This paper addresses the research gap on initial and ongoing preparation of instructional coaches by examining the use of video analysis as a tool to foster instructional coach reflection within online professional learning communities (PLCs). Using qualitative case study methodology, key findings demonstrate the relationship between video type (stock, peer, and own) and the purpose of video-based feedback provided by instructional coaches in relation to fostering professional reflection. Implications for practice address the importance of scaffolding video analysis activities over time in order to elicit critical reflection into practice and strengthen professional learning outcomes.
{"title":"Video-based reflection as a tool for instructional coach development","authors":"Lindsay Stoetzel , Stephanie Shedrow , Sandra Taylor-Marshall","doi":"10.1016/j.tate.2025.104934","DOIUrl":"10.1016/j.tate.2025.104934","url":null,"abstract":"<div><div>This paper addresses the research gap on initial and ongoing preparation of instructional coaches by examining the use of video analysis as a tool to foster instructional coach reflection within online professional learning communities (PLCs). Using qualitative case study methodology, key findings demonstrate the relationship between video type (stock, peer, and own) and the purpose of video-based feedback provided by instructional coaches in relation to fostering professional reflection. Implications for practice address the importance of scaffolding video analysis activities over time in order to elicit critical reflection into practice and strengthen professional learning outcomes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104934"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101838","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}
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and timely delivery. In contrast, K-12 educators focus on social-affective aspects, such as feedback tone, to support a nurturing learning environment. Despite these sector-specific preferences, discrepancies exist between educators' beliefs and practices, highlighting a need for enhanced feedback literacy.
{"title":"Feedback in K-12 and higher education: Educators’ perspectives","authors":"Flora Ji-Yoon Jin, Wei Dai , Bhagya Maheshi , Roberto Martinez-Maldonado, Dragan Gašević, Yi-Shan Tsai","doi":"10.1016/j.tate.2025.104933","DOIUrl":"10.1016/j.tate.2025.104933","url":null,"abstract":"<div><div>Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and timely delivery. In contrast, K-12 educators focus on social-affective aspects, such as feedback tone, to support a nurturing learning environment. Despite these sector-specific preferences, discrepancies exist between educators' beliefs and practices, highlighting a need for enhanced feedback literacy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104933"},"PeriodicalIF":4.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101839","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 : 2025-01-17DOI: 10.1016/j.tate.2025.104939
Flora Woltran , Susanne Schwab
Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.
{"title":"Divided by language: A systematic review of teacher views in segregated language learning settings","authors":"Flora Woltran , Susanne Schwab","doi":"10.1016/j.tate.2025.104939","DOIUrl":"10.1016/j.tate.2025.104939","url":null,"abstract":"<div><div>Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104939"},"PeriodicalIF":4.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101846","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 : 2025-01-17DOI: 10.1016/j.tate.2024.104924
Erica Holyoke
There is a continued need to center justice-oriented teacher preparation in content domains and also in preparing PTs to build inclusive, responsive, and transformative classroom communities. While preparation programs increasingly take justice-oriented stances in content instruction, often preparation with classroom management does not match this perspective. This case-study explores how one group of PTs explored and enacted pedagogies of love in place of status quo classroom management. Findings demonstrate how PTs theorized critical love as a way of being for building restorative classrooms. Findings highlight possibilities for PTs to engage in critical approaches to community building and advocate for justice.
{"title":"Actively choosing love: Preservice teachers and restorative classroom communities","authors":"Erica Holyoke","doi":"10.1016/j.tate.2024.104924","DOIUrl":"10.1016/j.tate.2024.104924","url":null,"abstract":"<div><div>There is a continued need to center justice-oriented teacher preparation in content domains and also in preparing PTs to build inclusive, responsive, and transformative classroom communities. While preparation programs increasingly take justice-oriented stances in content instruction, often preparation with classroom management does not match this perspective. This case-study explores how one group of PTs explored and enacted pedagogies of love in place of status quo classroom management. Findings demonstrate how PTs theorized critical love as a way of being for building restorative classrooms. Findings highlight possibilities for PTs to engage in critical approaches to community building and advocate for justice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104924"},"PeriodicalIF":4.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101836","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 : 2025-01-14DOI: 10.1016/j.tate.2025.104936
Angela Kraemer-Holland , Graciela Berumen
This paper utilizes the framework of neoliberal multiculturalism–a racialized political project that amplifies diversity and inclusion, while maintaining values of meritocracy and white supremacy that individualize and racialize educational inequity–to describe the complexities inherent in three Mexican-American male-identifying teachers’ experiences and developing philosophies. Findings demonstrate the importance of the positive male role model in the early educational experiences of participants, figures inspiring their decisions to teach. However, neoliberal multicultural constructs—such as the positive role model-as-corrective representation—present in institutional dynamics and colleague microaggressions (re)oriented how participants understood themselves and their work.
{"title":"Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers","authors":"Angela Kraemer-Holland , Graciela Berumen","doi":"10.1016/j.tate.2025.104936","DOIUrl":"10.1016/j.tate.2025.104936","url":null,"abstract":"<div><div>This paper utilizes the framework of neoliberal multiculturalism–a racialized political project that amplifies diversity and inclusion, while maintaining values of meritocracy and white supremacy that individualize and racialize educational inequity–to describe the complexities inherent in three Mexican-American male-identifying teachers’ experiences and developing philosophies. Findings demonstrate the importance of the positive male role model in the early educational experiences of participants, figures inspiring their decisions to teach. However, neoliberal multicultural constructs—such as the positive role model-as-corrective representation—present in institutional dynamics and colleague microaggressions (re)oriented how participants understood themselves and their work.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104936"},"PeriodicalIF":4.0,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101835","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 : 2025-01-09DOI: 10.1016/j.tate.2024.104917
Sally Valentino Drew , Yan Liu , Joan Nicoll-Senft
This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (SET Empowerment, Continuum of Professional Learning, School-based Working Conditions) and Resilience (Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.
{"title":"Examining the relationship between special education teacher (SET) retention and resilience: An extended framework","authors":"Sally Valentino Drew , Yan Liu , Joan Nicoll-Senft","doi":"10.1016/j.tate.2024.104917","DOIUrl":"10.1016/j.tate.2024.104917","url":null,"abstract":"<div><div>This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (<em>SET Empowerment, Continuum of Professional Learning, School-based Working Conditions</em>) and Resilience (<em>Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations</em>). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104917"},"PeriodicalIF":4.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101834","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 : 2025-01-08DOI: 10.1016/j.tate.2024.104922
Seijoon Park , Xinyi Mao , Soobin Choi
This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.
{"title":"Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment","authors":"Seijoon Park , Xinyi Mao , Soobin Choi","doi":"10.1016/j.tate.2024.104922","DOIUrl":"10.1016/j.tate.2024.104922","url":null,"abstract":"<div><div>This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104922"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097715","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 : 2025-01-08DOI: 10.1016/j.tate.2024.104920
Anders Astrup Christensen , John Jerrim
To address the lack of cross-national research on teacher outcomes of professional learning communities (PLCs), this study investigates the relationships between PLCs and teacher outcomes using data from the Teaching and Learning International Survey (TALIS) 2018. With a sample of 127,339 teachers from 40 countries, we explore how PLCs relate to job satisfaction, self-efficacy, and clarity of instruction. Results show a robust positive relationship with job satisfaction, while relationships with self-efficacy and clarity of instruction are weaker and vary by context. Our findings suggest that PLC effectiveness vary across educational and cultural contexts, calling for further research.
{"title":"Professional learning communities and teacher outcomes. A cross-national analysis","authors":"Anders Astrup Christensen , John Jerrim","doi":"10.1016/j.tate.2024.104920","DOIUrl":"10.1016/j.tate.2024.104920","url":null,"abstract":"<div><div>To address the lack of cross-national research on teacher outcomes of professional learning communities (PLCs), this study investigates the relationships between PLCs and teacher outcomes using data from the Teaching and Learning International Survey (TALIS) 2018. With a sample of 127,339 teachers from 40 countries, we explore how PLCs relate to job satisfaction, self-efficacy, and clarity of instruction. Results show a robust positive relationship with job satisfaction, while relationships with self-efficacy and clarity of instruction are weaker and vary by context. Our findings suggest that PLC effectiveness vary across educational and cultural contexts, calling for further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104920"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097714","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 : 2025-01-08DOI: 10.1016/j.tate.2025.104925
Keelin Leahy, Antonio Calderón, Niamh O'Meara, Ann MacPhail, Joanne O'Flaherty
Teacher education is influenced by the pervasive influence of neoliberalism. In this paper, we focused on a group of teacher educators, to examine if their participation in a community of practice influenced their realities and professional learning. Through a two-year period thirty-five online meetings were organised. The community of practice provided a collegial and supportive space, fostering professional learning through critical reflection, enabling teacher educators navigate feelings of fear and guilt. It could also be interpreted as an awakening from the unconscious silence prevailing in a neoliberal university to acknowledge its implications for teacher educators’ identity, pedagogy, and wellbeing.
{"title":"Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning","authors":"Keelin Leahy, Antonio Calderón, Niamh O'Meara, Ann MacPhail, Joanne O'Flaherty","doi":"10.1016/j.tate.2025.104925","DOIUrl":"10.1016/j.tate.2025.104925","url":null,"abstract":"<div><div>Teacher education is influenced by the pervasive influence of neoliberalism. In this paper, we focused on a group of teacher educators, to examine if their participation in a community of practice influenced their realities and professional learning. Through a two-year period thirty-five online meetings were organised. The community of practice provided a collegial and supportive space, fostering professional learning through critical reflection, enabling teacher educators navigate feelings of fear and guilt. It could also be interpreted as an awakening from the unconscious silence prevailing in a neoliberal university to acknowledge its implications for teacher educators’ identity, pedagogy, and wellbeing.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104925"},"PeriodicalIF":4.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097717","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 : 2025-01-06DOI: 10.1016/j.tate.2024.104907
Emma Carey Brummer, Noel Clycq, Jan Vanhoof
This article uses affective citizenship education as an enrichment of critical citizenship education. Drawing on semi-structured interviews with twenty-four teachers from secondary schools in Flanders, this study investigates in what ways spatial, relational, and affective dimensions are present in teachers’ interpretations of citizenship and explores how affective citizenship education is understood and enacted as perceived by teachers themselves. The findings show that their understandings of citizenship differed, often because teachers adapt to the student population they serve. Moreover, teachers encountered challenges involving many emotional practices. We argue that our results could serve as a basis for a reflective understanding of the affective tensions often present when enacting citizenship in education.
{"title":"Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort","authors":"Emma Carey Brummer, Noel Clycq, Jan Vanhoof","doi":"10.1016/j.tate.2024.104907","DOIUrl":"10.1016/j.tate.2024.104907","url":null,"abstract":"<div><div>This article uses affective citizenship education as an enrichment of critical citizenship education. Drawing on semi-structured interviews with twenty-four teachers from secondary schools in Flanders, this study investigates in what ways spatial, relational, and affective dimensions are present in teachers’ interpretations of citizenship and explores how affective citizenship education is understood and enacted as perceived by teachers themselves. The findings show that their understandings of citizenship differed, often because teachers adapt to the student population they serve. Moreover, teachers encountered challenges involving many emotional practices. We argue that our results could serve as a basis for a reflective understanding of the affective tensions often present when enacting citizenship in education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104907"},"PeriodicalIF":4.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101833","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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