{"title":"Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure","authors":"Ayelet Becher","doi":"10.1016/j.tate.2025.105004","DOIUrl":null,"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":4.0000,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000800","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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