Pub Date : 2023-09-30DOI: 10.1080/13540602.2023.2265829
Manuel R. Enverga, Elizabeth R. Enverga
ABSTRACTIn 2013, the Philippines shifted from a ten to a thirteen year basic education curriculum. Expanding the number of years of schooling necessitated the addition of new grade levels, including Grades 11 and 12, collectively referred to as ‘Senior High School’. The teachers who first taught in these levels were in a situation in which they had to carry out their work without a prescribed modus operandi. There was no precedent for how one dealt with students, administrators, or parents. Nevertheless, these teachers had to carry on with their work. Using data gathered from 19 FGD participants, this paper examined the experiences of the pioneer batch of instructors to handle Grade 11 and 12 students. Goffman’s (1956) dramaturgical approach was a useful heuristic for understanding the data. It is underpinned by the assumption that social interactions resemble stage performances, with individuals performing roles for audiences. The pioneering batch of teachers could, thus, be understood as actors having to play the role of competent educator to audiences of students and parents without a fully-written script, in the form of existing modus operandi. The difficulties of their role are compounded by bureaucratic uncertainty among administrators, their backstage support staff.Keywords: Dramaturgysenior high school teachersPhilippinesK-12 transition Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Performing without a script: a dramaturgical analysis of the first cohort of Senior High School teachers in the history of Philippine education","authors":"Manuel R. Enverga, Elizabeth R. Enverga","doi":"10.1080/13540602.2023.2265829","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265829","url":null,"abstract":"ABSTRACTIn 2013, the Philippines shifted from a ten to a thirteen year basic education curriculum. Expanding the number of years of schooling necessitated the addition of new grade levels, including Grades 11 and 12, collectively referred to as ‘Senior High School’. The teachers who first taught in these levels were in a situation in which they had to carry out their work without a prescribed modus operandi. There was no precedent for how one dealt with students, administrators, or parents. Nevertheless, these teachers had to carry on with their work. Using data gathered from 19 FGD participants, this paper examined the experiences of the pioneer batch of instructors to handle Grade 11 and 12 students. Goffman’s (1956) dramaturgical approach was a useful heuristic for understanding the data. It is underpinned by the assumption that social interactions resemble stage performances, with individuals performing roles for audiences. The pioneering batch of teachers could, thus, be understood as actors having to play the role of competent educator to audiences of students and parents without a fully-written script, in the form of existing modus operandi. The difficulties of their role are compounded by bureaucratic uncertainty among administrators, their backstage support staff.Keywords: Dramaturgysenior high school teachersPhilippinesK-12 transition Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280523","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 : 2023-09-30DOI: 10.1080/13540602.2023.2263375
Melissa Hanke, Angelika Paseka, Sandra Sprenger
In the field of geography education, the term uncertainty is present yet varies in its definition and conceptualisation. This paper presents an overview of definitions and concepts of uncertainty in geography education, where the term is used in different contexts. This overview is especially important for geography teachers and scientists because their understanding is intrinsically linked to their teaching and research. For this purpose, a systematic literature review was conducted. The selected publications (n = 63) were all published in the English language and analysed using qualitative content analysis. It was evident from most of the publications that no explicit definition of the term uncertainty exists; however, there are references to definitions from other authors as well as implicit definitions and specifications of the term (e.g. scientific uncertainty). The term uncertainty can be defined and conceptualised differently using science-oriented, knowledge-oriented, action-oriented, and decision-oriented approaches, together with references to different categories, such as actor groups or the temporal dimension. Each of these categories is addressed in this systematic literature review.
{"title":"Understanding the meaning of uncertainty in geography education: a systematic review","authors":"Melissa Hanke, Angelika Paseka, Sandra Sprenger","doi":"10.1080/13540602.2023.2263375","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263375","url":null,"abstract":"In the field of geography education, the term uncertainty is present yet varies in its definition and conceptualisation. This paper presents an overview of definitions and concepts of uncertainty in geography education, where the term is used in different contexts. This overview is especially important for geography teachers and scientists because their understanding is intrinsically linked to their teaching and research. For this purpose, a systematic literature review was conducted. The selected publications (n = 63) were all published in the English language and analysed using qualitative content analysis. It was evident from most of the publications that no explicit definition of the term uncertainty exists; however, there are references to definitions from other authors as well as implicit definitions and specifications of the term (e.g. scientific uncertainty). The term uncertainty can be defined and conceptualised differently using science-oriented, knowledge-oriented, action-oriented, and decision-oriented approaches, together with references to different categories, such as actor groups or the temporal dimension. Each of these categories is addressed in this systematic literature review.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279545","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 : 2023-09-29DOI: 10.1080/13540602.2023.2263376
Ole Stabick, Ingrid Bähr
ABSTRACTBecause schools as educational institutions have the task of empowering today’s students (as future citizens) to lead their lives responsibly, current social changes (such as digitalisation) suggest that uncertainty may be a particularly important dimension of educational activities. In this manuscript, a systematic review of 43 references dealing with the topic of uncertainty in the field of physical education (PE) is presented. As a result, one can identify three dimensions of the phenomenon of uncertainty: (1) uncertainty as an opportunity to foster processes of deep learning (Bildung) among students in the PE classroom, (2) uncertainty as a challenge for PE teachers and preservice teachers and (3) uncertainty as a characteristic of movement, games and sports. The paper discusses the consequences of these findings for teaching and teacher education in PE. In distinguishing these three dimensions of the phenomenon of uncertainty in the field of one subject (here PE), the article suggests a structure for analysing uncertainty in other subjects, as well as with respect to wider fields of research such as research on professionalism or school development.KEYWORDS: Uncertaintycontingencyambiguityphysical educationteacher educationteaching Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Many thanks to Judith Keinath (University of Hamburg) for the translation.2. In the German language, education is understood as teachers’ action with the aim of influencing students in terms of their educational goals. In contrast, bildung is understood as an individual process of a person dealing with the world. This process cannot be ‘made’ by teachers: they can only provide opportunities for self-bildung (Koller, Citation2011). The theoretical aspect of bildung are being deepened in 4.1.3. German Conference of Ministers of Education.4. The term physical education is understood as a collective term for sports instruction in an educational context, be it at school or in children’s and youth sports. In this context, we comprehend sport in a broader sense, including all different kinds of movement and games.5. In the following, this collaboration is indicated using the short reference ‘Cooperation within FFSU’. For more information, see https://www.ew.uni-hamburg.de/forschung/fakultaere-forschungsschwerpunkte/ungewissheit.html6. The procedure to identify the dimensions was created in cooperation with FFSU, intensively including the perspective of PE.7. Seiberth published works on a similar topic in both the German and English languages.Additional informationNotes on contributorsOle StabickOle Stabick has been a PhD student at the University of Hamburg since 2020. Ole’s research foci include uncertainty as a dimension of pedagogical action, (cognitive) activation in physical education and inclusion in sports.Ingrid BährIngrid Bähr has been a Professor for Educational Science (focussing on physical education) at the Un
{"title":"The phenomenon of uncertainty as an opportunity, challenge and characteristic in the field of physical education: a systematic review","authors":"Ole Stabick, Ingrid Bähr","doi":"10.1080/13540602.2023.2263376","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263376","url":null,"abstract":"ABSTRACTBecause schools as educational institutions have the task of empowering today’s students (as future citizens) to lead their lives responsibly, current social changes (such as digitalisation) suggest that uncertainty may be a particularly important dimension of educational activities. In this manuscript, a systematic review of 43 references dealing with the topic of uncertainty in the field of physical education (PE) is presented. As a result, one can identify three dimensions of the phenomenon of uncertainty: (1) uncertainty as an opportunity to foster processes of deep learning (Bildung) among students in the PE classroom, (2) uncertainty as a challenge for PE teachers and preservice teachers and (3) uncertainty as a characteristic of movement, games and sports. The paper discusses the consequences of these findings for teaching and teacher education in PE. In distinguishing these three dimensions of the phenomenon of uncertainty in the field of one subject (here PE), the article suggests a structure for analysing uncertainty in other subjects, as well as with respect to wider fields of research such as research on professionalism or school development.KEYWORDS: Uncertaintycontingencyambiguityphysical educationteacher educationteaching Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Many thanks to Judith Keinath (University of Hamburg) for the translation.2. In the German language, education is understood as teachers’ action with the aim of influencing students in terms of their educational goals. In contrast, bildung is understood as an individual process of a person dealing with the world. This process cannot be ‘made’ by teachers: they can only provide opportunities for self-bildung (Koller, Citation2011). The theoretical aspect of bildung are being deepened in 4.1.3. German Conference of Ministers of Education.4. The term physical education is understood as a collective term for sports instruction in an educational context, be it at school or in children’s and youth sports. In this context, we comprehend sport in a broader sense, including all different kinds of movement and games.5. In the following, this collaboration is indicated using the short reference ‘Cooperation within FFSU’. For more information, see https://www.ew.uni-hamburg.de/forschung/fakultaere-forschungsschwerpunkte/ungewissheit.html6. The procedure to identify the dimensions was created in cooperation with FFSU, intensively including the perspective of PE.7. Seiberth published works on a similar topic in both the German and English languages.Additional informationNotes on contributorsOle StabickOle Stabick has been a PhD student at the University of Hamburg since 2020. Ole’s research foci include uncertainty as a dimension of pedagogical action, (cognitive) activation in physical education and inclusion in sports.Ingrid BährIngrid Bähr has been a Professor for Educational Science (focussing on physical education) at the Un","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246399","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 : 2023-09-01DOI: 10.1080/13540602.2023.2252344
Marlena Celebre-Baird, David B. Reid
{"title":"Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey","authors":"Marlena Celebre-Baird, David B. Reid","doi":"10.1080/13540602.2023.2252344","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252344","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"3 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78911364","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 : 2023-08-31DOI: 10.1080/13540602.2023.2252347
Gamze Görel, Katja Franzen, F. Hellmich
{"title":"Primary school teachers’ perspectives on the quality of inclusive education","authors":"Gamze Görel, Katja Franzen, F. Hellmich","doi":"10.1080/13540602.2023.2252347","DOIUrl":"https://doi.org/10.1080/13540602.2023.2252347","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"311 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75310432","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 : 2023-08-30DOI: 10.1080/13540602.2023.2236955
Ilana Finefter-Rosenbluh, A. Berry
{"title":"With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process","authors":"Ilana Finefter-Rosenbluh, A. Berry","doi":"10.1080/13540602.2023.2236955","DOIUrl":"https://doi.org/10.1080/13540602.2023.2236955","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"36 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86689758","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 : 2023-08-08DOI: 10.1080/13540602.2023.2244433
Katie A. Mathew, David Mattson, K. Kelly, Y. Fan, Kathlyn Elliott, Jen Katz-Buonincontro
{"title":"‘One doesn’t just move online’: an intersectional analysis of teachers’ response to the crisis of pandemic teaching","authors":"Katie A. Mathew, David Mattson, K. Kelly, Y. Fan, Kathlyn Elliott, Jen Katz-Buonincontro","doi":"10.1080/13540602.2023.2244433","DOIUrl":"https://doi.org/10.1080/13540602.2023.2244433","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"21 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84430830","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 : 2023-08-03DOI: 10.1080/13540602.2023.2236957
C. Craig, Paige K. Evans, D. Stokes, Leah McAlister-Shields, G. Curtis
{"title":"Multi-layered mentoring: exemplars from a U.S. STEM teacher education program","authors":"C. Craig, Paige K. Evans, D. Stokes, Leah McAlister-Shields, G. Curtis","doi":"10.1080/13540602.2023.2236957","DOIUrl":"https://doi.org/10.1080/13540602.2023.2236957","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"14 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76776303","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 : 2023-07-28DOI: 10.1080/13540602.2023.2241020
Glenys Mann, L. Gilmore, Ainsley Robertson, Lynsey Kennedy-Wood, Lara Maia-Pike
{"title":"Little things mean a lot: parent perspectives on positive teacher-parent communication when students have disability","authors":"Glenys Mann, L. Gilmore, Ainsley Robertson, Lynsey Kennedy-Wood, Lara Maia-Pike","doi":"10.1080/13540602.2023.2241020","DOIUrl":"https://doi.org/10.1080/13540602.2023.2241020","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"19 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77663470","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 : 2023-07-21DOI: 10.1080/13540602.2023.2236945
A. Cohen-Zamir, D. Vedder‐Weiss
{"title":"Blame avoidance and facework in teachers` collaborative decision-making","authors":"A. Cohen-Zamir, D. Vedder‐Weiss","doi":"10.1080/13540602.2023.2236945","DOIUrl":"https://doi.org/10.1080/13540602.2023.2236945","url":null,"abstract":"","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"79 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83788175","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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