Teaching and Teacher Education最新文献

How teachers can best facilitate student-centered discussions on open socio-political issues, while navigating their own stances, remains contested in scholarship and practice. Experienced teachers often state neutral stances but implement them inconsistently, while limited research examines teacher candidates' approaches and practices. This qualitative study draws from online classroom recordings, video-stimulated interviews, and written reflections to examine candidates' beliefs, goals, and practices of stance-sharing. Findings show candidates’ implicit disclosure patterns were frequent and related to tensions with teaching role, goals, and content. We offer implications to support teacher education research, pedagogy, and K-12 practice with the complexities of discussion facilitation.

This study reports on an identity-oriented teaching practicum in Türkiye over three years. Drawing on perezhivanie, it examines how teacher candidates (TCs) relied on the discursive and semiotic affordances while doing identity work. In this self-study of teacher education practices, we aimed to pedagogize identity by implementing arts-based pedagogies that foster identity work. Employing multimodal discourse analysis, we analyzed activity products and reflections and conducted semi-structured interviews and found that TCs utilized their perezhivanie to create learning-teaching connections and to deconstruct/reconstruct professional discourses. Our implications call on teacher educators to systematically pedagogize identity in critical components of their programs.

Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teaching independently) are related to higher work-related stress. While social support from colleagues moderates this relationship, student teachers’ self-efficacy beliefs do not.

The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increased interest in teaching the most (p < 0.001, mean interest change: SU = 0.61, PU = 0.45, PV fit = −0.01). This study shows that interest in teaching can be increased by a motivation message intervention.

This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development as whole persons. This study contributes to refining a conceptualization of presence in teaching grounded in daily educational practice and provides teachers with language and knowledge to use in reflecting on their teaching practice.

This study examines the professional path of 14 Ethiopian Israeli teachers and analyzes the acculturation patterns in their narratives. The teachers were interviewed about their professional integration, and their stories were characterized according to their motivations: teaching as a tool for achieving self-confidence, teaching as a mission, and teaching as a means of employment security. In the discussion, the relationship between the motivation and acculturation is examined. The study shows the importance of viewing the teachers as individuals instead of stereotyping them, and it may contribute to greater integration of immigrant teachers of color and immigrant cultures around the world.

School governance reforms have changed teachers’ work in many aspects and have been associated with increasing teachers’ discontent and demotivation. Research on which school policies and organizational practices teachers prefer is scarce and faces challenges. Our conjoint experiment identifies the importance given by teachers to different work dimensions altered by recent reforms and teachers’ preferences regarding school policies in three contexts. Internationally-shared preferences include qualitative teaching assessments, socially mixed classes, clear goal-setting, and collective rewards. Context-specific preferences include individual incentives in Chile, a low-pay, high-stakes accountability system, and peer support in Norway and Catalonia, which are systems with collaborative governance traditions.

We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.

Extensive research has identified many quality-related challenges in the K-12-practicum. However, no previous literature reviews have synthesised the challenges of the various activities involved in the practicum supervision process (planning, teaching and observation, preparations for supervision, supervision sessions and post-supervision reflection). This review identifies interrelated challenges for the experiential supervision process, such as limited student activity, and qualitative challenges of observation, feedback, reflection and collaboration. The review highlights the lack of research on certain components and the need for a more holistic research focus regarding the interrelationship of activities involved in the supervision process, specifically in terms of quality.

Using a latent profile analysis, we attempted to categorize Ghanaian pre-service teachers according to the levels of their English language linguistic challenges and to investigate how these challenges relate to their teaching self-efficacy beliefs. A sequential mixed method approach was adopted, surveying 300 participants and followed by eight interviews. We found that speaking skills were the most challenging for the participants. Qualitative results revealed that the participants have limited vocabulary, difficulty in developing coherent paragraphs, challenges with pronunciation, inadequate orthographic knowledge, and grammatical challenges. We observed that the higher the participants’ linguistic challenges, the lower their self-efficacy beliefs.