Pub Date : 2024-03-16DOI: 10.1177/00224871241237497
Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß
Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.
{"title":"Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning","authors":"Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß","doi":"10.1177/00224871241237497","DOIUrl":"https://doi.org/10.1177/00224871241237497","url":null,"abstract":"Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142110","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}
Pub Date : 2024-03-12DOI: 10.1177/00224871241234872
Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong
Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.
{"title":"Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis","authors":"Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong","doi":"10.1177/00224871241234872","DOIUrl":"https://doi.org/10.1177/00224871241234872","url":null,"abstract":"Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114567","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}
Pub Date : 2024-03-05DOI: 10.1177/00224871241232033
Valerie Hill-Jackson, Cheryl J. Craig
Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.
{"title":"‘Where the Good Ideas Are’","authors":"Valerie Hill-Jackson, Cheryl J. Craig","doi":"10.1177/00224871241232033","DOIUrl":"https://doi.org/10.1177/00224871241232033","url":null,"abstract":"Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046699","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}
Pub Date : 2024-02-26DOI: 10.1177/00224871241231537
Ryan Gillespie, Julie Amador, Jeffrey Choppin
Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.
{"title":"Exploring the Discursive Variability of Mathematics Coaches","authors":"Ryan Gillespie, Julie Amador, Jeffrey Choppin","doi":"10.1177/00224871241231537","DOIUrl":"https://doi.org/10.1177/00224871241231537","url":null,"abstract":"Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"7 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976929","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}
Pub Date : 2024-02-23DOI: 10.1177/00224871241231543
Logan Rutten, Danielle Butville, Boaz Dvir
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.
{"title":"Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times","authors":"Logan Rutten, Danielle Butville, Boaz Dvir","doi":"10.1177/00224871241231543","DOIUrl":"https://doi.org/10.1177/00224871241231543","url":null,"abstract":"Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"29 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939052","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}
Pub Date : 2024-02-21DOI: 10.1177/00224871241232419
Hilary Dack, Carol Ann Tomlinson
This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.
{"title":"Preparing Novice Teachers to Differentiate Instruction: Implications of a Longitudinal Study","authors":"Hilary Dack, Carol Ann Tomlinson","doi":"10.1177/00224871241232419","DOIUrl":"https://doi.org/10.1177/00224871241232419","url":null,"abstract":"This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"30 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938956","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}
Pub Date : 2024-01-30DOI: 10.1177/00224871231223460
Carmen Durham
Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.
{"title":"Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)","authors":"Carmen Durham","doi":"10.1177/00224871231223460","DOIUrl":"https://doi.org/10.1177/00224871231223460","url":null,"abstract":"Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"68 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939051","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}
Pub Date : 2023-12-07DOI: 10.1177/00224871231214799
Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl
The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.
{"title":"Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland","authors":"Ali Yildirim, Anne Dragemark Oscarson, R. Hildén, B. Fröjdendahl","doi":"10.1177/00224871231214799","DOIUrl":"https://doi.org/10.1177/00224871231214799","url":null,"abstract":"The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"58 29","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592893","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}
Pub Date : 2023-11-10DOI: 10.1177/00224871231208683
Oddvar Aalde, Inga Staal Jenset
Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.
{"title":"Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs","authors":"Oddvar Aalde, Inga Staal Jenset","doi":"10.1177/00224871231208683","DOIUrl":"https://doi.org/10.1177/00224871231208683","url":null,"abstract":"Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" 736","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186753","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}
Pub Date : 2023-11-03DOI: 10.1177/00224871231208684
Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey
Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.
{"title":"A Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health","authors":"Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey","doi":"10.1177/00224871231208684","DOIUrl":"https://doi.org/10.1177/00224871231208684","url":null,"abstract":"Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868932","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}
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