Pub Date : 2026-03-01Epub Date: 2025-12-04DOI: 10.1016/j.tate.2025.105333
Sima Eedelouei
Making practical-evaluative judgements and decisions is an increasingly important aspect of teacher agency with GenAI tools. However, little is known about factors that influence teachers' agentic decisions about integrating GenAI into teaching and assessment. This systematic review examines 14 empirical studies published between 2017 and 2025 through the lens of language teacher agency. The results indicate various factors that impact teachers' judgements and decisions and highlight professional development programs that can enhance this competence. The findings have implications for research, practice, and policies to enhance teachers’ agentic decision-making in GenAI-integrated learning environments.
{"title":"Factors influencing language teachers’ judgements and decision-making about the use of generative AI tools: A systematic review","authors":"Sima Eedelouei","doi":"10.1016/j.tate.2025.105333","DOIUrl":"10.1016/j.tate.2025.105333","url":null,"abstract":"<div><div>Making practical-evaluative judgements and decisions is an increasingly important aspect of teacher agency with GenAI tools. However, little is known about factors that influence teachers' agentic decisions about integrating GenAI into teaching and assessment. This systematic review examines 14 empirical studies published between 2017 and 2025 through the lens of language teacher agency. The results indicate various factors that impact teachers' judgements and decisions and highlight professional development programs that can enhance this competence. The findings have implications for research, practice, and policies to enhance teachers’ agentic decision-making in GenAI-integrated learning environments.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105333"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684956","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 : 2026-03-01Epub Date: 2025-11-25DOI: 10.1016/j.tate.2025.105314
Dana Gathers, Mary Stone, Addrain Conyers
Many teacher candidates report feeling unprepared to engage with minoritized students in the K-12 system, which can perpetuate biases and stereotypes based on a deficit mindset. Conversely, engaging teacher candidates in immersive experiences in marginalized communities can mitigate their feelings of unpreparedness. The current study examined the development of adolescent teacher candidates' culturally responsive self-efficacy beliefs while participating in a semester-long community-engaged learning experience with urban middle and high school students. This mixed-methods study found that a combination of theoretical grounding through intentional readings, authentic community-engaged experiences, and regular opportunities for written self-reflection significantly increased the strength and quality of teacher candidates’ culturally responsive teaching self-efficacy beliefs. This research offers implications for research and teacher preparation practices globally.
{"title":"“The students are teaching us”: A mixed methods investigation of community-engaged teacher preparation practices","authors":"Dana Gathers, Mary Stone, Addrain Conyers","doi":"10.1016/j.tate.2025.105314","DOIUrl":"10.1016/j.tate.2025.105314","url":null,"abstract":"<div><div>Many teacher candidates report feeling unprepared to engage with minoritized students in the K-12 system, which can perpetuate biases and stereotypes based on a deficit mindset. Conversely, engaging teacher candidates in immersive experiences in marginalized communities can mitigate their feelings of unpreparedness. The current study examined the development of adolescent teacher candidates' culturally responsive self-efficacy beliefs while participating in a semester-long community-engaged learning experience with urban middle and high school students. This mixed-methods study found that a combination of theoretical grounding through intentional readings, authentic community-engaged experiences, and regular opportunities for written self-reflection significantly increased the strength and quality of teacher candidates’ culturally responsive teaching self-efficacy beliefs. This research offers implications for research and teacher preparation practices globally.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105314"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616711","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 : 2026-03-01Epub Date: 2025-12-16DOI: 10.1016/j.tate.2025.105353
Andrea Nolan, Deborah Moore
Professional learning builds professional knowledge with the potential to challenge educators' beliefs and practices leading to professional growth and improved child outcomes. This paper focuses on an Australian Research Council funded study which supported Family Day Care (FDC) educators to implement digital technologies into their programs to promote infants' and toddlers' peer-to-peer relationships. It asks the question: How does professional learning trigger shifts in educator philosophies and practices? Theoretically, the paper draws from the Pedagogy of Discomfort conceptualisation, tracing the philosophical shifts triggered by moments of disjuncture experienced by educators. Findings from the analysis of interviews, point to the success of eliciting a self-critical approach, enabling educators to reflect on and negotiate their personal and professional identities. Different elements acted as catalysts for each educator's reconsideration of practice, requiring a sensitivity to educators' context, experiences, and setting. This paper contributes to the call for stronger theorisation of transformative professional learning.
{"title":"Triggering the professional learning of early childhood educators through moments of disjuncture","authors":"Andrea Nolan, Deborah Moore","doi":"10.1016/j.tate.2025.105353","DOIUrl":"10.1016/j.tate.2025.105353","url":null,"abstract":"<div><div>Professional learning builds professional knowledge with the potential to challenge educators' beliefs and practices leading to professional growth and improved child outcomes. This paper focuses on an Australian Research Council funded study which supported Family Day Care (FDC) educators to implement digital technologies into their programs to promote infants' and toddlers' peer-to-peer relationships. It asks the question: How does professional learning trigger shifts in educator philosophies and practices? Theoretically, the paper draws from the Pedagogy of Discomfort conceptualisation, tracing the philosophical shifts triggered by moments of disjuncture experienced by educators. Findings from the analysis of interviews, point to the success of eliciting a self-critical approach, enabling educators to reflect on and negotiate their personal and professional identities. Different elements acted as catalysts for each educator's reconsideration of practice, requiring a sensitivity to educators' context, experiences<u>,</u> and setting. This paper contributes to the call for stronger theorisation of transformative professional learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105353"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790556","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 : 2026-03-01Epub Date: 2025-12-06DOI: 10.1016/j.tate.2025.105346
Stephanie C. Sanders-Smith
Equity-focused family engagement requires that educators reject deficit-based views of families, that teachers and families co-design models of engagement, and that family engagement is at the core of effective educational practice (Mapp & Bergman, 2021). For novice teachers, building the equity-mindedness that would support equity-focused engagement is a process that should be central to teacher preparation programs. However, as new teacher preparation programs targeting currently working but unlicensed teachers expand, the experiences and already-developed habitus related to teaching may require a different approach for teacher educators.
This is a study of an online teacher education program designed for working adults and a “traditional” on-campus teacher education program at the same university. Both took a course on equity-focused family engagement at the start of their professional education program. But how the two cohorts interpreted the material differed, resulting from differences in their classroom experiences.
{"title":"Connecting with families: Online and on-campus teachers candidates views of equity-focused family engagement","authors":"Stephanie C. Sanders-Smith","doi":"10.1016/j.tate.2025.105346","DOIUrl":"10.1016/j.tate.2025.105346","url":null,"abstract":"<div><div>Equity-focused family engagement requires that educators reject deficit-based views of families, that teachers and families co-design models of engagement, and that family engagement is at the core of effective educational practice (Mapp & Bergman, 2021). For novice teachers, building the equity-mindedness that would support equity-focused engagement is a process that should be central to teacher preparation programs. However, as new teacher preparation programs targeting currently working but unlicensed teachers expand, the experiences and already-developed habitus related to teaching may require a different approach for teacher educators.</div><div>This is a study of an online teacher education program designed for working adults and a “traditional” on-campus teacher education program at the same university. Both took a course on equity-focused family engagement at the start of their professional education program. But how the two cohorts interpreted the material differed, resulting from differences in their classroom experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105346"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684947","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 : 2026-03-01Epub Date: 2025-11-26DOI: 10.1016/j.tate.2025.105332
Eunjee Jang , Young S. Seo , Bong Gee Jang
This study investigates key factors of multicultural teaching self-efficacy (MTSE) among U.S. secondary teachers using nationally representative data from the 2018 Teaching and Learning International Survey (TALIS). Grounded in Bandura's social cognitive theory, we analyzed factors reflecting professional preparation, school climate, and teacher sociodemographics, using Least Absolute Shrinkage and Selection Operator (LASSO) logistic regression, a machine learning technique. Results revealed six significant factors associated with MTSE: perceived preparedness in multilingual and multicultural teaching through initial teacher education (ITE), language-specific training, pedagogy-focused professional development (PD), inclusive school practices, and teacher race/ethnicity and gender. Findings underscore the critical role of ITE in multicultural/multilingual education, with language-specific training making a distinct contribution to MTSE. Pedagogical PD and school-wide diversity-promoting practices were also related to MTSE. The results underscore the importance of a diverse teaching workforce and the value of leveraging teachers' lived experiences and identity-informed knowledge to enrich professional learning of all educators.
{"title":"Building multicultural teaching self-efficacy: Key factors of secondary teachers’ confidence in diverse classrooms","authors":"Eunjee Jang , Young S. Seo , Bong Gee Jang","doi":"10.1016/j.tate.2025.105332","DOIUrl":"10.1016/j.tate.2025.105332","url":null,"abstract":"<div><div>This study investigates key factors of multicultural teaching self-efficacy (MTSE) among U.S. secondary teachers using nationally representative data from the 2018 Teaching and Learning International Survey (TALIS). Grounded in Bandura's social cognitive theory, we analyzed factors reflecting professional preparation, school climate, and teacher sociodemographics, using Least Absolute Shrinkage and Selection Operator (LASSO) logistic regression, a machine learning technique. Results revealed six significant factors associated with MTSE: perceived preparedness in multilingual and multicultural teaching through initial teacher education (ITE), language-specific training, pedagogy-focused professional development (PD), inclusive school practices, and teacher race/ethnicity and gender. Findings underscore the critical role of ITE in multicultural/multilingual education, with language-specific training making a distinct contribution to MTSE. Pedagogical PD and school-wide diversity-promoting practices were also related to MTSE. The results underscore the importance of a diverse teaching workforce and the value of leveraging teachers' lived experiences and identity-informed knowledge to enrich professional learning of all educators.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105332"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616719","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 : 2026-03-01Epub Date: 2025-12-06DOI: 10.1016/j.tate.2025.105340
Francisco Yuste-Hidalgo , Federica Stefanelli , Ersilia Menesini , Vicente J. Llorent
This longitudinal study examined the association between teachers’ Social, Emotional, and Moral Competencies (SEMC) and their teaching of SEMC, considering the mediating effect of perception of the importance of promoting SEMC and planning of the teaching of SEMC. The sample included 731 teachers at Wave 1 and 1131 teachers at Wave 2, with 370 teachers participating in both waves. Results showed that teachers’ SEMC positively predicted their teaching of SEMC, mediated by perception of the importance of promoting SEMC and planning of the teaching of SEMC. Findings suggest the need to develop specific teacher training to promote these competencies among students.
{"title":"Longitudinal association between teachers’ social, emotional, and moral competencies and their teaching of social, emotional, and moral competencies: The mediating role of perceived importance and teaching planning","authors":"Francisco Yuste-Hidalgo , Federica Stefanelli , Ersilia Menesini , Vicente J. Llorent","doi":"10.1016/j.tate.2025.105340","DOIUrl":"10.1016/j.tate.2025.105340","url":null,"abstract":"<div><div>This longitudinal study examined the association between teachers’ Social, Emotional, and Moral Competencies (SEMC) and their teaching of SEMC, considering the mediating effect of perception of the importance of promoting SEMC and planning of the teaching of SEMC. The sample included 731 teachers at Wave 1 and 1131 teachers at Wave 2, with 370 teachers participating in both waves. Results showed that teachers’ SEMC positively predicted their teaching of SEMC, mediated by perception of the importance of promoting SEMC and planning of the teaching of SEMC. Findings suggest the need to develop specific teacher training to promote these competencies among students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105340"},"PeriodicalIF":3.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684945","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 : 2026-02-01Epub Date: 2025-11-11DOI: 10.1016/j.tate.2025.105283
Gerda Hagenauer , Diana Raufelder , Mishela Ivanova , Andreas Bach , Doris Ittner , Clara Kuhn
Student teachers experience different emotions during their school placement that are essential for their professional development. Based on self-determination theory, this study investigates how the satisfaction and frustration of basic psychological needs—autonomy, competence, and relatedness—are associated with these emotions. Using a person-centred approach, 203 Austrian secondary student teachers filled in a questionnaire before and after their placement. Latent profile analysis identified five distinct need profiles: (1) highly satisfied, (2) competence satisfied, (3) ambivalent, (4) competence & relatedness satisfied, and (5) relatedness satisfied. Multinomial logistic regression revealed that profile affiliation was linked to emotions. The highly satisfied group showed the highest enjoyment, while the relatedness satisfied group reported more anger and anxiety and less enjoyment. These results demonstrate that specific configurations of need satisfaction and frustration are meaningfully associated with emotions. These findings emphasise the importance of cultivating need satisfaction in the placement context for the support of positive emotions.
{"title":"Need satisfaction and frustration profiles as a lens to understand emotions in student teachers in the school placement","authors":"Gerda Hagenauer , Diana Raufelder , Mishela Ivanova , Andreas Bach , Doris Ittner , Clara Kuhn","doi":"10.1016/j.tate.2025.105283","DOIUrl":"10.1016/j.tate.2025.105283","url":null,"abstract":"<div><div>Student teachers experience different emotions during their school placement that are essential for their professional development. Based on self-determination theory, this study investigates how the satisfaction and frustration of basic psychological needs—autonomy, competence, and relatedness—are associated with these emotions. Using a person-centred approach, 203 Austrian secondary student teachers filled in a questionnaire before and after their placement. Latent profile analysis identified five distinct need profiles: (1) highly satisfied, (2) competence satisfied, (3) ambivalent, (4) competence & relatedness satisfied, and (5) relatedness satisfied. Multinomial logistic regression revealed that profile affiliation was linked to emotions. The highly satisfied group showed the highest enjoyment, while the relatedness satisfied group reported more anger and anxiety and less enjoyment. These results demonstrate that specific configurations of need satisfaction and frustration are meaningfully associated with emotions. These findings emphasise the importance of cultivating need satisfaction in the placement context for the support of positive emotions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"170 ","pages":"Article 105283"},"PeriodicalIF":3.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521085","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}
This study employs network analysis to investigate the underexplored dimensional interrelationships among teachers' self-directed learning (SDL) beliefs, self-efficacy, and teaching quality. The analysis involved questionnaire data collected from 531 school teachers in Shanghai, China, which recorded teachers' self-reported SDL beliefs and self-efficacy, as well as 11,698 students' perceived ratings of their teachers' teaching quality. The findings revealed strong connections between the teachers' SDL beliefs and self-efficacy but weaker links to teaching quality. Notably, teacher self-efficacy in instructional strategies was key to bridging SDL beliefs and teaching quality. These results inform programs aimed at enhancing teachers’ psychological resources and instructional effectiveness.
{"title":"How Teachers’ Self-efficacy and self-directed learning beliefs shape their teaching quality: A network analysis","authors":"Xin Zhang , Yichao Lv , Jing Zhang , Wilfried Admiraal , Yutong Liu","doi":"10.1016/j.tate.2025.105295","DOIUrl":"10.1016/j.tate.2025.105295","url":null,"abstract":"<div><div>This study employs network analysis to investigate the underexplored dimensional interrelationships among teachers' self-directed learning (SDL) beliefs, self-efficacy, and teaching quality. The analysis involved questionnaire data collected from 531 school teachers in Shanghai, China, which recorded teachers' self-reported SDL beliefs and self-efficacy, as well as 11,698 students' perceived ratings of their teachers' teaching quality. The findings revealed strong connections between the teachers' SDL beliefs and self-efficacy but weaker links to teaching quality. Notably, teacher self-efficacy in instructional strategies was key to bridging SDL beliefs and teaching quality. These results inform programs aimed at enhancing teachers’ psychological resources and instructional effectiveness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"170 ","pages":"Article 105295"},"PeriodicalIF":3.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521041","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 : 2026-02-01Epub Date: 2025-11-17DOI: 10.1016/j.tate.2025.105315
Li Zheng , Yu Xiao
This study examines the impact of TIMSS-identified instructional strategies (supervised vs. autonomous) on elementary school students' mathematics and science achievement. Regression analyses reveal contrasting effects: autonomous strategies in mathematics classes significantly improve mathematics scores (β = 7.757, p < .001), whereas they negatively affect science scores (β = −.173, p < .001). However, two-stage least squares estimates addressing endogeneity invert the initial mathematics result, showing autonomous strategies reduce both mathematics (β = −68.816, p = .002) and science scores (β = −.434, p < .001), suggesting autonomous instructional strategies have a negative effect on math and science performance. Heterogeneity analysis highlights divergent effects by teachers' educational backgrounds. In mathematics, autonomous strategies by teachers with bachelor's-level or higher education significantly lower scores, while no significant effect is observed for less-educated teachers. Conversely, in science, autonomous strategies by teachers below bachelor's level enhance scores, but harm scores when used by bachelor's-level teachers.
本研究考察了timss识别的教学策略（监督与自主）对小学生数学和科学成绩的影响。回归分析显示了两种截然不同的效果：自主策略在数学课上显著提高了数学成绩（β = 7.757, p < .001），而对科学成绩产生了负面影响（β = -）。173, p < .001)。然而，解决内生性的两阶段最小二乘估计反转了最初的数学结果，表明自主策略降低了数学（β = - 68.816, p = .002）和科学分数（β = -）。434, p < .001)，这表明自主教学策略对数学和科学成绩有负面影响。异质性分析突出了教师教育背景的差异效应。在数学中，本科及以上学历教师的自主策略显著降低了分数，而对受教育程度较低的教师没有显著影响。相反，在科学中，本科水平以下的教师使用自主策略会提高分数，而本科水平的教师使用自主策略会损害分数。
{"title":"Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement","authors":"Li Zheng , Yu Xiao","doi":"10.1016/j.tate.2025.105315","DOIUrl":"10.1016/j.tate.2025.105315","url":null,"abstract":"<div><div>This study examines the impact of TIMSS-identified instructional strategies (supervised vs. autonomous) on elementary school students' mathematics and science achievement. Regression analyses reveal contrasting effects: autonomous strategies in mathematics classes significantly improve mathematics scores (β = 7.757, <em>p</em> < .001), whereas they negatively affect science scores (β = −.173, <em>p</em> < .001). However, two-stage least squares estimates addressing endogeneity invert the initial mathematics result, showing autonomous strategies reduce both mathematics (β = −68.816, <em>p</em> = .002) and science scores (β = −.434, <em>p</em> < .001), suggesting autonomous instructional strategies have a negative effect on math and science performance. Heterogeneity analysis highlights divergent effects by teachers' educational backgrounds. In mathematics, autonomous strategies by teachers with bachelor's-level or higher education significantly lower scores, while no significant effect is observed for less-educated teachers. Conversely, in science, autonomous strategies by teachers below bachelor's level enhance scores, but harm scores when used by bachelor's-level teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"170 ","pages":"Article 105315"},"PeriodicalIF":3.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569959","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 : 2026-02-01Epub Date: 2025-11-12DOI: 10.1016/j.tate.2025.105303
Sara Blikstad Nyegaard
This article examines how primary school teachers in Norway narrate their responsibilities, constraints, and emotions in relation to racism. Based on interviews with 17 teachers across nine schools, this study uses narrative inquiry to explore how teachers position themselves within professional norms, affective climates, and institutional structures. The framework combines narrative inquiry, racial consciousness as a continuum, norm-critical pedagogy, and affect theory. The analysis shows that teachers’ engagement with racism depends less on personal conviction than on what is made legitimate, emotionally sustainable, and professionally acceptable, highlighting how institutional and affective conditions shape everyday possibilities for antiracism in schools.
{"title":"Understanding teachers’ engagement with racism: A narrative study from Norway","authors":"Sara Blikstad Nyegaard","doi":"10.1016/j.tate.2025.105303","DOIUrl":"10.1016/j.tate.2025.105303","url":null,"abstract":"<div><div>This article examines how primary school teachers in Norway narrate their responsibilities, constraints, and emotions in relation to racism. Based on interviews with 17 teachers across nine schools, this study uses narrative inquiry to explore how teachers position themselves within professional norms, affective climates, and institutional structures. The framework combines narrative inquiry, racial consciousness as a continuum, norm-critical pedagogy, and affect theory. The analysis shows that teachers’ engagement with racism depends less on personal conviction than on what is made legitimate, emotionally sustainable, and professionally acceptable, highlighting how institutional and affective conditions shape everyday possibilities for antiracism in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"170 ","pages":"Article 105303"},"PeriodicalIF":3.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521039","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}
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