Pub Date : 2023-11-09DOI: 10.1080/13540602.2023.2276743
Marjanne Hagedoorn, Maaike Koopman, Machiel Bouwmans, Elly de Bruijn
Vocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these changes. A longitudinal study was conducted to study the professional development activities of vocational teachers in the Netherlands. It resulted in a typology of formal and informal professional development activities. This typology consolidates preceding typologies, and specifies these for the context of vocational education. During a two-and-a-half year period, 26 experienced teachers detailed their informal and formal professional development activities in learner reports. The 386 activities identified were grouped in six categories of informal professional development activities and in five categories of formal activities. In total, three quarters of the activities could be characterised as informal, embedded in daily practice. Our typology could encourage vocational schools in facilitating professional development more effectively.
{"title":"One size does not fit all - mapping informal and formal professional development activities of vocational teachers","authors":"Marjanne Hagedoorn, Maaike Koopman, Machiel Bouwmans, Elly de Bruijn","doi":"10.1080/13540602.2023.2276743","DOIUrl":"https://doi.org/10.1080/13540602.2023.2276743","url":null,"abstract":"Vocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these changes. A longitudinal study was conducted to study the professional development activities of vocational teachers in the Netherlands. It resulted in a typology of formal and informal professional development activities. This typology consolidates preceding typologies, and specifies these for the context of vocational education. During a two-and-a-half year period, 26 experienced teachers detailed their informal and formal professional development activities in learner reports. The 386 activities identified were grouped in six categories of informal professional development activities and in five categories of formal activities. In total, three quarters of the activities could be characterised as informal, embedded in daily practice. Our typology could encourage vocational schools in facilitating professional development more effectively.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":" 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-05DOI: 10.1080/13540602.2023.2277380
Gustavo González-Calvo, Valeria Varea
Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.
{"title":"Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher","authors":"Gustavo González-Calvo, Valeria Varea","doi":"10.1080/13540602.2023.2277380","DOIUrl":"https://doi.org/10.1080/13540602.2023.2277380","url":null,"abstract":"Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"56 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/13540602.2023.2272650
Andreas Bonnet, Jocelyn Glazier
{"title":"The conflicted role of uncertainty in teaching and teacher education","authors":"Andreas Bonnet, Jocelyn Glazier","doi":"10.1080/13540602.2023.2272650","DOIUrl":"https://doi.org/10.1080/13540602.2023.2272650","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/13540602.2023.2273399
Angela Kraemer-Holland
ABSTRACTAmid the democratic backsliding of the United States and other nations, this paper problematises how authoritarian policy trends complicate who holds educational authority over teacher pedagogy, the contested public education arena, and schools as knowledge production sites within a democratic society. This paper situates the entrenched war on the educated in the United States within a broader political context that has unearthed nationwide educational policies premised on anti-democratic tenets of authoritarian populism. Drawing upon language from enacted educational ‘gag orders’ in multiple states, this paper highlights how conservative policy language positions teachers as passive policy subjects and illustrates the aims of these educational orders to curtail academic freedom, institutional autonomy, and redefine what is true and worth knowing within the contested public education domain. Finally, this paper calls to attention the risks posed to democratic institutions and stakeholders in the wake of authoritarian turns occurring both nationally and globally.KEYWORDS: teachers and teachingeducational policydemocracypublic educationcritical discourse analysis Disclosure statementNo potential conflict of interest was reported by the author.
{"title":"Who holds [educational] authority? Framing the authoritarian turn in the conservative “gag orders” in the United States","authors":"Angela Kraemer-Holland","doi":"10.1080/13540602.2023.2273399","DOIUrl":"https://doi.org/10.1080/13540602.2023.2273399","url":null,"abstract":"ABSTRACTAmid the democratic backsliding of the United States and other nations, this paper problematises how authoritarian policy trends complicate who holds educational authority over teacher pedagogy, the contested public education arena, and schools as knowledge production sites within a democratic society. This paper situates the entrenched war on the educated in the United States within a broader political context that has unearthed nationwide educational policies premised on anti-democratic tenets of authoritarian populism. Drawing upon language from enacted educational ‘gag orders’ in multiple states, this paper highlights how conservative policy language positions teachers as passive policy subjects and illustrates the aims of these educational orders to curtail academic freedom, institutional autonomy, and redefine what is true and worth knowing within the contested public education domain. Finally, this paper calls to attention the risks posed to democratic institutions and stakeholders in the wake of authoritarian turns occurring both nationally and globally.KEYWORDS: teachers and teachingeducational policydemocracypublic educationcritical discourse analysis Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"21 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/13540602.2023.2263738
Andrea R. English, Kersti Tyson, Allison Hintz, Diana Murdoch, Julie Anderson
Research suggests that students’ verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known about how teachers listen while students ‘think aloud’ through struggle. In this study, we sought to answer the following research question: What types of listening do teachers enact when students are verbalising struggle during mathematical sense-making discussions? We detail how we created and applied a Framework for Pedagogical Listening, which extends previous theoretical and empirical research on teacher listening to identify and differentiate between five types of teacher listening: empathic, supportive, educative, self-reflective and generative. Our study involved nine teachers and their students in the US and Scotland, contexts which are focused on reform-efforts towards inquiry-oriented mathematics instruction that engages students in sense-making discussions. Our findings suggest that the five types of teacher listening in our framework are present when students verbalise struggle during sense-making discussions, and that our Pedagogical Listening Framework is a useful tool for identifying and documenting the complex ways teachers listen when students verbalise struggle. We present three vignettes of classroom interaction during mathematical discussion that illustrate the five pedagogical listening types.
{"title":"Pedagogical listening: understanding how teachers listen to student struggle during mathematical sense-making discussions","authors":"Andrea R. English, Kersti Tyson, Allison Hintz, Diana Murdoch, Julie Anderson","doi":"10.1080/13540602.2023.2263738","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263738","url":null,"abstract":"Research suggests that students’ verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known about how teachers listen while students ‘think aloud’ through struggle. In this study, we sought to answer the following research question: What types of listening do teachers enact when students are verbalising struggle during mathematical sense-making discussions? We detail how we created and applied a Framework for Pedagogical Listening, which extends previous theoretical and empirical research on teacher listening to identify and differentiate between five types of teacher listening: empathic, supportive, educative, self-reflective and generative. Our study involved nine teachers and their students in the US and Scotland, contexts which are focused on reform-efforts towards inquiry-oriented mathematics instruction that engages students in sense-making discussions. Our findings suggest that the five types of teacher listening in our framework are present when students verbalise struggle during sense-making discussions, and that our Pedagogical Listening Framework is a useful tool for identifying and documenting the complex ways teachers listen when students verbalise struggle. We present three vignettes of classroom interaction during mathematical discussion that illustrate the five pedagogical listening types.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/13540602.2023.2271418
Britta Lübke
ABSTRACTUncertainty is an inherent aspect of the world we live in and is necessarily part of scientific knowledge and scientific inquiry. This paper presents a multi-case study about (1) how uncertainty occurs in the context of teaching and learning in a biology class about genetic engineering and (2) how K12 students deal with the occurring uncertainty. Designed as a Grounded Theory study, classroom observations (including videography) were combined with problem-centred interviews. Contrary to what was expected at the beginning of the study, the data did not contain considerable traces of uncertainty related to or caused by the actual genetic engineering content. Rather, it became apparent that the central phenomenon in the data related to uncertainty refers to the very norms of the biology classroom. Confronted with uncertainty the students tried to exclude the uncertain questions and situations from biology education, arguing that biology is about certain facts that should be reproduced by students. These findings are discussed relative to disciplinary cultures and the concept of habitus as well as in its relevance for the discourse about nature of science.KEYWORDS: Uncertaintynature of sciencebiology educationdisciplinary culturegrounded theory Disclosure statementNo potential conflict of interest was reported by the author.Notes1. The research by Anna Jones (Citation2009) on skills such as critical thinking, analysis, problem solving and communication in Higher education indicates, that these—often described as generic skills—are highly shaped by the discipline they are taught in. Her conclusions on the importance of context and disciplinary cultures may raise new questions for school and learning cultures as well.2. The unit took place within the regular biology classes and the genetics curriculum in the middle of the school year. The type of school, called ‘Stadtteilschule’, is similar to American high schools. It leads to various educational qualifications after nine, ten and thirteen years of schooling. Students in the eleventh-grade aim for the highest qualification that will enable them to attend university. The research at the school was approved by the IfBQ (Institute for Educational Monitoring and Quality Development) in behalf of the Authority for School and Vocational Training Hamburg (Approval number 181–24.03/214,48).3. The participation was voluntary and could be ended by students at any time. The students taking part in the weekly interviews received a cinema voucher at the end for the participation.4. The analysis was carried out by the author. The interpretations were constantly discussed in a monthly qualitative research colloquium as well as a weekly grounded theory working group to validate the interpretations.5. S. does not refer to a specific situation during the lesson at this moment, but to the entire learning unit and answers the following question in her last interview: When you think about the entire learning unit
{"title":"Uncertainty in biology classrooms: a matter of disciplinary culture?","authors":"Britta Lübke","doi":"10.1080/13540602.2023.2271418","DOIUrl":"https://doi.org/10.1080/13540602.2023.2271418","url":null,"abstract":"ABSTRACTUncertainty is an inherent aspect of the world we live in and is necessarily part of scientific knowledge and scientific inquiry. This paper presents a multi-case study about (1) how uncertainty occurs in the context of teaching and learning in a biology class about genetic engineering and (2) how K12 students deal with the occurring uncertainty. Designed as a Grounded Theory study, classroom observations (including videography) were combined with problem-centred interviews. Contrary to what was expected at the beginning of the study, the data did not contain considerable traces of uncertainty related to or caused by the actual genetic engineering content. Rather, it became apparent that the central phenomenon in the data related to uncertainty refers to the very norms of the biology classroom. Confronted with uncertainty the students tried to exclude the uncertain questions and situations from biology education, arguing that biology is about certain facts that should be reproduced by students. These findings are discussed relative to disciplinary cultures and the concept of habitus as well as in its relevance for the discourse about nature of science.KEYWORDS: Uncertaintynature of sciencebiology educationdisciplinary culturegrounded theory Disclosure statementNo potential conflict of interest was reported by the author.Notes1. The research by Anna Jones (Citation2009) on skills such as critical thinking, analysis, problem solving and communication in Higher education indicates, that these—often described as generic skills—are highly shaped by the discipline they are taught in. Her conclusions on the importance of context and disciplinary cultures may raise new questions for school and learning cultures as well.2. The unit took place within the regular biology classes and the genetics curriculum in the middle of the school year. The type of school, called ‘Stadtteilschule’, is similar to American high schools. It leads to various educational qualifications after nine, ten and thirteen years of schooling. Students in the eleventh-grade aim for the highest qualification that will enable them to attend university. The research at the school was approved by the IfBQ (Institute for Educational Monitoring and Quality Development) in behalf of the Authority for School and Vocational Training Hamburg (Approval number 181–24.03/214,48).3. The participation was voluntary and could be ended by students at any time. The students taking part in the weekly interviews received a cinema voucher at the end for the participation.4. The analysis was carried out by the author. The interpretations were constantly discussed in a monthly qualitative research colloquium as well as a weekly grounded theory working group to validate the interpretations.5. S. does not refer to a specific situation during the lesson at this moment, but to the entire learning unit and answers the following question in her last interview: When you think about the entire learning unit ","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/13540602.2023.2265823
Andrew Kwok, Megan S. Patterson, Mario I. Suárez, Debbee Huston, Douglas Mitchell
ABSTRACTThis quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers’ belief that they were well matched with their coaches as well as coaches’ beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches’ skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development.KEYWORDS: Teacher inductioncoachingteacher beliefsteacher development AcknowledgmentsWe first want to thank Tonya Almeida, Barbara Howard, and the CTI programme staff for their willingness to share their invaluable work with the community at large. We want to thank Linda Sanada for her technical expertise and guidance throughout this research. Finally, we would like to thank all Candidates and Coaches for their tireless work in the classrooms.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonym.2. CTI coaches are termed capital ‘Coach’ from here forward. CTI specifically uses the term Coach instead of mentor. That is the only terminology used throughout communications and surveys, and thus, the only term we refer to throughout this manuscript.3. Survey items not incorporated into analyses include respondent satisfaction with technological resources, which were not relevant to this study, and coaching activities and strategies used, which were not a part of both surveys. Survey is available upon request.4. All analyses described below were also performed with the full sample of 762 individuals. However, we believe more reliable results stem from the current analytic sample of paired individuals, in which we can see truer effects of change of beliefs over time.5. We acknowledge that running multiple t-tests increases the potential for family-wise errors. While correction tests could have accounted for these errors, there is some argument that correction for these errors comes at the expense of increasing Type II errors (Armstrong, Citation2014). Additionally, this analytical technique was exploratory in nature to identify whether there are differences in means. It helps to establish the use of regression, a more precise method that controls for other variables to explore differences in coaching skills by respondent group, described next.6. We recognise the study limitation in the differences between conducting t-tests on individual survey items
摘要本研究旨在探讨新手教师与教练对辅导技巧的评价。在为期两年的项目中，我们每年都会对受访者进行调查，以更多地了解他们的入职经历。我们进行了一系列的t检验，以确定受访者群体之间和随时间的差异，以及多元线性回归，以预测与受访者对教练技能评级相关的特征。本研究结果显示，新手教师认为自己与教练匹配良好的信念，以及教练认为自己对周围支持的信念，分别预测了更高的教练技能评分。此外，新手教师对教练技能的评价高于教练，而且随着时间的推移，所有评分都在增加。研究结果对创建更细致入微的入门课程有启示意义，以更好地支持新手教师发展的教练互动。关键词:教师入职培训教师信念教师发展致谢首先，我们要感谢Tonya Almeida, Barbara Howard和CTI项目的工作人员愿意与整个社区分享他们宝贵的工作。我们要感谢Linda Sanada在整个研究过程中的技术专长和指导。最后，我们要感谢所有的候选人和教练在课堂上孜孜不倦的工作。披露声明作者未报告潜在的利益冲突。Pseudonym.2。CTI教练从这里开始被称为资本“教练”。CTI特别使用Coach这个术语，而不是mentor。这是整个通信和调查中使用的唯一术语，因此，我们在整个手稿中提到的唯一术语。未纳入分析的调查项目包括受访者对技术资源的满意度，这与本研究无关，以及使用的教练活动和策略，这两项调查都不是其中的一部分。可应要求提供调查。下面描述的所有分析也对762个人的完整样本进行了分析。然而，我们相信更可靠的结果源于当前成对个体的分析样本，从中我们可以看到信念随时间变化的更真实的影响。我们承认，运行多个t检验会增加家庭错误的可能性。虽然校正测试可以解释这些错误，但有一些争论认为，这些错误的校正是以增加II型错误为代价的(Armstrong, Citation2014)。此外，这种分析技术在本质上是探索性的，以确定是否有差异的手段。它有助于建立回归的使用，这是一种更精确的方法，可以控制其他变量，以探索被调查者群体在教练技能方面的差异，如下所述。我们认识到在对个别调查项目进行t检验然后将这些项目分解为一个整体结构之间的差异存在研究局限性。然而，由于在所有t检验中几乎一致的显著差异，我们认为教练技能结构代表了这些信念，并且在研究目的上是合理的相似。本材料基于C-1006110和加州大学校董会支持的河滨县学校督学的工作。本出版物中表达的任何观点、发现、结论或建议均为作者的观点，并不一定反映河滨县学校监督或加州大学董事会的观点。
{"title":"Rate your coach: exploring ratings of coaching skills throughout teacher induction","authors":"Andrew Kwok, Megan S. Patterson, Mario I. Suárez, Debbee Huston, Douglas Mitchell","doi":"10.1080/13540602.2023.2265823","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265823","url":null,"abstract":"ABSTRACTThis quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers’ belief that they were well matched with their coaches as well as coaches’ beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches’ skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development.KEYWORDS: Teacher inductioncoachingteacher beliefsteacher development AcknowledgmentsWe first want to thank Tonya Almeida, Barbara Howard, and the CTI programme staff for their willingness to share their invaluable work with the community at large. We want to thank Linda Sanada for her technical expertise and guidance throughout this research. Finally, we would like to thank all Candidates and Coaches for their tireless work in the classrooms.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonym.2. CTI coaches are termed capital ‘Coach’ from here forward. CTI specifically uses the term Coach instead of mentor. That is the only terminology used throughout communications and surveys, and thus, the only term we refer to throughout this manuscript.3. Survey items not incorporated into analyses include respondent satisfaction with technological resources, which were not relevant to this study, and coaching activities and strategies used, which were not a part of both surveys. Survey is available upon request.4. All analyses described below were also performed with the full sample of 762 individuals. However, we believe more reliable results stem from the current analytic sample of paired individuals, in which we can see truer effects of change of beliefs over time.5. We acknowledge that running multiple t-tests increases the potential for family-wise errors. While correction tests could have accounted for these errors, there is some argument that correction for these errors comes at the expense of increasing Type II errors (Armstrong, Citation2014). Additionally, this analytical technique was exploratory in nature to identify whether there are differences in means. It helps to establish the use of regression, a more precise method that controls for other variables to explore differences in coaching skills by respondent group, described next.6. We recognise the study limitation in the differences between conducting t-tests on individual survey items","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/13540602.2023.2252688
Rui Yuan, Wei Liao
{"title":"Critical thinking in teacher education: where do we stand and where can we go?","authors":"Rui Yuan, Wei Liao","doi":"10.1080/13540602.2023.2252688","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252688","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/13540602.2023.2246307
Lisa Damaschke-Deitrick, Ericka Galegher, Annika Wilmers, Alexander W. Wiseman
{"title":"Preparing and supporting teachers of immigrant and refugee students","authors":"Lisa Damaschke-Deitrick, Ericka Galegher, Annika Wilmers, Alexander W. Wiseman","doi":"10.1080/13540602.2023.2246307","DOIUrl":"https://doi.org/10.1080/13540602.2023.2246307","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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