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"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-03-01 DOI: 10.1016/j.tate.2025.104990
Mercé Barrera Ciurana, Odet Moliner García
The growing number of autistic students requires university faculty's preparation for inclusive practices. However, limited teaching staff's self-efficacy hinders these students' success. This phenomenological study examines factors influencing teaching staff's self-efficacy and autistic students' perspectives. Three focus groups comprising 15 university faculty (five in each group) and one group with three autistic students were conducted. Interpretative phenomenological analysis identified key themes. The results indicated a low level of university faculty's self-efficacy, citing insufficient training and lack of support. In conclusion, while university faculty are concerned about accommodating autistic students, these students emphasize avoiding stigma and appreciating supportive, approachable teaching staff.
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引用次数: 0
Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-28 DOI: 10.1016/j.tate.2025.104982
Yuexian Sun , Bin Wang , Lingling Ruan , Xuanwen Liu , Rui Zhen
In the context of “Double Reduction” policy and post-pandemic era in China, this study aimed to investigate the job burnout situation of 7, 642 Chinese teachers. Data were collected through questionnaires and analyzed through latent profile analysis and multinomial logistic regression analysis. The results showed that three patterns of job burnout existed among these teachers: low burnout, emotional exhaustion, and achievement loss patterns. Teachers with older age, positive teacher-student relationship, and mastery goal structure were more likely to be in the low burnout group. Targeted interventions can be implemented for distinct teacher burnout patterns by taking the above factors into consideration.
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引用次数: 0
Teaching autonomy and teachers' turnover intentions under the labor process theory perspective: A moderated mediation model of work alienation and professional identity
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-28 DOI: 10.1016/j.tate.2025.104981
Guangqiang Wang
Based on the labor process theory, this study examines the effects of teaching autonomy on teachers' turnover intentions in mainland China and reveals the mediating role of work alienation and the moderating role of professional identity. Findings from a survey of 540 Chinese teachers showed that teaching autonomy was negatively correlated with teachers' turnover intentions. Work alienation mediated the relationship between teaching autonomy and teachers' turnover intentions. Professional identity played a moderating role in the relationship between teaching autonomy and teachers' turnover intentions mediated by work alienation, moderating the first half of the path of the mediation model.
{"title":"Teaching autonomy and teachers' turnover intentions under the labor process theory perspective: A moderated mediation model of work alienation and professional identity","authors":"Guangqiang Wang","doi":"10.1016/j.tate.2025.104981","DOIUrl":"10.1016/j.tate.2025.104981","url":null,"abstract":"<div><div>Based on the labor process theory, this study examines the effects of teaching autonomy on teachers' turnover intentions in mainland China and reveals the mediating role of work alienation and the moderating role of professional identity. Findings from a survey of 540 Chinese teachers showed that teaching autonomy was negatively correlated with teachers' turnover intentions. Work alienation mediated the relationship between teaching autonomy and teachers' turnover intentions. Professional identity played a moderating role in the relationship between teaching autonomy and teachers' turnover intentions mediated by work alienation, moderating the first half of the path of the mediation model.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104981"},"PeriodicalIF":4.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143510894","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}
引用次数: 0
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-20 DOI: 10.1016/j.tate.2025.104967
Khoa Dang Truong , Ngo Cong-Lem , Bingqing Li
This scoping review explores complex interactions among identity, cognition, emotion, and agency in language teachers' socio-professional lives. By synthesising findings from 64 studies published between 2008 and 2023, the review highlights three prominent interactional patterns shaping teachers’ professional practice and development, whilst meso-level and macro-level contextual factors strongly impact these interactions. In these interactions, reflective practice plays a pivotal role in intertwining the components, ultimately leading to pedagogical change and professional development. The review integrates these components holistically into a socio-ecological perezhivanie-based framework for understanding teacher development and provides significant implications for practice in teacher professional development programmes.
{"title":"The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review","authors":"Khoa Dang Truong ,&nbsp;Ngo Cong-Lem ,&nbsp;Bingqing Li","doi":"10.1016/j.tate.2025.104967","DOIUrl":"10.1016/j.tate.2025.104967","url":null,"abstract":"<div><div>This scoping review explores complex interactions among identity, cognition, emotion, and agency in language teachers' socio-professional lives. By synthesising findings from 64 studies published between 2008 and 2023, the review highlights three prominent interactional patterns shaping teachers’ professional practice and development, whilst meso-level and macro-level contextual factors strongly impact these interactions. In these interactions, reflective practice plays a pivotal role in intertwining the components, ultimately leading to pedagogical change and professional development. The review integrates these components holistically into a socio-ecological <em>perezhivanie</em>-based framework for understanding teacher development and provides significant implications for practice in teacher professional development programmes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104967"},"PeriodicalIF":4.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454335","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}
引用次数: 0
Collaborative emotion regulation and professional development of student language teachers in online teaching: A community of practice perspective
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-17 DOI: 10.1016/j.tate.2025.104969
Lei Wu , Chun-an Qiu , Bijun Ling
This study adopts a community of practice perspective to explore how four student teachers collaboratively regulated emotions during a 16-week online Chinese-language teaching practicum, thereby fostering emotional and professional growth. Participants identified emotional challenges as shared concerns, transitioning from individual coping to collective strategies through reflective practices. Group reflection and iterative feedback deepened emotional awareness and supported the co-construction of effective regulation strategies. Collaborative engagement enhanced empathetic reflection, cultivated a sense of belonging, and redefined professional identity. Findings highlight shared emotional experiences and collective practices as crucial for emotion regulation and professional development in online teaching.
{"title":"Collaborative emotion regulation and professional development of student language teachers in online teaching: A community of practice perspective","authors":"Lei Wu ,&nbsp;Chun-an Qiu ,&nbsp;Bijun Ling","doi":"10.1016/j.tate.2025.104969","DOIUrl":"10.1016/j.tate.2025.104969","url":null,"abstract":"<div><div>This study adopts a community of practice perspective to explore how four student teachers collaboratively regulated emotions during a 16-week online Chinese-language teaching practicum, thereby fostering emotional and professional growth. Participants identified emotional challenges as shared concerns, transitioning from individual coping to collective strategies through reflective practices. Group reflection and iterative feedback deepened emotional awareness and supported the co-construction of effective regulation strategies. Collaborative engagement enhanced empathetic reflection, cultivated a sense of belonging, and redefined professional identity. Findings highlight shared emotional experiences and collective practices as crucial for emotion regulation and professional development in online teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104969"},"PeriodicalIF":4.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421815","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}
引用次数: 0
Investigation of the interaction of teacher candidates' executive function skills with emotions in computer simulation environment
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-16 DOI: 10.1016/j.tate.2025.104970
Şeyma Çağlar-Özhan , Arif Altun
The study investigates the interaction between executive functions and affect transitions in a computer simulation-based teaching task. Pre-service teachers from a state university participated and data were collected using EEG, EDA and facial expression analysis. The collected data were analyzed using event-related oscillations, sequential pattern mining and Wilcoxon Signed Ranks tests. The results show that pre-service teachers tend to use correct interventions when they are happy, but incorrect interventions when they are surprised or angry. Executive functions, especially working memory, perform better under negative emotions than under neutral conditions. The results highlight the importance of understanding emotional influences on teaching interventions.
{"title":"Investigation of the interaction of teacher candidates' executive function skills with emotions in computer simulation environment","authors":"Şeyma Çağlar-Özhan ,&nbsp;Arif Altun","doi":"10.1016/j.tate.2025.104970","DOIUrl":"10.1016/j.tate.2025.104970","url":null,"abstract":"<div><div>The study investigates the interaction between executive functions and affect transitions in a computer simulation-based teaching task. Pre-service teachers from a state university participated and data were collected using EEG, EDA and facial expression analysis. The collected data were analyzed using event-related oscillations, sequential pattern mining and Wilcoxon Signed Ranks tests. The results show that pre-service teachers tend to use correct interventions when they are happy, but incorrect interventions when they are surprised or angry. Executive functions, especially working memory, perform better under negative emotions than under neutral conditions. The results highlight the importance of understanding emotional influences on teaching interventions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104970"},"PeriodicalIF":4.0,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421814","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}
引用次数: 0
Exploring attitudes towards errors and frustration intolerance in pre-service teachers
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-13 DOI: 10.1016/j.tate.2025.104964
Ángela Zamora , Diego Ardura , Rebeca Calderón-Lima
The present study examines the attitudes of 382 Spanish pre-service teachers regarding their own mistakes as learners, their frustration intolerance, and the use of errors in their future teaching roles. Findings showed that pre-service teachers in early childhood and primary education are less likely to embrace errors and exhibit higher levels of frustration intolerance compared to their secondary education counterparts. In addition, these traits were identified as significant predictors of teachers’ attitudes towards their own mistakes. The results suggest the need for specialized teacher training programmes that equip pre-service teachers with effective error management strategies for classroom use.
{"title":"Exploring attitudes towards errors and frustration intolerance in pre-service teachers","authors":"Ángela Zamora ,&nbsp;Diego Ardura ,&nbsp;Rebeca Calderón-Lima","doi":"10.1016/j.tate.2025.104964","DOIUrl":"10.1016/j.tate.2025.104964","url":null,"abstract":"<div><div>The present study examines the attitudes of 382 Spanish pre-service teachers regarding their own mistakes as learners, their frustration intolerance, and the use of errors in their future teaching roles. Findings showed that pre-service teachers in early childhood and primary education are less likely to embrace errors and exhibit higher levels of frustration intolerance compared to their secondary education counterparts. In addition, these traits were identified as significant predictors of teachers’ attitudes towards their own mistakes. The results suggest the need for specialized teacher training programmes that equip pre-service teachers with effective error management strategies for classroom use.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104964"},"PeriodicalIF":4.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395816","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}
引用次数: 0
"It's like a beneficial bacterium": A positive spin on an educational vision for institutionalizing a culture of caring
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-13 DOI: 10.1016/j.tate.2025.104954
Limor Golan , Yifat Levi , Yitzhak Ben-Yair
This study investigates how perceptual and organizational processes within an elementary school shaped a nurturing, resilient culture. Data were collected through in-depth interviews with 15 staff members, 10 parents, and 10 students, alongside observations and document analysis. A qualitative-phenomenological case study revealed two key themes: leadership prioritizing staff wellbeing, and the impact of caring behavior within the organization. , . This transformation was driven by a “positive spin” – an emotional consciousness process – embraced by organization's members and community, creating a unified, lasting positive culture. The study offers theoretical insights and strategies for cultivating caring organizational cultures in educational settings.
{"title":"\"It's like a beneficial bacterium\": A positive spin on an educational vision for institutionalizing a culture of caring","authors":"Limor Golan ,&nbsp;Yifat Levi ,&nbsp;Yitzhak Ben-Yair","doi":"10.1016/j.tate.2025.104954","DOIUrl":"10.1016/j.tate.2025.104954","url":null,"abstract":"<div><div>This study investigates how perceptual and organizational processes within an elementary school shaped a nurturing, resilient culture. Data were collected through in-depth interviews with 15 staff members, 10 parents, and 10 students, alongside observations and document analysis. A qualitative-phenomenological case study revealed two key themes: leadership prioritizing staff wellbeing, and the impact of caring behavior within the organization. , . This transformation was driven by a “positive spin” – an emotional consciousness process – embraced by organization's members and community, creating a unified, lasting positive culture. The study offers theoretical insights and strategies for cultivating caring organizational cultures in educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104954"},"PeriodicalIF":4.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143403588","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}
引用次数: 0
Motivations to enter the teaching profession during the COVID-19 pandemic: Insights from emergency license holders in Massachusetts
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-13 DOI: 10.1016/j.tate.2025.104968
Ariel Tichnor-Wagner , Andrew Bacher-Hicks , Olivia L. Chi
With school systems facing teacher shortages, one solution has been easing entry into the profession through emergency licensure. This qualitative study examines the motivations of emergency license holders in Massachusetts to join the teaching profession during the COVID-19 pandemic, drawing on open-ended survey responses, interviews and focus groups with over 800 emergency liceense holders. Overall, emergency license holders considered teaching for a range of motivations, with intrinsic and altruistic motivations most common regardless of participants’ backgrounds. Findings suggest that loosening requirements may yield candidates with adaptive dispositions towards the profession, and hold implications for teacher recruitment initiatives through nontraditional pathways.
{"title":"Motivations to enter the teaching profession during the COVID-19 pandemic: Insights from emergency license holders in Massachusetts","authors":"Ariel Tichnor-Wagner ,&nbsp;Andrew Bacher-Hicks ,&nbsp;Olivia L. Chi","doi":"10.1016/j.tate.2025.104968","DOIUrl":"10.1016/j.tate.2025.104968","url":null,"abstract":"<div><div>With school systems facing teacher shortages, one solution has been easing entry into the profession through emergency licensure. This qualitative study examines the motivations of emergency license holders in Massachusetts to join the teaching profession during the COVID-19 pandemic, drawing on open-ended survey responses, interviews and focus groups with over 800 emergency liceense holders. Overall, emergency license holders considered teaching for a range of motivations, with intrinsic and altruistic motivations most common regardless of participants’ backgrounds. Findings suggest that loosening requirements may yield candidates with adaptive dispositions towards the profession, and hold implications for teacher recruitment initiatives through nontraditional pathways.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104968"},"PeriodicalIF":4.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395817","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}
引用次数: 0
Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2025-02-12 DOI: 10.1016/j.tate.2025.104965
Barry Bai, Jing Li
This study explored how professional well-being, emotion regulation, and professional identity would interrelate at the individual and school levels with data from 1690 teachers nested in 99 Chinese preschools. Multilevel latent profile analysis identified four teacher-level emotion regulation profiles (Moderate, Strained, Adaptive and Deep) and four school-level profiles (Multifaceted, Challenged, Dynamic and Adjustable), each showing distinct links to well-being. The profiles differed significantly in professional identity. The Strained profile revealed the coexistence of surface acting and natural expression, suggesting complementary strategies. These findings provide insights into emotion regulation and their role in shaping professional identity within the Chinese context.
{"title":"Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach","authors":"Barry Bai,&nbsp;Jing Li","doi":"10.1016/j.tate.2025.104965","DOIUrl":"10.1016/j.tate.2025.104965","url":null,"abstract":"<div><div>This study explored how professional well-being, emotion regulation, and professional identity would interrelate at the individual and school levels with data from 1690 teachers nested in 99 Chinese preschools. Multilevel latent profile analysis identified four teacher-level emotion regulation profiles (Moderate, Strained, Adaptive and Deep) and four school-level profiles (Multifaceted, Challenged, Dynamic and Adjustable), each showing distinct links to well-being. The profiles differed significantly in professional identity. The Strained profile revealed the coexistence of surface acting and natural expression, suggesting complementary strategies. These findings provide insights into emotion regulation and their role in shaping professional identity within the Chinese context.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104965"},"PeriodicalIF":4.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386905","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}
引用次数: 0
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