Pub Date : 2025-01-30DOI: 10.1016/j.tate.2025.104948
Morten Greaves , Tala Atchan , Nour Halabi , Rima Bahous
The study documents an ad hoc Digital Learning Strategy (DLS) implemented during the COVID-19 pandemic within a Lebanese non-formal emergency education program for Syrian refugee children. Drawing on insights from program administrators, teachers, and parents, it explores the relationship between complex emergencies and digital education. Highlighting WhatsApp as a low-data, asynchronous tool, it addresses educational access amidst resource constraints. The findings emphasize adaptability and scalability, offering practical insights for emergency education in displacement contexts globally. This research bridges the gap between technological feasibility and real-world application, presenting a transferable framework for educational provision in similar crises.
{"title":"Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency","authors":"Morten Greaves , Tala Atchan , Nour Halabi , Rima Bahous","doi":"10.1016/j.tate.2025.104948","DOIUrl":"10.1016/j.tate.2025.104948","url":null,"abstract":"<div><div>The study documents an ad hoc Digital Learning Strategy (DLS) implemented during the COVID-19 pandemic within a Lebanese non-formal emergency education program for Syrian refugee children. Drawing on insights from program administrators, teachers, and parents, it explores the relationship between complex emergencies and digital education. Highlighting WhatsApp as a low-data, asynchronous tool, it addresses educational access amidst resource constraints. The findings emphasize adaptability and scalability, offering practical insights for emergency education in displacement contexts globally. This research bridges the gap between technological feasibility and real-world application, presenting a transferable framework for educational provision in similar crises.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104948"},"PeriodicalIF":4.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168263","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 : 2025-01-28DOI: 10.1016/j.tate.2025.104940
Marc Blondeau , Catherine Van Nieuwenhoven
Our study shows how 11 pre-service teachers learned to use blackboards in the correction, discussion and recap phase of instruction during the 3 years of their initial training. By studying their own perceived experience through think-aloud protocols, we contribute to better comprehension of a complex professional gesture that becomes transparent for experts, of the way expertise in using the blackboard grows and of pre-service teachers’ learning process during practicum. We highlight six perceived difficulties that provide levers for training, a continuum of professional development concerning blackboard use, and two learning paths for and from using the blackboard.
{"title":"Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum","authors":"Marc Blondeau , Catherine Van Nieuwenhoven","doi":"10.1016/j.tate.2025.104940","DOIUrl":"10.1016/j.tate.2025.104940","url":null,"abstract":"<div><div>Our study shows how 11 pre-service teachers learned to use blackboards in the correction, discussion and recap phase of instruction during the 3 years of their initial training. By studying their own perceived experience through think-aloud protocols, we contribute to better comprehension of a complex professional gesture that becomes transparent for experts, of the way expertise in using the blackboard grows and of pre-service teachers’ learning process during practicum. We highlight six perceived difficulties that provide levers for training, a continuum of professional development concerning blackboard use, and two learning paths for and from using the blackboard.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104940"},"PeriodicalIF":4.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168259","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 : 2025-01-28DOI: 10.1016/j.tate.2025.104942
Jip Y. Teegelbeckers , Hessel Nieuwelink , Ron J. Oostdam
To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as classroom practices, by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about solutions from divergent perspectives, independent information collection and presentation, taking socio-political action, and critical reflection on subject matter. We show how these practices are associated with democratic competences and provide examples of how the practices are implemented in teaching methods.
{"title":"How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy","authors":"Jip Y. Teegelbeckers , Hessel Nieuwelink , Ron J. Oostdam","doi":"10.1016/j.tate.2025.104942","DOIUrl":"10.1016/j.tate.2025.104942","url":null,"abstract":"<div><div>To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as <em>classroom practices</em>, by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about solutions from divergent perspectives, independent information collection and presentation, taking socio-political action, and critical reflection on subject matter. We show how these practices are associated with democratic competences and provide examples of how the practices are implemented in teaching methods.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104942"},"PeriodicalIF":4.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168602","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 : 2025-01-27DOI: 10.1016/j.tate.2025.104946
Zheng Ren , Wenjun Li , Miao Wang , Chao Zhou , Hongjian Liu , Xiumin Zhang
This study examines the relationship between school climate, psychological distress, resilience and presenteeism, including 1046 teachers from three primary schools, five junior high schools and two senior high schools in Shandong Province of China. The PROCESS macro and multiple linear regression analysis revealed that school climate and resilience had a negative correlation with presenteeism. Interestingly, the relationship between school climate and presenteeism was mediated by psychological distress in part. Resilience played a role in moderating the direct effect of school climate on presenteeism. This study highlighted the need to improve school conditions, enhance mental health, and maximize teachers’ productivity in China.
{"title":"School climate, psychological distress, resilience and presenteeism among Chinese school teachers: An analysis based on a moderated mediation model","authors":"Zheng Ren , Wenjun Li , Miao Wang , Chao Zhou , Hongjian Liu , Xiumin Zhang","doi":"10.1016/j.tate.2025.104946","DOIUrl":"10.1016/j.tate.2025.104946","url":null,"abstract":"<div><div>This study examines the relationship between school climate, psychological distress, resilience and presenteeism, including 1046 teachers from three primary schools, five junior high schools and two senior high schools in Shandong Province of China. The PROCESS macro and multiple linear regression analysis revealed that school climate and resilience had a negative correlation with presenteeism. Interestingly, the relationship between school climate and presenteeism was mediated by psychological distress in part. Resilience played a role in moderating the direct effect of school climate on presenteeism. This study highlighted the need to improve school conditions, enhance mental health, and maximize teachers’ productivity in China.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104946"},"PeriodicalIF":4.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168603","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 : 2025-01-23DOI: 10.1016/j.tate.2025.104937
Leigh McLean , Catherine Corbin
Burnout detracts from teachers' effectiveness, however to streamline supports we must know how burnout surfaces in instruction. We explored whether teachers' (N = 65; majority female and White; years experience mean = 39.15) self-reported burnout related to observed overall time, and time in different groupings, in mathematics, science, and English language arts. Multiple regression revealed that depersonalization was associated with less time in science, and across all content areas both burnout dimensions were generally associated with less time in groupings requiring teachers’ involvement and more time completing independent work. Findings can inform supports aligned with instructional scenarios where burnout surfaces most acutely.
{"title":"Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts","authors":"Leigh McLean , Catherine Corbin","doi":"10.1016/j.tate.2025.104937","DOIUrl":"10.1016/j.tate.2025.104937","url":null,"abstract":"<div><div>Burnout detracts from teachers' effectiveness, however to streamline supports we must know how burnout surfaces in instruction. We explored whether teachers' (N = 65; majority female and White; years experience mean = 39.15) self-reported burnout related to observed overall time, and time in different groupings, in mathematics, science, and English language arts. Multiple regression revealed that depersonalization was associated with less time in science, and across all content areas both burnout dimensions were generally associated with less time in groupings requiring teachers’ involvement and more time completing independent work. Findings can inform supports aligned with instructional scenarios where burnout surfaces most acutely.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104937"},"PeriodicalIF":4.0,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101841","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}
Acknowledging the nonlinear, complex nature of teacher learning and focusing on the factors that facilitate or hinder teachers' choices, we introduce the System of Amplifiers and Filters (SAF) as a conceptual framework for analyzing teacher learning. We demonstrate its applicability through detailed descriptions of three mathematics teachers' learning paths within a professional development program promoting student-centered pedagogy in Israel. Despite similar learning opportunities in the PD, teachers' learning paths varied significantly, especially in implementing open inquiry and managing its inherent uncertainty. We argue that the SAF mediates teacher's choices within PD contexts and explains the differences in their learning.
{"title":"Amplifiers and filters in teacher learning of student-centered mathematics instruction","authors":"Tuval Avishai, Alik Palatnik, Yifat Ben-David Kolikant","doi":"10.1016/j.tate.2025.104943","DOIUrl":"10.1016/j.tate.2025.104943","url":null,"abstract":"<div><div>Acknowledging the nonlinear, complex nature of teacher learning and focusing on the factors that facilitate or hinder teachers' choices, we introduce the System of Amplifiers and Filters (SAF) as a conceptual framework for analyzing teacher learning. We demonstrate its applicability through detailed descriptions of three mathematics teachers' learning paths within a professional development program promoting student-centered pedagogy in Israel. Despite similar learning opportunities in the PD, teachers' learning paths varied significantly, especially in implementing open inquiry and managing its inherent uncertainty. We argue that the SAF mediates teacher's choices within PD contexts and explains the differences in their learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104943"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101844","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 : 2025-01-22DOI: 10.1016/j.tate.2025.104935
Jonghun Kim , Hyunhee Cho
This study explores why Korean teachers leave schools, focusing on their attributional reasoning regarding the challenges they face in teaching migrant students. Drawing on interviews, observations, and document analysis, the findings reveal that teachers tend to attribute their failures to their lack of effort rather than their ability, while maintaining their self-efficacy. However, after experiencing burnout, their effort-endorsed attribution shifts to external factors (i.e., the lack of systemic support), which undermines their professional commitment and leads to their decision to leave the school. The discussion highlights the dynamics of teachers' attributional reasoning in relation to teacher attrition/retention issues.
{"title":"Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students","authors":"Jonghun Kim , Hyunhee Cho","doi":"10.1016/j.tate.2025.104935","DOIUrl":"10.1016/j.tate.2025.104935","url":null,"abstract":"<div><div>This study explores why Korean teachers leave schools, focusing on their attributional reasoning regarding the challenges they face in teaching migrant students. Drawing on interviews, observations, and document analysis, the findings reveal that teachers tend to attribute their failures to their lack of effort rather than their ability, while maintaining their self-efficacy. However, after experiencing burnout, their effort-endorsed attribution shifts to external factors (i.e., the lack of systemic support), which undermines their professional commitment and leads to their decision to leave the school. The discussion highlights the dynamics of teachers' attributional reasoning in relation to teacher attrition/retention issues.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104935"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101842","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 : 2025-01-22DOI: 10.1016/j.tate.2025.104944
Helena Tegler , Helen Melander Bowden , Karianne Skovholt , Rein Ove Sikveland
This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.
{"title":"The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction","authors":"Helena Tegler , Helen Melander Bowden , Karianne Skovholt , Rein Ove Sikveland","doi":"10.1016/j.tate.2025.104944","DOIUrl":"10.1016/j.tate.2025.104944","url":null,"abstract":"<div><div>This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104944"},"PeriodicalIF":4.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101843","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 : 2025-01-21DOI: 10.1016/j.tate.2025.104938
Jingxun Zhong , Di Wang
A qualitative analysis was conducted to examine the non-teaching workload experienced by 40 rural teachers in China. The findings shed light on the impact of management and control logics employed, which leads to increased work burden on rural teachers. Rural teachers need to adjust their work from standardization, quantifiability, informatization, and simplification to facilitate upward accountability, and the purpose of doing so is to make administrative departments and schools more accurately downward accountable. Factors contributing to this issue include an excessive concentration of administrative power, insufficient proactive measures taken by schools, and a compliant attitude among teachers toward the current situation.
{"title":"Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers","authors":"Jingxun Zhong , Di Wang","doi":"10.1016/j.tate.2025.104938","DOIUrl":"10.1016/j.tate.2025.104938","url":null,"abstract":"<div><div>A qualitative analysis was conducted to examine the non-teaching workload experienced by 40 rural teachers in China. The findings shed light on the impact of management and control logics employed, which leads to increased work burden on rural teachers. Rural teachers need to adjust their work from standardization, quantifiability, informatization, and simplification to facilitate upward accountability, and the purpose of doing so is to make administrative departments and schools more accurately downward accountable. Factors contributing to this issue include an excessive concentration of administrative power, insufficient proactive measures taken by schools, and a compliant attitude among teachers toward the current situation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104938"},"PeriodicalIF":4.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101840","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 : 2025-01-18DOI: 10.1016/j.tate.2024.104905
Mistilina Sato, Ting Ma, Jane Abbiss
This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity in teaching. Drawing on the concepts within complexity theory, we recast preservice teachers’ descriptions of teaching, offering new language for describing the emergent dynamics of teaching in relation to its non-linear and networked activity, working between predictability and uncertainty, and the necessity of adaptation.
{"title":"Using complexity theory to understand teaching: Re-framing perspectives from preservice teachers","authors":"Mistilina Sato, Ting Ma, Jane Abbiss","doi":"10.1016/j.tate.2024.104905","DOIUrl":"10.1016/j.tate.2024.104905","url":null,"abstract":"<div><div>This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity in teaching. Drawing on the concepts within complexity theory, we recast preservice teachers’ descriptions of teaching, offering new language for describing the emergent dynamics of teaching in relation to its non-linear and networked activity, working between predictability and uncertainty, and the necessity of adaptation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104905"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101837","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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