Pub Date : 2024-11-08DOI: 10.1016/j.tate.2024.104846
Jochem Thijs , Minke Krijnen , Lian van Vemde , Lisette Hornstra , Tim Mainhard , Bjorn Wansink
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide support for its reliability and validity. Moreover, latent profile analyses indicated that the three teacher beliefs co-occurred in different combinations. Overall, the DTBS can be considered a useful instrument to capture the multidimensional nature of teachers’ diversity teaching beliefs.
{"title":"The diversity teaching beliefs scale: Addressing cultural diversity, communalities between cultures, and the national culture in the classroom","authors":"Jochem Thijs , Minke Krijnen , Lian van Vemde , Lisette Hornstra , Tim Mainhard , Bjorn Wansink","doi":"10.1016/j.tate.2024.104846","DOIUrl":"10.1016/j.tate.2024.104846","url":null,"abstract":"<div><div>This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide support for its reliability and validity. Moreover, latent profile analyses indicated that the three teacher beliefs co-occurred in different combinations. Overall, the DTBS can be considered a useful instrument to capture the multidimensional nature of teachers’ diversity teaching beliefs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104846"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662004","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.2024.104843
Astrid Elisabeth Kure , Marte Blikstad-Balas , Lisbeth M. Brevik
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.
{"title":"Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?","authors":"Astrid Elisabeth Kure , Marte Blikstad-Balas , Lisbeth M. Brevik","doi":"10.1016/j.tate.2024.104843","DOIUrl":"10.1016/j.tate.2024.104843","url":null,"abstract":"<div><div>Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (<em>N</em> = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104843"},"PeriodicalIF":4.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662005","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 : 2024-11-07DOI: 10.1016/j.tate.2024.104842
Juan Pablo Quiroz Ávila , M. Beatriz Fernández
This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students' retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education.
{"title":"Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support","authors":"Juan Pablo Quiroz Ávila , M. Beatriz Fernández","doi":"10.1016/j.tate.2024.104842","DOIUrl":"10.1016/j.tate.2024.104842","url":null,"abstract":"<div><div>This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students' retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104842"},"PeriodicalIF":4.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662001","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 : 2024-11-04DOI: 10.1016/j.tate.2024.104813
Sarah McGrew
Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students’ reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content.
{"title":"Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs","authors":"Sarah McGrew","doi":"10.1016/j.tate.2024.104813","DOIUrl":"10.1016/j.tate.2024.104813","url":null,"abstract":"<div><div>Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students’ reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104813"},"PeriodicalIF":4.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579081","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 : 2024-11-04DOI: 10.1016/j.tate.2024.104822
Xuewei Wang , Jukka Husu , Auli Toom
Previous research has explored what competence qualified mentors need to possess. However, with the increasing advocacy that mentoring can be a professional learning experience for mentors, no studies have synthesized mentoring competence reflected in their mentoring practice. By using the framework of transformative learning theory, this study systematically synthesized 56 empirical studies on in-service teacher mentoring published between 2015 and 2022. The findings provide a conceptual framework for mentoring competence in three dimensions (cognitive, social, and emotional) with eight categories and summarize mentor- and context-related influencing factors. These findings suggest theoretical and practical implications for advancing the research of teacher mentoring.
{"title":"What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective","authors":"Xuewei Wang , Jukka Husu , Auli Toom","doi":"10.1016/j.tate.2024.104822","DOIUrl":"10.1016/j.tate.2024.104822","url":null,"abstract":"<div><div>Previous research has explored what competence qualified mentors need to possess. However, with the increasing advocacy that mentoring can be a professional learning experience for mentors, no studies have synthesized mentoring competence reflected in their mentoring practice. By using the framework of transformative learning theory, this study systematically synthesized 56 empirical studies on in-service teacher mentoring published between 2015 and 2022. The findings provide a conceptual framework for mentoring competence in three dimensions (cognitive, social, and emotional) with eight categories and summarize mentor- and context-related influencing factors. These findings suggest theoretical and practical implications for advancing the research of teacher mentoring.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104822"},"PeriodicalIF":4.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579082","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 : 2024-11-02DOI: 10.1016/j.tate.2024.104844
Katrijn Opstoel , Frans Prins , Leen Haerens , Jan van Tartwijk , Kristine De Martelaer
Developing personal and social skills is an important educational goal and part of citizenship education. In physical education (PE), transferring responsibility for managing activities is a method to achieve this goal. For teachers, however, it is a challenge to relinquish control. This qualitative study investigated how five PE teachers experience a continuous professional development (CPD) programme aimed to help them deal with this challenge. Findings showed that a CPD programme can help teachers to make room for children to manage activities independently. However, teachers’ beliefs about the purpose of PE and limited teaching time complicate their willingness to transfer responsibility.
{"title":"Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme","authors":"Katrijn Opstoel , Frans Prins , Leen Haerens , Jan van Tartwijk , Kristine De Martelaer","doi":"10.1016/j.tate.2024.104844","DOIUrl":"10.1016/j.tate.2024.104844","url":null,"abstract":"<div><div>Developing personal and social skills is an important educational goal and part of citizenship education. In physical education (PE), transferring responsibility for managing activities is a method to achieve this goal. For teachers, however, it is a challenge to relinquish control. This qualitative study investigated how five PE teachers experience a continuous professional development (CPD) programme aimed to help them deal with this challenge. Findings showed that a CPD programme can help teachers to make room for children to manage activities independently. However, teachers’ beliefs about the purpose of PE and limited teaching time complicate their willingness to transfer responsibility.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104844"},"PeriodicalIF":4.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573568","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 : 2024-11-01DOI: 10.1016/j.tate.2024.104820
Samantha Tavlin , Marsha Ariol , Gwendolyn M. Lawson
This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8th grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.
{"title":"Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives","authors":"Samantha Tavlin , Marsha Ariol , Gwendolyn M. Lawson","doi":"10.1016/j.tate.2024.104820","DOIUrl":"10.1016/j.tate.2024.104820","url":null,"abstract":"<div><div>This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8th grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104820"},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573567","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 : 2024-11-01DOI: 10.1016/j.tate.2024.104837
Adi Binhas, Wurud Jayusi
This study explores the impact of an academic course designed to promote peace and shared society at an Israeli teacher training college. Thirty-three Jewish and Palestinian-Israeli pre-service teachers (PSTs) participated in a course that combined literature studies with experiential activities, including visits to multicultural sites and meetings with activists. Content analysis of participants' reflections reveals how such encounters influenced perceptions of identity, empathy, and intercultural dialogue. The paper highlights the potential of multicultural education in conflict-ridden societies, while also addressing the challenges of implementing such initiatives in a one-time, non-continuous format.
{"title":"“Looking at myself critically\" fostering Jewish and Palestinian-Israeli pre-service teachers in building a shared society through intercultural dialogue within an academic course","authors":"Adi Binhas, Wurud Jayusi","doi":"10.1016/j.tate.2024.104837","DOIUrl":"10.1016/j.tate.2024.104837","url":null,"abstract":"<div><div>This study explores the impact of an academic course designed to promote peace and shared society at an Israeli teacher training college. Thirty-three Jewish and Palestinian-Israeli pre-service teachers (PSTs) participated in a course that combined literature studies with experiential activities, including visits to multicultural sites and meetings with activists. Content analysis of participants' reflections reveals how such encounters influenced perceptions of identity, empathy, and intercultural dialogue. The paper highlights the potential of multicultural education in conflict-ridden societies, while also addressing the challenges of implementing such initiatives in a one-time, non-continuous format.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104837"},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573543","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 : 2024-11-01DOI: 10.1016/j.tate.2024.104835
Marianne Turner, Ekaterina Tour
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains.
{"title":"Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia","authors":"Marianne Turner, Ekaterina Tour","doi":"10.1016/j.tate.2024.104835","DOIUrl":"10.1016/j.tate.2024.104835","url":null,"abstract":"<div><div>More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104835"},"PeriodicalIF":4.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573542","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 : 2024-10-31DOI: 10.1016/j.tate.2024.104838
Jiaxin Chen , Licui Chen
Adopting a complex systems perspective, this study qualitatively investigated teachers' professional learning experiences in a low-cost private migrant school in China. The findings showed that teachers' agentic actions, their collective learning, and the principal's leadership in resource bridging and school culture cultivation were conducive to enhancing teachers' professional learning. However, teachers' positive learning experiences were challenged by low commitment, insufficient peer support, ineffective school management, and limited systemic professional support. We propose varying influences of different actors in the complex systems of teachers' professional learning and call for a structured, coordinated support system to enhance teaching quality in disadvantaged schools.
{"title":"Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China","authors":"Jiaxin Chen , Licui Chen","doi":"10.1016/j.tate.2024.104838","DOIUrl":"10.1016/j.tate.2024.104838","url":null,"abstract":"<div><div>Adopting a complex systems perspective, this study qualitatively investigated teachers' professional learning experiences in a low-cost private migrant school in China. The findings showed that teachers' agentic actions, their collective learning, and the principal's leadership in resource bridging and school culture cultivation were conducive to enhancing teachers' professional learning. However, teachers' positive learning experiences were challenged by low commitment, insufficient peer support, ineffective school management, and limited systemic professional support. We propose varying influences of different actors in the complex systems of teachers' professional learning and call for a structured, coordinated support system to enhance teaching quality in disadvantaged schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104838"},"PeriodicalIF":4.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554729","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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