool teachers' everyday practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105144"},"PeriodicalIF":4.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517738","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 pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention 探讨职前数学教师平衡学生挣扎与概念注意的观点
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-01 DOI: 10.1016/j.tate.2025.105143
Merav Weingarden
{"title":"Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention","authors":"Merav Weingarden","doi":"10.1016/j.tate.2025.105143","DOIUrl":"10.1016/j.tate.2025.105143","url":null,"abstract":"<div><div>Research has shown that providing students opportunities to struggle is essential for learning, yet teachers often face challenges balancing it with attending explicitly to concepts. This qualitative study examines how 33 pre-service mathematics teachers (PSTs), enrolled in a teacher preparation program, view the tension between providing opportunities to struggle and ensuring attention to concepts. Analysis of the PSTs’ descriptions of hypothetical lessons revealed three types of teaching actions: telling, supporting, and withholding. The findings revealed divergent perspectives among PSTs regarding how teaching actions promote or inhibit conceptual understanding, highlighting implications for teacher preparation programs in addressing this tension.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105143"},"PeriodicalIF":4.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517877","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 the mediating role of emotional labor in the relationship between teachers' basic psychological needs and (de)motivating styles 探讨情绪劳动在教师基本心理需求与（去）激励方式关系中的中介作用
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-01 DOI: 10.1016/j.tate.2025.105145
Aleksandra Huić , Antonija Vrdoljak , Irena Burić
{"title":"Exploring the mediating role of emotional labor in the relationship between teachers' basic psychological needs and (de)motivating styles","authors":"Aleksandra Huić ,&nbsp;Antonija Vrdoljak ,&nbsp;Irena Burić","doi":"10.1016/j.tate.2025.105145","DOIUrl":"10.1016/j.tate.2025.105145","url":null,"abstract":"<div><div>This study investigates the mediating role of teachers' emotional labor between basic psychological needs and (de)motivating teaching styles. In a cross-sectional study with 365 Croatian teachers, we show that emotional labor strategies of genuine expression and deep acting are linked to need satisfaction, while hiding and faking emotions is linked to need frustration. Deep acting seems to act as a mechanism explaining the relationship between need satisfaction and teachers’ use of more autonomy support and structure, and less chaos in classrooms. Faking emotions seems to be the mechanism underlying the relationship between need frustration and controlling teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105145"},"PeriodicalIF":4.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522099","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
Different voices of silence: a Q methodology study of teachers’ perceptions on silence in the classroom 不同的沉默之声：教师对课堂沉默认知的Q方法论研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-27 DOI: 10.1016/j.tate.2025.105136
Iris E. W. M. Bogaers , Jan Willem Grijpma , Marjolein K. Camphuijsen , Anne de la Croix , Chiel van der Veen
{"title":"Different voices of silence: a Q methodology study of teachers’ perceptions on silence in the classroom","authors":"Iris E. W. M. Bogaers ,&nbsp;Jan Willem Grijpma ,&nbsp;Marjolein K. Camphuijsen ,&nbsp;Anne de la Croix ,&nbsp;Chiel van der Veen","doi":"10.1016/j.tate.2025.105136","DOIUrl":"10.1016/j.tate.2025.105136","url":null,"abstract":"<div><div>Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and approach it differently, reflecting implicit teaching models. The findings highlight the complexity of silence in classrooms and its impact on teaching and learning. By focusing on silence, this study provides insights for teacher training and professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105136"},"PeriodicalIF":4.0,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490494","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’ perceptions and responses to student agency. An experimental study 教师对学生代理的认知与反应。实验研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-06-25 DOI: 10.1016/j.tate.2025.105140
Consuelo Mameli , Luca Caricati , Luisa Molinari
{"title":"Teachers’ perceptions and responses to student agency. An experimental study","authors":"Consuelo Mameli ,&nbsp;Luca Caricati ,&nbsp;Luisa Molinari","doi":"10.1016/j.tate.2025.105140","DOIUrl":"10.1016/j.tate.2025.105140","url":null,"abstract":"<div><div>This study examined teachers' perceptions and self-reported responses to different forms of student agency, defined as the learners’ proactive and potentially transformative participatory acts. Specifically, we considered aligned and resistant agency performed by students with high vs. low levels of academic achievement. Participants were 369 Italian teachers, who read one of four scenarios in a 2 × 2 experimental design and completed a survey assessing their perceptions and behavioral and emotional responses to student agency. Results, showing more favorable perceptions and responses to aligned agency, were discussed with reference to the need of training teachers to legitimize various forms of student agency.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105140"},"PeriodicalIF":4.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471160","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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