Pub Date : 2025-02-12DOI: 10.1016/j.tate.2025.104950
Nan Wang , Andrew Rule , Jinhui Yu , Scott Rozelle
Despite investments in teacher education programs, teacher shortages persist in rural areas of many low- and middle-income countries. Using data from 1860 tuition-free students, we examine factors influencing enrollment in China's Tuition-Free Normal Education (TNE) program and their implications for teacher recruitment and retention in rural schools. Descriptive analysis and OLS regression reveal that TNE students mostly come from larger, poorer families, and enroll for job security and financial benefits. Many aspire to teach but resist rural placements, risking non-compliance. These findings can guide the design and reform of programs to attract qualified teachers to rural areas in China and abroad.
{"title":"Professional identity and commitment to rural teaching: Evidence from a normal university in China","authors":"Nan Wang , Andrew Rule , Jinhui Yu , Scott Rozelle","doi":"10.1016/j.tate.2025.104950","DOIUrl":"10.1016/j.tate.2025.104950","url":null,"abstract":"<div><div>Despite investments in teacher education programs, teacher shortages persist in rural areas of many low- and middle-income countries. Using data from 1860 tuition-free students, we examine factors influencing enrollment in China's Tuition-Free Normal Education (TNE) program and their implications for teacher recruitment and retention in rural schools. Descriptive analysis and OLS regression reveal that TNE students mostly come from larger, poorer families, and enroll for job security and financial benefits. Many aspire to teach but resist rural placements, risking non-compliance. These findings can guide the design and reform of programs to attract qualified teachers to rural areas in China and abroad.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104950"},"PeriodicalIF":4.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386906","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 : 2025-02-11DOI: 10.1016/j.tate.2025.104952
Laleh Khojasteh, Nasrin Shokrpour, Shadab Moslehi
This study investigates how ten experienced ESP writing instructors at Shiraz University of Medical Sciences, Iran, identify AI-generated content in L2 student assignments. Using think-aloud protocols and interviews, the study explores the interplay between intuitive and analytical decision-making strategies, influenced by emotional factors like empathy and cognitive overload. Findings reveal that instructors rely on intuition but adjust their approach based on pedagogical and emotional contexts. The study highlights strategies to maintain academic integrity and foster authentic language development, offering insights for educators navigating AI challenges in both Middle Eastern and global educational settings.
{"title":"Decision-making in decoding AI-generated content: Emotional dynamics and pedagogical strategies in English for specific purposes education","authors":"Laleh Khojasteh, Nasrin Shokrpour, Shadab Moslehi","doi":"10.1016/j.tate.2025.104952","DOIUrl":"10.1016/j.tate.2025.104952","url":null,"abstract":"<div><div>This study investigates how ten experienced ESP writing instructors at Shiraz University of Medical Sciences, Iran, identify AI-generated content in L2 student assignments. Using think-aloud protocols and interviews, the study explores the interplay between intuitive and analytical decision-making strategies, influenced by emotional factors like empathy and cognitive overload. Findings reveal that instructors rely on intuition but adjust their approach based on pedagogical and emotional contexts. The study highlights strategies to maintain academic integrity and foster authentic language development, offering insights for educators navigating AI challenges in both Middle Eastern and global educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104952"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386978","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 : 2025-02-11DOI: 10.1016/j.tate.2025.104966
Karrah L. Bowman, Ashley J. Harrison
General education teachers overwhelmingly report their lack of preparation to teach autistic students in an inclusive setting. Many factors increase teachers' preparedness, including positive attitudes, self-efficacy, and knowledge. We evaluated whether pre-service teachers' (n = 276) experiences in their training program were associated with attitudes about teaching autistic students. We also examined whether participants’ self-efficacy toward teaching students with autism or their knowledge about autism mediated the relation between experiences and attitudes. Self-efficacy fully mediated the pathway between inclusive education experiences and inclusive teacher attitudes, but autism knowledge did not. Findings have implications for informing changes to teacher preparation programs.
{"title":"Pre-service teachers’ attitudes toward inclusive education for autistic students: Understanding the mediating role of self-efficacy and autism knowledge","authors":"Karrah L. Bowman, Ashley J. Harrison","doi":"10.1016/j.tate.2025.104966","DOIUrl":"10.1016/j.tate.2025.104966","url":null,"abstract":"<div><div>General education teachers overwhelmingly report their lack of preparation to teach autistic students in an inclusive setting. Many factors increase teachers' preparedness, including positive attitudes, self-efficacy, and knowledge. We evaluated whether pre-service teachers' (<em>n</em> = 276) experiences in their training program were associated with attitudes about teaching autistic students. We also examined whether participants’ self-efficacy toward teaching students with autism or their knowledge about autism mediated the relation between experiences and attitudes. Self-efficacy fully mediated the pathway between inclusive education experiences and inclusive teacher attitudes, but autism knowledge did not. Findings have implications for informing changes to teacher preparation programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104966"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378422","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 : 2025-02-11DOI: 10.1016/j.tate.2025.104962
Lotta Kardel , Timo Ehmke , Svenja Lemmrich
Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of awareness and responsiveness. We found low levels of awareness and responsiveness that correlated positively with beliefs about multilingualism, scientific activity, language subjects, and practice-oriented opportunities to learn (OTL) about culturally and linguistically responsive teaching (CLRT). Teacher education must develop OTL promoting knowledge and critical reflection on culture, language, and CLRT.
{"title":"Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment","authors":"Lotta Kardel , Timo Ehmke , Svenja Lemmrich","doi":"10.1016/j.tate.2025.104962","DOIUrl":"10.1016/j.tate.2025.104962","url":null,"abstract":"<div><div>Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of awareness and responsiveness. We found low levels of awareness and responsiveness that correlated positively with beliefs about multilingualism, scientific activity, language subjects, and practice-oriented opportunities to learn (OTL) about culturally and linguistically responsive teaching (CLRT). Teacher education must develop OTL promoting knowledge and critical reflection on culture, language, and CLRT.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104962"},"PeriodicalIF":4.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378423","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 : 2025-02-05DOI: 10.1016/j.tate.2025.104949
Christopher Neil Prilop , Tijs Rotsaert , Ruben Vanderlinde
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta-cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.
{"title":"Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis","authors":"Christopher Neil Prilop , Tijs Rotsaert , Ruben Vanderlinde","doi":"10.1016/j.tate.2025.104949","DOIUrl":"10.1016/j.tate.2025.104949","url":null,"abstract":"<div><div>This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta-cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104949"},"PeriodicalIF":4.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168260","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 : 2025-02-04DOI: 10.1016/j.tate.2025.104951
Nathalie Jobert , Mylène Sanchiz
Board games have become popular for teaching practices. Yet, factors of teachers' acceptance of board games remain unknown. In the present mixed-method cross-sectional survey study, 255 in-service French teachers were surveyed to examine the impact commercial-off-the-shelves and serious of board games, prior gaming experience, norms, and attitudes. Findings showed that teachers perceived more opportunities to learn for serious than for commercial-off-the-shelf board games. Attitudes had a positive impact on all variables and exerted a stronger impact than norms. Prior personal and professional gaming experience affected differently teachers' acceptance of board games. Educational implications for teachers’ training programs are discussed.
{"title":"In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics","authors":"Nathalie Jobert , Mylène Sanchiz","doi":"10.1016/j.tate.2025.104951","DOIUrl":"10.1016/j.tate.2025.104951","url":null,"abstract":"<div><div>Board games have become popular for teaching practices. Yet, factors of teachers' acceptance of board games remain unknown. In the present mixed-method cross-sectional survey study, 255 in-service French teachers were surveyed to examine the impact commercial-off-the-shelves and serious of board games, prior gaming experience, norms, and attitudes. Findings showed that teachers perceived more opportunities to learn for serious than for commercial-off-the-shelf board games. Attitudes had a positive impact on all variables and exerted a stronger impact than norms. Prior personal and professional gaming experience affected differently teachers' acceptance of board games. Educational implications for teachers’ training programs are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104951"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168257","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 : 2025-02-04DOI: 10.1016/j.tate.2025.104941
Iryna Nadyukova, Anne Christiane Frenzel
This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping strategies included problem- and emotion-focused engagement and disengagement approaches. Notably, teachers habituated to stress over time, and their professional duty and teaching joy were protective factors. This study highlighted unique stressors and coping mechanisms of Ukrainian teachers, offering insights for support in war-affected regions.
{"title":"Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study","authors":"Iryna Nadyukova, Anne Christiane Frenzel","doi":"10.1016/j.tate.2025.104941","DOIUrl":"10.1016/j.tate.2025.104941","url":null,"abstract":"<div><div>This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping strategies included problem- and emotion-focused engagement and disengagement approaches. Notably, teachers habituated to stress over time, and their professional duty and teaching joy were protective factors. This study highlighted unique stressors and coping mechanisms of Ukrainian teachers, offering insights for support in war-affected regions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104941"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168604","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 : 2025-02-04DOI: 10.1016/j.tate.2025.104963
Xu Liu , Tessa Mearns , Wilfried Admiraal
This longitudinal study explores how teachers construct their teacher identity in intercultural contexts. In this study with three Chinese language teachers, reflective journals, oral narratives, and interviews were primary sources of data. Additionally, teachers' storylines were utilized to provide additional information regarding participants’ identity development. The findings reveal that the construction of teacher identity involves an ongoing process that transforms through social practice. Through dealing with challenges and conflicts arising from the teaching and socialization process, teachers reassemble their teacher identity and develop professionally. The experience of teaching overseas enables CFL teachers to develop a more agentic identity.
{"title":"Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study","authors":"Xu Liu , Tessa Mearns , Wilfried Admiraal","doi":"10.1016/j.tate.2025.104963","DOIUrl":"10.1016/j.tate.2025.104963","url":null,"abstract":"<div><div>This longitudinal study explores how teachers construct their teacher identity in intercultural contexts. In this study with three Chinese language teachers, reflective journals, oral narratives, and interviews were primary sources of data. Additionally, teachers' storylines were utilized to provide additional information regarding participants’ identity development. The findings reveal that the construction of teacher identity involves an ongoing process that transforms through social practice. Through dealing with challenges and conflicts arising from the teaching and socialization process, teachers reassemble their teacher identity and develop professionally. The experience of teaching overseas enables CFL teachers to develop a more agentic identity.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104963"},"PeriodicalIF":4.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168258","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 : 2025-02-03DOI: 10.1016/j.tate.2025.104945
Alison Castro Superfine, Enisa Akgul
We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questioning to leveraging students as resources for each other. We conclude with a discussion of the evolution of the teacher's problems of practice, the changes in her instructional practice, and the features of the co-design context that supported teacher learning.
{"title":"Co-designing around problems of practice in teacher professional learning","authors":"Alison Castro Superfine, Enisa Akgul","doi":"10.1016/j.tate.2025.104945","DOIUrl":"10.1016/j.tate.2025.104945","url":null,"abstract":"<div><div>We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questioning to leveraging students as resources for each other. We conclude with a discussion of the evolution of the teacher's problems of practice, the changes in her instructional practice, and the features of the co-design context that supported teacher learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104945"},"PeriodicalIF":4.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168261","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 : 2025-01-31DOI: 10.1016/j.tate.2025.104947
Wing W.Y. Ho, Yan H.Y. Lau
This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.
{"title":"Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model","authors":"Wing W.Y. Ho, Yan H.Y. Lau","doi":"10.1016/j.tate.2025.104947","DOIUrl":"10.1016/j.tate.2025.104947","url":null,"abstract":"<div><div>This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (<em>N</em> = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104947"},"PeriodicalIF":4.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168262","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}
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