Pub Date : 2024-10-24DOI: 10.1016/j.tate.2024.104818
Gro Mathias , Øyvind Førland Standal
This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characterised by a diagnosing gaze on individual pupils; and the societal level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.
{"title":"What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education","authors":"Gro Mathias , Øyvind Førland Standal","doi":"10.1016/j.tate.2024.104818","DOIUrl":"10.1016/j.tate.2024.104818","url":null,"abstract":"<div><div>This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the <em>individual</em> level, concerned with teachers’ performance as social caretakers; the <em>community</em> level, characterised by a diagnosing gaze on individual pupils; and the <em>societal</em> level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104818"},"PeriodicalIF":4.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-23DOI: 10.1016/j.tate.2024.104821
Sooyeon Byun , Lieny Jeon
This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.
{"title":"Associations among preschool classroom chaos, work climates, and child outcomes","authors":"Sooyeon Byun , Lieny Jeon","doi":"10.1016/j.tate.2024.104821","DOIUrl":"10.1016/j.tate.2024.104821","url":null,"abstract":"<div><div>This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104821"},"PeriodicalIF":4.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-22DOI: 10.1016/j.tate.2024.104811
Hongbiao Yin , Yangyang Guo , Zhijun Liu
This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.
{"title":"Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching","authors":"Hongbiao Yin , Yangyang Guo , Zhijun Liu","doi":"10.1016/j.tate.2024.104811","DOIUrl":"10.1016/j.tate.2024.104811","url":null,"abstract":"<div><div>This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104811"},"PeriodicalIF":4.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530002","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}
This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.
{"title":"Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study","authors":"Paméla McMahon-Morin , Marie-Pier Gingras , Marie-Christine Hallé , Stefano Rezzonico , Bouchra Nasri","doi":"10.1016/j.tate.2024.104806","DOIUrl":"10.1016/j.tate.2024.104806","url":null,"abstract":"<div><div>This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104806"},"PeriodicalIF":4.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-21DOI: 10.1016/j.tate.2024.104815
Panpan Zhang , Hailing Wei , Yang Gao
This study examines the emotional landscapes experienced by student teachers participating in voluntary teaching practices within rural settings, specifically focusing on China's Far West Program (CFWP, Xibujihua). Grounded in an ecological perspective, this study unravels complex emotional incidents through semi-structured interviews with ten student teachers, which happened at micro, meso, exo, macro, and chrono levels, and get intertwined with individual agency and ecological contexts. The findings highlight both static expressions and dynamic processes of voluntary educators' emotional experiences. “Proactively regulating emotions” and “passively being regulated” emerged as two predominant themes, calling for greater support for within rural voluntary teaching communities.
{"title":"Chinas far west program: An ecological exploration into student teachers' emotion labor in voluntary rural teaching practices","authors":"Panpan Zhang , Hailing Wei , Yang Gao","doi":"10.1016/j.tate.2024.104815","DOIUrl":"10.1016/j.tate.2024.104815","url":null,"abstract":"<div><div>This study examines the emotional landscapes experienced by student teachers participating in voluntary teaching practices within rural settings, specifically focusing on <em>China</em>'<em>s Far West Program (CFWP, Xibujihua)</em>. Grounded in an ecological perspective, this study unravels complex emotional incidents through semi-structured interviews with ten student teachers, which happened at micro, meso, exo, macro, and chrono levels, and get intertwined with individual agency and ecological contexts. The findings highlight both static expressions and dynamic processes of voluntary educators' emotional experiences. “<em>Proactively regulating emotions</em>” and “<em>passively being regulated</em>” emerged as two predominant themes, calling for greater support for within rural voluntary teaching communities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104815"},"PeriodicalIF":4.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-20DOI: 10.1016/j.tate.2024.104809
Henry Tran , Saharnaz Babaei-Balderlou , Randall S. Vesely
This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.
{"title":"Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover","authors":"Henry Tran , Saharnaz Babaei-Balderlou , Randall S. Vesely","doi":"10.1016/j.tate.2024.104809","DOIUrl":"10.1016/j.tate.2024.104809","url":null,"abstract":"<div><div>This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104809"},"PeriodicalIF":4.0,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.tate.2024.104814
Nikki Aharonian
Research and writing pose significant challenges for teacher educators balancing heavy teaching loads. To address this, I founded the Etnachta writing community for my colleagues in an Israeli college of education. This qualitative practitioner inquiry explores the motives of twelve teacher educators who joined Etnachta and the benefits they derived. Interview findings and my research journal reveal how writing in social spaces enhances professional agency and well-being. Writing community participation provides transformational professional development, promotes a robust writerly identity, and increases academic activity. The study strongly advocates for proactive collaboration among teacher educators to create conducive conditions for professional writing.
{"title":"Teacher educators in an academic writing community: Fostering agency and well-being","authors":"Nikki Aharonian","doi":"10.1016/j.tate.2024.104814","DOIUrl":"10.1016/j.tate.2024.104814","url":null,"abstract":"<div><div>Research and writing pose significant challenges for teacher educators balancing heavy teaching loads. To address this, I founded the Etnachta writing community for my colleagues in an Israeli college of education. This qualitative practitioner inquiry explores the motives of twelve teacher educators who joined Etnachta and the benefits they derived. Interview findings and my research journal reveal how writing in social spaces enhances professional agency and well-being. Writing community participation provides transformational professional development, promotes a robust writerly identity, and increases academic activity. The study strongly advocates for proactive collaboration among teacher educators to create conducive conditions for professional writing.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104814"},"PeriodicalIF":4.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-17DOI: 10.1016/j.tate.2024.104804
Sean Casham, Lynn Sheridan, Shirley Agostinho
Artistry is the personalisation and creativity essential to good teaching. A systematic literature review examined empirical work in classroom contexts over 50 years. The review found 30 studies from SCOPUS, Web of Science, and ERIC databases that examined artistry in teaching regarding aesthetical dimensions, how artistry improves a teacher's skills and thinking, and illuminates artistry's importance. Six themes emerged: artistry is defined differently, undermined by measurements, essential to good teaching, helps form strong social bonds and free-thinking, induces rich aesthetic experiences, and is philosophically holistic and disruptive. A model of artistry is presented with recommendations for future research.
艺术性是良好教学必不可少的个性化和创造性。一项系统的文献综述研究了 50 年来课堂教学中的实证工作。该综述从 SCOPUS、Web of Science 和 ERIC 数据库中找到了 30 项研究，这些研究从美学角度探讨了教学艺术性、艺术性如何提高教师的技能和思维，并阐明了艺术性的重要性。研究提出了六个主题：艺术性有不同的定义；艺术性会受到衡量标准的影响；艺术性对良好教学至关重要；艺术性有助于形成牢固的社会纽带和自由思维；艺术性能诱发丰富的审美体验；艺术性在哲学上具有整体性和破坏性。本文提出了一个艺术性模型，并对今后的研究提出了建议。
{"title":"Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)","authors":"Sean Casham, Lynn Sheridan, Shirley Agostinho","doi":"10.1016/j.tate.2024.104804","DOIUrl":"10.1016/j.tate.2024.104804","url":null,"abstract":"<div><div>Artistry is the personalisation and creativity essential to good teaching. A systematic literature review examined empirical work in classroom contexts over 50 years. The review found 30 studies from SCOPUS, Web of Science, and ERIC databases that examined artistry in teaching regarding aesthetical dimensions, how artistry improves a teacher's skills and thinking, and illuminates artistry's importance. Six themes emerged: artistry is defined differently, undermined by measurements, essential to good teaching, helps form strong social bonds and free-thinking, induces rich aesthetic experiences, and is philosophically holistic and disruptive. A model of artistry is presented with recommendations for future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104804"},"PeriodicalIF":4.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-13DOI: 10.1016/j.tate.2024.104810
Xiaoyan Li , Wei Liao , Qiujin Dong , Xudong Zhu
This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-university-based teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators; b) Enriching knowledge by coordinating between different sources; and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs’ professional learning.
{"title":"From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons","authors":"Xiaoyan Li , Wei Liao , Qiujin Dong , Xudong Zhu","doi":"10.1016/j.tate.2024.104810","DOIUrl":"10.1016/j.tate.2024.104810","url":null,"abstract":"<div><div>This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-university-based teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators; b) Enriching knowledge by coordinating between different sources; and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs’ professional learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104810"},"PeriodicalIF":4.0,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-13DOI: 10.1016/j.tate.2024.104807
Yaacov B. Yablon, Noam Wertheimer, Sharon Hollombe, Shira Iluz
Teachers frequently encounter conflicts in schools, posing significant challenges that impact both educators and institutions. Based on the theoretical framework of the Needs-Based Model of Reconciliation, we explored teachers' emotional needs during conflicts. Two studies were conducted: self-reports from 196 Israeli high school teachers and observations of 15 teachers in simulations. Multivariate analysis revealed that teachers aim to restore emotional needs during conflicts. While they reported a need for morality, their behavior displayed a need for agency. These findings suggest that addressing teachers' emotional needs could be an effective conflict resolution strategy and highlight pathways for successful professional development.
{"title":"The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation","authors":"Yaacov B. Yablon, Noam Wertheimer, Sharon Hollombe, Shira Iluz","doi":"10.1016/j.tate.2024.104807","DOIUrl":"10.1016/j.tate.2024.104807","url":null,"abstract":"<div><div>Teachers frequently encounter conflicts in schools, posing significant challenges that impact both educators and institutions. Based on the theoretical framework of the Needs-Based Model of Reconciliation, we explored teachers' emotional needs during conflicts. Two studies were conducted: self-reports from 196 Israeli high school teachers and observations of 15 teachers in simulations. Multivariate analysis revealed that teachers aim to restore emotional needs during conflicts. While they reported a need for morality, their behavior displayed a need for agency. These findings suggest that addressing teachers' emotional needs could be an effective conflict resolution strategy and highlight pathways for successful professional development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":""},"PeriodicalIF":4.0,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421515","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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