Teaching and Teacher Education最新文献

英文中文

The longitudinal association between pre-service teachers’ social-emotional competence and career adaptation: A three-wave cross-lagged analysis during the teaching internship period 职前教师社会情绪能力与职业适应的纵向关联：教学实习期间的三波交叉滞后分析

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-17 DOI: 10.1016/j.tate.2026.105402

Yi Sun , Xuqun You

The teaching practicum represents a critical period for pre-service teachers’ professional role transition and career adaptation. To gain a deeper understanding of the dynamic relationship between psychological resources and professional development during this process, this study examined the longitudinal interplay among social-emotional competence, psychological resilience, and career adaptability. Using a cross-lagged panel model, 1518 pre-service teachers in Xinjiang, China, participated in a three-wave longitudinal survey over a six-month practicum period. The results revealed that: (1) After controlling for the autoregressive effects of the variables, a significant bidirectional predictive relationship existed between social-emotional competence and career adaptability; (2) The strength of this dynamic interplay diminished as the practicum progressed; (3) Psychological resilience mediated the longitudinal relationship between social-emotional competence and career adaptability. These findings elucidate the dynamic developmental mechanisms of professional psychological resources in pre-service teachers during the practicum, providing important empirical evidence for constructing a teacher education support system that fosters a bidirectional "psychological-practical" enhancement.

教学实习是职前教师专业角色转换和职业适应的关键时期。在此过程中，为了更深入地了解心理资源与职业发展之间的动态关系，本研究考察了社会情绪能力、心理弹性和职业适应之间的纵向相互作用。采用交叉滞后面板模型，对新疆1518名职前教师进行了为期6个月的实习三波纵向调查。结果表明：(1)在控制变量的自回归效应后，社会情绪能力与职业适应之间存在显著的双向预测关系；(2)这种动态相互作用的强度随着实习的进行而减弱；(3)心理弹性在社会情绪能力与职业适应的纵向关系中起中介作用。这些研究结果阐明了职前教师专业心理资源在实习期间的动态发展机制，为构建促进“心理-实践”双向提升的教师教育支持体系提供了重要的实证证据。

{"title":"The longitudinal association between pre-service teachers’ social-emotional competence and career adaptation: A three-wave cross-lagged analysis during the teaching internship period","authors":"Yi Sun , Xuqun You","doi":"10.1016/j.tate.2026.105402","DOIUrl":"10.1016/j.tate.2026.105402","url":null,"abstract":"<div><div>The teaching practicum represents a critical period for pre-service teachers’ professional role transition and career adaptation. To gain a deeper understanding of the dynamic relationship between psychological resources and professional development during this process, this study examined the longitudinal interplay among social-emotional competence, psychological resilience, and career adaptability. Using a cross-lagged panel model, 1518 pre-service teachers in Xinjiang, China, participated in a three-wave longitudinal survey over a six-month practicum period. The results revealed that: (1) After controlling for the autoregressive effects of the variables, a significant bidirectional predictive relationship existed between social-emotional competence and career adaptability; (2) The strength of this dynamic interplay diminished as the practicum progressed; (3) Psychological resilience mediated the longitudinal relationship between social-emotional competence and career adaptability. These findings elucidate the dynamic developmental mechanisms of professional psychological resources in pre-service teachers during the practicum, providing important empirical evidence for constructing a teacher education support system that fosters a bidirectional \"psychological-practical\" enhancement.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105402"},"PeriodicalIF":3.9,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023636","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}

引用次数: 0

Mathematics Teacher Educators’ noticing across professional backgrounds: Patterns of selectivity and micro-expertise 数学教师教育工作者跨专业背景的注意：选择性模式与微观专业

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-16 DOI: 10.1016/j.tate.2026.105404

Mehmet Fatih Ozmantar , Tuğba Hangül Demirci , İlyas Yavuz , Gülay Agaç

This multiple-case study examines how Mathematics Teacher Educators (MTEs) with different professional backgrounds—a mathematician, a mathematics educator, and a school-based mentor—attend to and interpret classroom instruction. Findings confirm that MTEs’ noticing reflects domain-specific expertise but also reveal patterned selectivity: focused and recurrent attention to specific instructional features, interpreted with depth across modalities. This consistent, fine-grained engagement is conceptualized as micro-expertise—a role-aligned specialization in professional vision. The study contributes to understanding how noticing varies across MTE roles and proposes micro-expertise as a lens for analyzing within-role specialization and guiding future research on MTE development.

本多案例研究探讨了具有不同专业背景的数学教师教育者（mte）——数学家、数学教育者和校本导师——如何参与和解释课堂教学。研究结果证实，mte的注意反映了特定领域的专业知识，但也揭示了模式选择性：对特定教学特征的集中和反复关注，以跨模式的深度解释。这种一致的、细粒度的参与被概念化为微专业知识——一种在专业视野中与角色一致的专业化。该研究有助于理解注意在不同的MTE角色中是如何变化的，并提出微观专业知识作为分析角色内专业化和指导未来MTE发展研究的视角。

引用次数: 0

A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge, and need for support of K-12 educators teaching multilingual learners 一项关于专业发展计划在改变K-12教育工作者教授多语言学习者的教学自我效能感、信心、实践、知识和支持需求方面的作用的混合方法研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-14 DOI: 10.1016/j.tate.2025.105351

Bita Moradi , Adrian Pasquarella , Nigel A. Caplan , Samantha Shewchuk , Jamie Janick

Many K-12 teachers have limited preparation for supporting multilingual learners (MLs), underscoring the need to enhance instructional practices to close achievement gaps. This mixed-methods study evaluated the impacts of an ML-focused professional development program, with five graduate-level courses, on mainstream teachers' and paraeducators’ self-efficacy, confidence, practices, knowledge, and support needed. Forty-four instructors were randomly assigned to treatment (n = 23) and control (n = 21) groups. Pre- and post-program surveys assessed outcomes, and treatment participants were interviewed post-program. Data were analyzed using robust 2×2 Mixed-ANOVAs and thematic analyses. Results showed treatment participants outperformed controls. Thematic analyses indicated positive perceptions about the coursework and improvements in knowledge, confidence, and practices of culturally and linguistically responsive pedagogy, scaffolding, oral language development, translanguaging, and assessment. Findings underscore the necessity of making ML-specific training a universal component of professional development for K-12 educators, including mainstream teachers and paraeducators across content areas and experience levels.

许多K-12教师在支持多语言学习者方面的准备有限，这凸显了加强教学实践以缩小成绩差距的必要性。这个混合方法的研究评估了一个以机器学习为重点的专业发展项目，包括五个研究生水平的课程，对主流教师和辅助教育工作者的自我效能感、信心、实践、知识和支持需求的影响。44名指导员随机分为治疗组（n = 23）和对照组（n = 21）。计划前和计划后的调查评估了结果，治疗参与者在计划后接受了采访。数据分析采用稳健的2×2混合方差分析和专题分析。结果显示，接受治疗的参与者表现优于对照组。专题分析表明，学生们对课程作业以及在文化和语言响应教学法、脚手架、口语发展、翻译和评估方面的知识、信心和实践的提高持积极态度。研究结果强调了将ml特定培训作为K-12教育工作者（包括跨内容领域和经验水平的主流教师和辅助教育工作者）专业发展的普遍组成部分的必要性。

{"title":"A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge, and need for support of K-12 educators teaching multilingual learners","authors":"Bita Moradi , Adrian Pasquarella , Nigel A. Caplan , Samantha Shewchuk , Jamie Janick","doi":"10.1016/j.tate.2025.105351","DOIUrl":"10.1016/j.tate.2025.105351","url":null,"abstract":"<div><div>Many K-12 teachers have limited preparation for supporting multilingual learners (MLs), underscoring the need to enhance instructional practices to close achievement gaps. This mixed-methods study evaluated the impacts of an ML-focused professional development program, with five graduate-level courses, on mainstream teachers' and paraeducators’ self-efficacy, confidence, practices, knowledge, and support needed. Forty-four instructors were randomly assigned to treatment (<em>n</em> = 23) and control (<em>n</em> = 21) groups. Pre- and post-program surveys assessed outcomes, and treatment participants were interviewed post-program. Data were analyzed using robust 2×2 Mixed-ANOVAs and thematic analyses. Results showed treatment participants outperformed controls. Thematic analyses indicated positive perceptions about the coursework and improvements in knowledge, confidence, and practices of culturally and linguistically responsive pedagogy, scaffolding, oral language development, translanguaging, and assessment. Findings underscore the necessity of making ML-specific training a universal component of professional development for K-12 educators, including mainstream teachers and paraeducators across content areas and experience levels.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105351"},"PeriodicalIF":3.9,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978480","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}

引用次数: 0

Team teaching or solo teaching? Evidence from a crossover experiment on the effects of team teaching on student achievement 团队教学还是个人教学？团队教学对学生成绩影响的跨界实验证据

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-14 DOI: 10.1016/j.tate.2026.105403

Dries De Weerdt, Mathea Simons, Elke Struyf

Team teaching—an educational strategy in which multiple teachers collaboratively plan, deliver, and evaluate a lesson or lessons—is frequently promoted as a more effective instructional method than solo teaching for improving student achievement. While past research highlights its benefits, recent reviews call for more experimental research. This study investigated the impact of team teaching by two general primary education teachers on student achievement and explored whether effects varied by outcome, student, or contextual characteristics. A total of 267 students from 16 classes in four schools participated in a crossover experiment where each student experienced both team-taught and solo-taught lessons. Multilevel explanatory item response modeling revealed that students had higher odds of correctly answering questions in the team-taught setting, though effect sizes were small (odds ratio = 1.31). The student-teacher ratio moderated these effects, with benefits decreasing in larger classes. These findings suggest that team teaching offers modest, context-dependent benefits.

团队教学——一种由多名教师合作计划、交付和评估一节或多节课的教育策略——经常被推广为比单独教学更有效的教学方法，以提高学生的成绩。虽然过去的研究强调了它的好处，但最近的评论呼吁进行更多的实验研究。本研究调查了两位普通小学教师的团队教学对学生成绩的影响，并探讨了这种影响是否会因结果、学生或情境特征而变化。来自四所学校16个班级的267名学生参加了交叉实验，每个学生都经历了团队授课和个人授课的课程。多层解释性项目反应模型显示，在团队教学环境中，学生正确回答问题的几率更高，尽管效应量很小（优势比= 1.31）。师生比例缓和了这些影响，班级规模越大，效益就越低。这些发现表明，团队教学提供了适度的、情境依赖的好处。

{"title":"Team teaching or solo teaching? Evidence from a crossover experiment on the effects of team teaching on student achievement","authors":"Dries De Weerdt, Mathea Simons, Elke Struyf","doi":"10.1016/j.tate.2026.105403","DOIUrl":"10.1016/j.tate.2026.105403","url":null,"abstract":"<div><div>Team teaching—an educational strategy in which multiple teachers collaboratively plan, deliver, and evaluate a lesson or lessons—is frequently promoted as a more effective instructional method than solo teaching for improving student achievement. While past research highlights its benefits, recent reviews call for more experimental research. This study investigated the impact of team teaching by two general primary education teachers on student achievement and explored whether effects varied by outcome, student, or contextual characteristics. A total of 267 students from 16 classes in four schools participated in a crossover experiment where each student experienced both team-taught and solo-taught lessons. Multilevel explanatory item response modeling revealed that students had higher odds of correctly answering questions in the team-taught setting, though effect sizes were small (odds ratio = 1.31). The student-teacher ratio moderated these effects, with benefits decreasing in larger classes. These findings suggest that team teaching offers modest, context-dependent benefits.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105403"},"PeriodicalIF":3.9,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978481","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}

引用次数: 0

Generative AI in initial teacher education: Exploring the alignment of perceptions and experiences of pre-service teachers and their teacher educators 初级教师教育中的生成式人工智能：探索职前教师及其教师教育者的观念和经验的一致性

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-14 DOI: 10.1016/j.tate.2026.105382

Siv M. Gamlem , Samantha-Kaye Johnston , Synnøve Moltudal , Joshua McGrane , Therese N. Hopfenbeck

As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (n = 17) reveal that both groups recognise GenAI's potential to enhance efficiency and support learning. However, concerns persist regarding trust, ethical use, and the erosion of core teaching competencies. While experienced GenAI users actively model GenAI integration, novice users express uncertainty and caution. The findings highlight differing perceptions and underscore the need for structured AI literacy development and institutional support. This study emphasises the importance of aligning teacher education practices with evolving technological landscapes to prepare future educators for critical, reflective, and pedagogically grounded GenAI use.

随着生成式人工智能（GenAI）越来越多地融入教育，教师教育工作者在模拟其教学用途方面发挥着关键作用。这项混合方法研究探讨了在挪威教师教育项目中，职前教师对GenAI的看法和经验是如何与他们的教师教育工作者一致或不同的。来自职前教师（209名）和教师教育工作者（17名）的调查和访谈数据显示，这两组人都认识到GenAI在提高效率和支持学习方面的潜力。然而，对信任、道德使用和核心教学能力的侵蚀的担忧仍然存在。经验丰富的GenAI用户积极地为GenAI集成建模，而新手用户则表示不确定和谨慎。调查结果强调了不同的看法，并强调了结构化人工智能素养发展和机构支持的必要性。本研究强调了将教师教育实践与不断发展的技术景观相结合的重要性，以使未来的教育工作者为批判性、反思性和基于教学的GenAI使用做好准备。

{"title":"Generative AI in initial teacher education: Exploring the alignment of perceptions and experiences of pre-service teachers and their teacher educators","authors":"Siv M. Gamlem , Samantha-Kaye Johnston , Synnøve Moltudal , Joshua McGrane , Therese N. Hopfenbeck","doi":"10.1016/j.tate.2026.105382","DOIUrl":"10.1016/j.tate.2026.105382","url":null,"abstract":"<div><div>As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (n = 17) reveal that both groups recognise GenAI's potential to enhance efficiency and support learning. However, concerns persist regarding trust, ethical use, and the erosion of core teaching competencies. While experienced GenAI users actively model GenAI integration, novice users express uncertainty and caution. The findings highlight differing perceptions and underscore the need for structured AI literacy development and institutional support. This study emphasises the importance of aligning teacher education practices with evolving technological landscapes to prepare future educators for critical, reflective, and pedagogically grounded GenAI use.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105382"},"PeriodicalIF":3.9,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978478","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}

引用次数: 0

From surface to substance: Experiential learning to promote understanding of ChatGPT for K-12 lesson planning 从表面到实质：体验式学习促进对K-12课程规划ChatGPT的理解

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-14 DOI: 10.1016/j.tate.2025.105375

Woonhee Sung , Heejung An

This study designed and implemented the “Re-Do” activity – a structured experiential learning intervention incorporating critical reflection that guides teachers through redeveloping their lessons using ChatGPT. The goal was to investigate how this intervention transformed 13 inservice teachers' understanding of AI integration at two U.S. state universities. Through inductive thematic analysis, findings revealed that teachers developed critical perspectives on integrating ChatGPT in education. Participants highlighted three key insights: the necessity of teacher expertise when evaluating AI-generated content, the importance of effective prompting strategies, and AI's potential to reduce lesson planning workload. The use of experiential learning facilitated teachers' progression through initial acquisition to specialized understanding, and finally toward integration of AI tools with a critical perspective. Results suggested that guided learning cycles and critical reflection promote informed technology integration that balances both technological capabilities and pedagogical expertise and is applicable across teacher education, preparation programs, professional development, and K-12 settings.

本研究设计并实施了“Re-Do”活动，这是一种结构化的体验式学习干预，结合批判性反思，指导教师使用ChatGPT重新开发课程。目的是调查这种干预如何改变美国两所州立大学的13名在职教师对人工智能集成的理解。通过归纳性主题分析，发现教师在将ChatGPT整合到教育中形成了批判性的观点。与会者强调了三个关键见解：在评估人工智能生成的内容时，教师专业知识的必要性，有效提示策略的重要性，以及人工智能减少课程规划工作量的潜力。体验式学习的使用促进了教师从最初的习得到专业理解的进步，并最终以批判的视角整合人工智能工具。结果表明，指导性学习周期和批判性反思促进了信息技术整合，平衡了技术能力和教学专业知识，适用于教师教育、预备课程、专业发展和K-12设置。

{"title":"From surface to substance: Experiential learning to promote understanding of ChatGPT for K-12 lesson planning","authors":"Woonhee Sung , Heejung An","doi":"10.1016/j.tate.2025.105375","DOIUrl":"10.1016/j.tate.2025.105375","url":null,"abstract":"<div><div>This study designed and implemented the “Re-Do” activity – a structured experiential learning intervention incorporating critical reflection that guides teachers through redeveloping their lessons using ChatGPT. The goal was to investigate how this intervention transformed 13 inservice teachers' understanding of AI integration at two U.S. state universities. Through inductive thematic analysis, findings revealed that teachers developed critical perspectives on integrating ChatGPT in education. Participants highlighted three key insights: the necessity of teacher expertise when evaluating AI-generated content, the importance of effective prompting strategies, and AI's potential to reduce lesson planning workload. The use of experiential learning facilitated teachers' progression through initial acquisition to specialized understanding, and finally toward integration of AI tools with a critical perspective. Results suggested that guided learning cycles and critical reflection promote informed technology integration that balances both technological capabilities and pedagogical expertise and is applicable across teacher education, preparation programs, professional development, and K-12 settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105375"},"PeriodicalIF":3.9,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978479","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}

引用次数: 0

Early childhood teachers’ perceived benefits, enablers, and barriers of robot programming: Developing a digital empowerment policy framework 幼儿教师对机器人编程的感知利益、推动因素和障碍：制定数字赋权政策框架

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-13 DOI: 10.1016/j.tate.2026.105398

Weipeng Yang, Yingqiao Du, Elaine Lam

Educational robotics can enhance playful learning in early childhood, but integration faces challenges in regions like Hong Kong. This qualitative study explores early childhood teachers' perceptions of a Story-Inspired Robot Programming (SIRP) curriculum through Activity Theory, based on interviews with 22 teachers after eight weeks of implementation. Teachers noted significant improvements in children's engagement and computational thinking, as well as their own professional development. Key enablers included age-appropriate robots and administrative support, while barriers like limited teacher confidence and increased workload were identified. Based on the findings, an ecosystem-driven policy framework is proposed for early childhood teachers' digital empowerment.

教育机器人可以提高儿童早期的趣味性学习，但在香港等地区，这种融合面临着挑战。本定性研究通过活动理论探讨了幼儿教师对故事启发机器人编程（SIRP）课程的看法，基于对22名教师在实施八周后的访谈。老师们注意到孩子们的参与和计算思维以及他们自己的专业发展都有了显著的改善。关键的推动因素包括与年龄相适应的机器人和行政支持，而教师信心不足和工作量增加等障碍也被确定。根据研究结果，提出了一个生态系统驱动的政策框架，以促进幼儿教师的数字化赋权。

引用次数: 0

“Trading our lives for money”: A social ecology of burnout among “nomadic” Tibetan primary music teachers “用生命换金钱”：“游牧”藏族小学音乐教师的倦怠社会生态

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-13 DOI: 10.1016/j.tate.2026.105381

Qizong Yue , Yuqi Lin , Katy Ieong Cheng Ho Weatherly

This study investigates the challenges of music teachers in Tibetan primary schools through the Social Ecology of Burnout framework, addressing intrapersonal, interpersonal, institutional, and policy-level factors. Employing a qualitative case study of four focus groups comprising 28 participants, findings reveal systemic marginalization of music education, structural barriers, role overload, and identity erosion. Teachers reported frequent reassignment to non-music subjects, exclusion from training and evaluation systems, and heavy non-teaching duties under boarding-school models. These structural and relational stressors undermine instructional quality and foster professional instability, what we conceptualize as “professional nomadism,” a cross-ecological metaphor for how layered pressures destabilize teachers’ roles and belonging, reflecting fragmented identities and a lack of rootedness in the education system. While we revealed ecological dynamics sustaining burnout, generalizability is limited by our purposive sampling. As such, we call for targeted, multilevel interventions to support music educators in rural and minority regions.

本研究透过倦怠的社会生态学框架，探讨藏族小学音乐教师所面临的挑战，包括个人、人际、制度和政策层面的因素。采用由28名参与者组成的四个焦点小组的定性案例研究，结果揭示了音乐教育的系统性边缘化、结构性障碍、角色过载和身份侵蚀。据报告，教师经常被调任到非音乐学科，被排除在培训和评估系统之外，在寄宿学校模式下，他们承担着繁重的非教学任务。这些结构性和关系性的压力因素破坏了教学质量，助长了职业的不稳定性，我们将其定义为“职业游牧主义”，这是一个跨生态的隐喻，表明分层的压力如何破坏教师的角色和归属感，反映出支离破碎的身份和在教育系统中缺乏根基。虽然我们揭示了维持倦怠的生态动力学，但概括性受到我们有目的抽样的限制。因此，我们呼吁采取有针对性的多层次干预措施，以支持农村和少数民族地区的音乐教育工作者。

{"title":"“Trading our lives for money”: A social ecology of burnout among “nomadic” Tibetan primary music teachers","authors":"Qizong Yue , Yuqi Lin , Katy Ieong Cheng Ho Weatherly","doi":"10.1016/j.tate.2026.105381","DOIUrl":"10.1016/j.tate.2026.105381","url":null,"abstract":"<div><div>This study investigates the challenges of music teachers in Tibetan primary schools through the Social Ecology of Burnout framework, addressing intrapersonal, interpersonal, institutional, and policy-level factors. Employing a qualitative case study of four focus groups comprising 28 participants, findings reveal systemic marginalization of music education, structural barriers, role overload, and identity erosion. Teachers reported frequent reassignment to non-music subjects, exclusion from training and evaluation systems, and heavy non-teaching duties under boarding-school models. These structural and relational stressors undermine instructional quality and foster professional instability, what we conceptualize as “professional nomadism,” a cross-ecological metaphor for how layered pressures destabilize teachers’ roles and belonging, reflecting fragmented identities and a lack of rootedness in the education system. While we revealed ecological dynamics sustaining burnout, generalizability is limited by our purposive sampling. As such, we call for targeted, multilevel interventions to support music educators in rural and minority regions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105381"},"PeriodicalIF":3.9,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978476","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}

引用次数: 0

Latent profile analysis of teachers’ self-efficacy: Relations with professional practices and team innovativeness 教师自我效能感的潜象分析：与专业实践、团队创新的关系

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-13 DOI: 10.1016/j.tate.2025.105368

Mehmet Tufan Yalçın

This study examines teachers’ self-efficacy profiles and their associations with professional practices and team innovativeness using Latent Profile Analysis. Based on data from 15,498 teachers across 825 schools in Türkiye from the TALIS 2018 survey, the research identifies four distinct self-efficacy profiles: Low, Average, High Controlling, and High Self-Efficacy. Findings indicate that professional development practices and team innovativeness are positively associated with higher teacher self-efficacy. By conceptualizing teacher self-efficacy as differentiated profiles rather than a unidimensional construct, this study offers valuable implications for future research, educational policy, and school-based professional development initiatives.

本研究以教师自我效能感为研究对象，运用隐型分析检视教师自我效能感与专业实践、团队创新的关系。根据2018年TALIS调查中来自日本825所学校的15498名教师的数据，该研究确定了四种不同的自我效能特征：低、平均、高控制和高自我效能。研究发现，专业发展实践和团队创新与教师自我效能感的提高呈正相关。通过将教师自我效能感定义为不同的特征，而不是一个单向度的概念，本研究为未来的研究、教育政策和学校专业发展倡议提供了有价值的启示。

引用次数: 0

Multilevel analysis of teachers' well-being and personal accomplishment and students’ self-esteem, self-efficacy, and academic burnout: A conservation of resources perspective 教师幸福感、个人成就感与学生自尊、自我效能感、学业倦怠的多层次分析：资源保护视角

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-10 DOI: 10.1016/j.tate.2026.105386

Yutong Liu , Mingyu Li , Huiping Chen , Xin Zhang

Although the scholarly literature on students' burnout has expanded markedly, it has remained largely confined to student-level determinants, leaving higher-level influences comparatively underexplored. This study examines the relationships between teachers' well-being and personal accomplishment and students' burnout, and the mediating roles of students' self-esteem and self-efficacy. Survey data were collected from 2979 students and 84 teachers across eight junior high schools in China, using a combination of adapted scales to measure different variables. Data analyzed through a multilevel mediation model revealed that teachers' personal accomplishment was negatively associated with students' burnout, mediated by both students' self-esteem and self-efficacy. Nevertheless, there was no significant association between teachers' well-being and students' burnout, but this association manifested indirectly through the mediation of students' self-esteem. The findings point to several practical directions for school leaders to develop supporting mechanisms to enhance teachers' psychological resources, improve students’ self-beliefs, and reduce their burnout.

尽管关于学生倦怠的学术文献已经显著增加，但它仍然主要局限于学生层面的决定因素，而对更高层次的影响的探索相对较少。本研究探讨教师幸福感、个人成就感与学生倦怠的关系，以及学生自尊和自我效能感的中介作用。调查数据来自中国八所初中的2979名学生和84名教师，使用适应量表的组合来测量不同的变量。通过多层次中介模型分析数据发现，教师个人成就感与学生职业倦怠呈负相关，学生自尊和自我效能都起到中介作用。教师幸福感与学生职业倦怠之间不存在显著的关联，但这种关联通过学生自尊的中介间接表现出来。研究结果为学校领导开发支持机制以增强教师心理资源、提高学生自我信念、减少学生倦怠提供了一些实践方向。

{"title":"Multilevel analysis of teachers' well-being and personal accomplishment and students’ self-esteem, self-efficacy, and academic burnout: A conservation of resources perspective","authors":"Yutong Liu , Mingyu Li , Huiping Chen , Xin Zhang","doi":"10.1016/j.tate.2026.105386","DOIUrl":"10.1016/j.tate.2026.105386","url":null,"abstract":"<div><div>Although the scholarly literature on students' burnout has expanded markedly, it has remained largely confined to student-level determinants, leaving higher-level influences comparatively underexplored. This study examines the relationships between teachers' well-being and personal accomplishment and students' burnout, and the mediating roles of students' self-esteem and self-efficacy. Survey data were collected from 2979 students and 84 teachers across eight junior high schools in China, using a combination of adapted scales to measure different variables. Data analyzed through a multilevel mediation model revealed that teachers' personal accomplishment was negatively associated with students' burnout, mediated by both students' self-esteem and self-efficacy. Nevertheless, there was no significant association between teachers' well-being and students' burnout, but this association manifested indirectly through the mediation of students' self-esteem. The findings point to several practical directions for school leaders to develop supporting mechanisms to enhance teachers' psychological resources, improve students’ self-beliefs, and reduce their burnout.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105386"},"PeriodicalIF":3.9,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978474","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}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Teaching and Teacher Education

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀