Pub Date : 2024-11-17DOI: 10.1016/j.tate.2024.104870
Phil Wright , Gillian Forrester
The negative and pernicious effects of fixed ability grouping in primary school classrooms are well-documented internationally. This case study of fifteen primary school teachers in England, used three cycles of practice exploration in mathematics, over a six-month period, providing opportunities for practitioners to consider the barriers and benefits of implementing an alternate, principle-based approach to fixed ability grouping. The teachers' perspectives highlighted benefits of an adjusted pedagogy and noted that at an individual-professional level they needed to address their implicit beliefs about children's learning capacity, adjust their professional language and trust children can make effective choices about their learning.
{"title":"“It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping","authors":"Phil Wright , Gillian Forrester","doi":"10.1016/j.tate.2024.104870","DOIUrl":"10.1016/j.tate.2024.104870","url":null,"abstract":"<div><div>The negative and pernicious effects of fixed ability grouping in primary school classrooms are well-documented internationally. This case study of fifteen primary school teachers in England, used three cycles of practice exploration in mathematics, over a six-month period, providing opportunities for practitioners to consider the barriers and benefits of implementing an alternate, principle-based approach to fixed ability grouping. The teachers' perspectives highlighted benefits of an adjusted pedagogy and noted that at an individual-professional level they needed to address their implicit beliefs about children's learning capacity, adjust their professional language and trust children can make effective choices about their learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104870"},"PeriodicalIF":4.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-17DOI: 10.1016/j.tate.2024.104840
Faheemah N. Mustafaa , Laura Guzman , Chamee Moua , Christopher W. Coleman , Alexis Patterson Williams
Multicultural education (ME) centers educators' race-related beliefs as instrumental toward equitable learning environments. Understanding factors underlying a diversity of educators' beliefs can improve teacher education for all, but research with teachers of color is scarce. Using survey data from 238 African American in-service educators, we examined race-related pedagogical beliefs in association with: (1) their teacher education experiences (e.g., traditional vs. alternative certification); (2) their breadth of ME professional development, and (3) sociodemographics. Findings show race-related belief differences by sociodemographics and teacher education factors. We suggest avenues for improving ME and teacher education by leveraging educators’ existing (“nature”) and malleable (“nurture”) assets.
多元文化教育（ME）以教育工作者与种族有关的信念为中心，这些信念有助于创造公平的学习环境。了解教育工作者信念多样性的基本因素可以改善面向所有人的师范教育，但针对有色人种教师的研究却很少。通过对 238 名非裔美国在职教育工作者的调查数据，我们研究了与种族相关的教学信念与以下方面的联系：(1)他们的师范教育经历（如传统认证与替代认证）；(2)他们的教育专业发展的广度；(3)社会人口统计。研究结果表明，不同社会人口和教师教育因素造成了与种族相关的信念差异。我们建议通过利用教育工作者的现有（"天性"）和可塑性（"教养"）资产来改进 ME 和教师教育。
{"title":"On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs","authors":"Faheemah N. Mustafaa , Laura Guzman , Chamee Moua , Christopher W. Coleman , Alexis Patterson Williams","doi":"10.1016/j.tate.2024.104840","DOIUrl":"10.1016/j.tate.2024.104840","url":null,"abstract":"<div><div>Multicultural education (ME) centers educators' race-related beliefs as instrumental toward equitable learning environments. Understanding factors underlying a diversity of educators' beliefs can improve teacher education for all, but research with teachers of color is scarce. Using survey data from 238 African American in-service educators, we examined race-related pedagogical beliefs in association with: (1) their teacher education experiences (e.g., traditional vs. alternative certification); (2) their breadth of ME professional development, and (3) sociodemographics. Findings show race-related belief differences by sociodemographics and teacher education factors. We suggest avenues for improving ME and teacher education by leveraging educators’ existing (“nature”) and malleable (“nurture”) assets.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104840"},"PeriodicalIF":4.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654555","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 : 2024-11-15DOI: 10.1016/j.tate.2024.104855
Yi Sun, Hongbiao Yin
Understanding teachers’ self-efficacy and affective well-being is crucial, particularly in the Chinese context where teachers face unique cultural and professional expectations. Adopting a social cognitive perspective, this study used latent profile analysis on 1264 Chinese teachers to explore teacher self-efficacy profiles and their relationship with demographics and affective well-being. Four distinct self-efficacy profiles were identified. Teaching experience and school level significantly predicted profile membership, while gender and school location did not. Differences in affective well-being were found across profiles, though anxiety and depression did not significantly differ between some profiles. The theoretical and practical implications of these findings were discussed.
{"title":"Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective","authors":"Yi Sun, Hongbiao Yin","doi":"10.1016/j.tate.2024.104855","DOIUrl":"10.1016/j.tate.2024.104855","url":null,"abstract":"<div><div>Understanding teachers’ self-efficacy and affective well-being is crucial, particularly in the Chinese context where teachers face unique cultural and professional expectations. Adopting a social cognitive perspective, this study used latent profile analysis on 1264 Chinese teachers to explore teacher self-efficacy profiles and their relationship with demographics and affective well-being. Four distinct self-efficacy profiles were identified. Teaching experience and school level significantly predicted profile membership, while gender and school location did not. Differences in affective well-being were found across profiles, though anxiety and depression did not significantly differ between some profiles. The theoretical and practical implications of these findings were discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104855"},"PeriodicalIF":4.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654554","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 : 2024-11-13DOI: 10.1016/j.tate.2024.104845
Baohong Jiang
For foreign language teachers to successfully transition to digital education, it is crucial to enhance their digital literacy. This study reviews 72 articles (2013–2024) on digital literacy among foreign language teachers in Chinese universities, utilizing the PRISMA framework to filter literature from four databases. Combining Grounded Theory with NVivo12 for data analysis, the study reveals that enhancing the digital literacy of teachers involves four dimensions: national, institutional, team, and individual. The first three dimensions provide critical external supports, while the individual dimension emphasizes the intrinsic motivation of teachers. Therefore, effective enhancement requires a synergistic interaction between external supports and individual motivation.
{"title":"Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review","authors":"Baohong Jiang","doi":"10.1016/j.tate.2024.104845","DOIUrl":"10.1016/j.tate.2024.104845","url":null,"abstract":"<div><div>For foreign language teachers to successfully transition to digital education, it is crucial to enhance their digital literacy. This study reviews 72 articles (2013–2024) on digital literacy among foreign language teachers in Chinese universities, utilizing the PRISMA framework to filter literature from four databases. Combining Grounded Theory with NVivo12 for data analysis, the study reveals that enhancing the digital literacy of teachers involves four dimensions: national, institutional, team, and individual. The first three dimensions provide critical external supports, while the individual dimension emphasizes the intrinsic motivation of teachers. Therefore, effective enhancement requires a synergistic interaction between external supports and individual motivation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104845"},"PeriodicalIF":4.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654553","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 : 2024-11-11DOI: 10.1016/j.tate.2024.104841
Jeremy Pan , Tony Loughland , Rebecca J. Collie , Andrew A. Kingsford-Smith , Mary Ryan , Caroline Mansfield , Rachelle Davey , Chrissy Monteleone , Miriam Tanti
Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.
{"title":"The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent","authors":"Jeremy Pan , Tony Loughland , Rebecca J. Collie , Andrew A. Kingsford-Smith , Mary Ryan , Caroline Mansfield , Rachelle Davey , Chrissy Monteleone , Miriam Tanti","doi":"10.1016/j.tate.2024.104841","DOIUrl":"10.1016/j.tate.2024.104841","url":null,"abstract":"<div><div>Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104841"},"PeriodicalIF":4.0,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-10DOI: 10.1016/j.tate.2024.104848
Birte von Haaren-Mack , Alina Schaefer , Fabian Pels
The present study aimed to investigate the association between recovery experiences, well-being and the risk for depression in pre- and in-service physical education (PE) teachers. In a sample of 477 PE teachers, in-service teachers reported significantly higher detachment from work, greater well-being, and lower risk for depression compared to pre-service teachers. While all recovery experiences were positively associated with well-being, only detachment and control were negatively associated with the risk for depression. Career stage moderated the association between relaxation and the risk for depression. PE teacher training programs should prioritise detachment from work and relaxation strategies, particularly for pre-service teachers.
{"title":"The role of recovery experiences for pre- and in-service physical education teachers’ well-being","authors":"Birte von Haaren-Mack , Alina Schaefer , Fabian Pels","doi":"10.1016/j.tate.2024.104848","DOIUrl":"10.1016/j.tate.2024.104848","url":null,"abstract":"<div><div>The present study aimed to investigate the association between recovery experiences, well-being and the risk for depression in pre- and in-service physical education (PE) teachers. In a sample of 477 PE teachers, in-service teachers reported significantly higher detachment from work, greater well-being, and lower risk for depression compared to pre-service teachers. While all recovery experiences were positively associated with well-being, only detachment and control were negatively associated with the risk for depression. Career stage moderated the association between relaxation and the risk for depression. PE teacher training programs should prioritise detachment from work and relaxation strategies, particularly for pre-service teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104848"},"PeriodicalIF":4.0,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662008","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 : 2024-11-09DOI: 10.1016/j.tate.2024.104850
Ohad David
In our multi-cultural world, it is crucial that teachers have the ability to engage in dialogical and pluralistic discourse on identities. This qualitative study aimed to characterize the process that preservice teachers underwent in their course, “Identity Discourse in the Classroom,” in a teacher education college in Israel. The analysis focused on the development of their national-cultural identity. The results demonstrated that the students moved from ambiguity to clarity and reflexivity concerning their national-cultural identity. They also demonstrated that the course created an infrastructure for the emergence of a non-essentialist identity consciousness, one that reflects a moderate constructivist view.
{"title":"Identity discourse in teacher education: Developments in national-cultural identities of pre-service teachers in Israel","authors":"Ohad David","doi":"10.1016/j.tate.2024.104850","DOIUrl":"10.1016/j.tate.2024.104850","url":null,"abstract":"<div><div>In our multi-cultural world, it is crucial that teachers have the ability to engage in dialogical and pluralistic discourse on identities. This qualitative study aimed to characterize the process that preservice teachers underwent in their course, “Identity Discourse in the Classroom,” in a teacher education college in Israel. The analysis focused on the development of their national-cultural identity. The results demonstrated that the students moved from ambiguity to clarity and reflexivity concerning their national-cultural identity. They also demonstrated that the course created an infrastructure for the emergence of a non-essentialist identity consciousness, one that reflects a moderate constructivist view.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104850"},"PeriodicalIF":4.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662007","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 : 2024-11-09DOI: 10.1016/j.tate.2024.104851
Rachel Moylan , Jillianne Code , Heather O'Brien
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.
{"title":"Teaching and AI in the postdigital age: Learning from teachers’ perspectives","authors":"Rachel Moylan , Jillianne Code , Heather O'Brien","doi":"10.1016/j.tate.2024.104851","DOIUrl":"10.1016/j.tate.2024.104851","url":null,"abstract":"<div><div>This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104851"},"PeriodicalIF":4.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-08DOI: 10.1016/j.tate.2024.104839
Radzuwan Ab Rashid , Hanan M.Madanat , Omar Ali Al-Smadi , Misrah Mohamed , Marwan Harb Alqaryouti , Umair Munir Hashmi , Raed Al Ramahi
This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.
{"title":"We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy","authors":"Radzuwan Ab Rashid , Hanan M.Madanat , Omar Ali Al-Smadi , Misrah Mohamed , Marwan Harb Alqaryouti , Umair Munir Hashmi , Raed Al Ramahi","doi":"10.1016/j.tate.2024.104839","DOIUrl":"10.1016/j.tate.2024.104839","url":null,"abstract":"<div><div>This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104839"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662003","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 : 2024-11-08DOI: 10.1016/j.tate.2024.104847
Satu Koivuhovi , Alexander Jung , Elina Kilpi-Jakonen , Todd D. Little , Mari-Pauliina Vainikainen
In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.
{"title":"Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement","authors":"Satu Koivuhovi , Alexander Jung , Elina Kilpi-Jakonen , Todd D. Little , Mari-Pauliina Vainikainen","doi":"10.1016/j.tate.2024.104847","DOIUrl":"10.1016/j.tate.2024.104847","url":null,"abstract":"<div><div>In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104847"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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