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School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains 学校氛围与教师幸福:学生和学校相关领域基本心理需求满足的作用
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104819
We used an explanatory sequential mixed methods design to explore the role of school climate and basic psychological needs in teacher wellbeing. In Study 1, 199 teachers were surveyed. In Study 2, which aimed to elaborate the findings of Study 1, 15 teachers were interviewed. School climate was indirectly associated with teacher wellbeing via psychological need satisfaction. Relationships with students, competency as teachers and mentors, and classroom autonomy, were the most important factors in supporting teacher wellbeing. Results of this study extend theorizing on the key roles played by the school climate and basic needs satisfaction in supporting teachers’ wellbeing.
我们采用了一种解释性顺序混合方法设计来探讨学校氛围和基本心理需求在教师幸福感中的作用。研究 1 调查了 199 名教师。研究 2 的目的是阐述研究 1 的结果,我们对 15 名教师进行了访谈。通过心理需求的满足,学校氛围与教师的幸福感间接相关。与学生的关系、作为教师和导师的能力以及课堂自主权是支持教师幸福感的最重要因素。这项研究的结果扩展了学校氛围和基本需求满足在支持教师幸福感方面所发挥的关键作用的理论。
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引用次数: 0
Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice 响应式专业发展:在物理教学实践社区中促进教师发展的方法
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-30 DOI: 10.1016/j.tate.2024.104812
Creating learning environments that can accommodate teachers’ diverse needs is challenging because responsive elements are not clearly defined or identified. This study identified responsive teacher professional development (PD) elements by taking a phenomenological approach. Using surveys and interviews with 13 high school physics teachers in a PD program at a Midwestern university, we identified responsive features such as practicality, flexibility, and accessibility core to the enactment of a responsive PD. Other features were opportunities for community engagement, pedagogical support, and professional growth, which were aligned with the benefits of engagement in a Community of Practice model incorporated in this work.
创建能够满足教师不同需求的学习环境具有挑战性,因为没有明确定义或确定响应性要素。本研究采用现象学方法确定了教师专业发展(PD)的响应要素。通过对参加中西部一所大学教师专业发展项目的 13 名高中物理教师进行调查和访谈,我们确定了实用性、灵活性和可及性等教师专业发展的核心要素。其他特征还包括社区参与、教学支持和专业成长的机会,这些都与本研究中采用的实践社区模式的益处相一致。
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引用次数: 0
How early pedagogical experiences relate to teachers’ career motivations 早期教学经验与教师职业动机的关系
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104808
Early pedagogical experiences are known to influence teaching career choice, yet research on their relations with motivational beliefs remains limited. Applying the FIT-Choice model, we investigated how the amount and type of early pedagogical experiences relate to career motivations in a diverse, urban sample of teacher education students (N = 901). ANOVAs and multigroup path analyses revealed smaller effects of socialization on motivational beliefs and larger effects of intrinsic value on career choice satisfaction and planned persistence for participants with lead teaching experience. Findings illuminate how types of teaching experience are differentially associated with career motivations among teacher trainees.
众所周知,早期教学经验会影响教师职业选择,但有关这些经验与动机信念之间关系的研究仍然有限。应用 FIT-选择模型,我们调查了早期教学经验的数量和类型与师范生职业动机之间的关系,样本为多样化的城市师范生(N = 901)。方差分析和多组路径分析显示,对于有带头教学经验的参与者,社会化对动机信念的影响较小,而内在价值对职业选择满意度和计划持续性的影响较大。研究结果阐明了教学经验类型与师范生职业动机的不同关联。
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引用次数: 0
Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis 对话式教学计划在学前班和小学有效吗?荟萃分析
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104823
Dialogic Teaching-and-Learning (DTL) has been widely regarded as a productive educational approach in enhancing effective teaching practices and learning quality. This meta-analysis synthesized effects from 32 (quasi-)experimental studies evaluating DTL programs implemented in pre-primary and primary schools. The results revealed that DTL programs had significant positive effects on teacher professional development, teacher-child talk, child talk and child outcomes, while the overall effect on teacher talk was negative but not statistically significant. Characteristics of the studies and programs moderated the effect sizes of the DTL programs. The findings suggest that DTL programs are beneficial for fostering teacher professional development, improving classroom dialogue and supporting child development.
对话式教与学(DTL)被广泛认为是提高有效教学实践和学习质量的有效教育方法。这项荟萃分析综合了 32 项(准)实验研究的效果,这些研究评估了在学前班和小学实施的 DTL 项目。结果显示,DTL 项目对教师专业发展、教师与儿童谈话、儿童谈话和儿童成果有显著的积极影响,而对教师谈话的总体影响是负面的,但在统计上并不显著。研究和项目的特点调节了 DTL 项目的效应大小。研究结果表明,DTL 计划有利于促进教师专业发展、改善课堂对话和支持儿童发展。
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引用次数: 0
Who cares for teachers? Operationalizing an ethic of care in a professional development 谁来关心教师?在专业发展中落实关爱伦理
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104803
During a study of a teacher-led professional development (PD), we examined a group of educators approaching PD holistically. Guided by systems thinking and ethics of care theory, we explore the question, “How did this professional development operationalize an ethic of care?” Findings include how the teacher-led PD developed a culture of holistic care, the qualities of the developed teacher collective, and the emotions participants shared. This work builds on understandings of care and emotions as critical to professional learning environments, contributing to the field of PD by offering an example of a teacher-led caring PD.
在对以教师为主导的专业发展(PD)的研究中,我们考察了一组教育工作者全面开展专业发展的情况。在系统思维和关爱伦理理论的指导下,我们探讨了 "这次专业发展是如何将关爱伦理付诸实施的?研究结果包括教师主导的专业发展如何发展了整体关怀文化、发展了的教师集体的素质以及参与者分享的情感。这项工作建立在对关爱和情感对专业学习环境至关重要的理解之上,通过提供一个教师主导的关爱型专业发展的实例,为专业发展领域做出了贡献。
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引用次数: 0
Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies 教师学习与学龄前儿童的 STEM 思维习惯:来自两项研究的证据
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-28 DOI: 10.1016/j.tate.2024.104836
This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies.
本文通过两项涉及中国学前教育的研究,探讨了教师学习对幼儿 STEM 思维习惯的影响。研究 1(141 名教师,3214 名学生)表明,教师的特质,尤其是 STEM 教学自我效能感,对学龄前儿童的 STEM 思维习惯有显著影响。研究 2(77 名教师,1514 名学生)显示,不同干预组的儿童表现存在显著差异。基于课程的专业学习(CBPL)原则的干预措施对学龄前儿童的 STEM 思维习惯产生了积极影响。这些发现强调了教师特质和有针对性的 CBPL 干预措施对培养学龄前儿童 STEM 思维习惯的重要性,并对教育实践和政策产生了影响。
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引用次数: 0
Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university 学生教师专业实践准备中的批判性思维:瑞典大学教学实习政策文件中的批判性思维概念案例研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-24 DOI: 10.1016/j.tate.2024.104816
This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.
本文以瑞典一所大学的师范教育课程为例,探讨了国家和地方教学安排政策文件中关于批判性思维的概念。本文所探讨的概念基于当代教育批判性思维的三种理论模式:批判性思维运动、批判性教学法和 "批判性 "运动。在瑞典,与批判性思维运动对个人认知技能的关注相比,教师职业的社会伦理范围更为广泛。批判性反思和自我反思,这两个与批判性教育的批判性理想相一致的概念,在所分析 的文件中占主导地位。
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引用次数: 0
What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education 社会心理中的 "社会 "会发生什么变化?探索师范教育中的认识论实践和治疗文化
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-24 DOI: 10.1016/j.tate.2024.104818
This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characterised by a diagnosing gaze on individual pupils; and the societal level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.
本文探讨了在全球化治疗文化背景下,社会心理作为一种有影响力的认识论范畴所发挥的作用。根据在挪威一所师范教育机构进行的实地调查的经验数据,我们将社会心理概念化为认识实践,并分析了三个相互关联的社会层面:个人层面,关注教师作为社会看护者的表现;社区层面,以对学生个体的诊断性注视为特征;社会层面,被理解为对福祉的结构性威胁。我们的研究表明,这些认识实践更倾向于心理诊断和个人保护,而不是共享知识和更广泛的社会意识。
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引用次数: 0
Associations among preschool classroom chaos, work climates, and child outcomes 学前班教室混乱、工作氛围与儿童成果之间的关系
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-23 DOI: 10.1016/j.tate.2024.104821
This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.
本研究探讨了学前教育环境中教室混乱的两个独特特征(混乱结构和混乱氛围)与教师感知的儿童功能之间的关联,以及教师和园长感知的工作氛围的作用。研究采用多层次模型分析了 53 个教室中 329 名儿童的嵌套数据。研究发现,混乱的结构和氛围起着不同的作用。此外,教师和园长感知的工作氛围之间的一致性/不一致性在很大程度上调节了教室混乱与教师感知的儿童结果之间的关联。研究结果凸显了考虑多维学前环境以及促进教师和园长感知到的积极工作氛围的重要性。
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引用次数: 0
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching 教师是思考者,而不是感觉者:明确教师接受在线教学态度的定义和测量方法
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-22 DOI: 10.1016/j.tate.2024.104811
This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.
这项混合方法研究试图澄清教师接受在线教学态度的定义和测量方法。研究采用了定量和定性相结合的数据收集方法,共对 2432 名中国大学教师进行了调查。研究结果表明,采用 "评价态度 "而非 "情感态度 "来解释教师的在线教学意向是恰当和必要的,表明教师在形成对在线教学的态度时是 "思考者 "而非 "感受者"。这些发现凸显了成本效益评价在决定教师采用和实施在线教学中的作用,从而可能影响高等教育的教学质量。
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引用次数: 0
期刊
Teaching and Teacher Education
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