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Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation 行动反思的概念化：让教师成为合作和集体变革的推动者
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-10-03 DOI: 10.1016/j.tate.2024.104802
This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.
这项纵向案例研究对教师的 "行动反思"（RFA）（即行动前的主动反思或预期反思）进行了有实证依据的概念化。研究人员通过教师的在线讨论、关键事件叙述、访谈和研究人员的日志收集了图尔基耶五位在职 EFL 教师的数据。研究结果表明，受教师信念和自主性的影响，RFA 是一种个人、协作和集体的实践活动。通过激励、评估和行动的三重循环，RFA 似乎得到了促进，使教师能够发现自己的长处和短处，并制定策略，以更具创造性、创新性和突破性的教学方法挑战规定的制度实践。
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引用次数: 0
Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers 塑造未来的评估员：实习经历如何培养中学教育职前教师的评估素养
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-10-03 DOI: 10.1016/j.tate.2024.104798
This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.
本研究以评估素养为理论基础，分析了指导性实习对职前中等教育教师的评估观念和实践的影响。我们对西班牙的 18 名职前体育教师进行了定性研究。研究结果表明，参与者在实习期间遇到了与评估有关的各种困难和经历。尽管参与者设计的评估任务并不完全是形成性的，但对学生负责和改进学与教是最常见的评估理念。总的来说，实习经历再次肯定了他们以前对形成性评价的看法。
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引用次数: 0
School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education 教师教育体验式学习模式（IEM）范围内的校本全纳辅导
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-10-01 DOI: 10.1016/j.tate.2024.104799
This research employed school-based Inclusive Experimental Monitoring (IEM) mentoring within the scope of Kolb's (1984) experiential learning model. This was used to support pre-service teachers, combined with their existing undergraduate education at a Turkish university. The study undertook a mixed research approach, using the pre- and post-test experimental group (n=11) and control group (n=11). Various quantitative and qualitative data collection tools were used, including a personal information form, scales, questionnaires, video recordings, and unstructured observation. The results indicate that IEM has several positive outcomes for self-efficacy in inclusive education and readiness for the teaching profession. However, the study did not find any substantial changes in attitudes towards individuals with special educational needs, despite some observed positive impacts. It is believed that integrating IEM into the entire undergraduate education process can lead to further development in this regard.
这项研究在科尔布（1984 年）的体验式学习模式范围内，采用了校本全纳实验监测 （IEM）指导方法。该模式与土耳其一所大学现有的本科教育相结合，用于支持职前教师。本研究采用了混合研究方法，使用前后测试实验组（11 人）和对照组（11 人）。使用了各种定量和定性数据收集工具，包括个人信息表、量表、问卷、录像和非结构化观察。研究结果表明，全纳教育项目对全纳教育的自我效能感和教师职业的准备程度有积极的影响。然而，尽管观察到了一些积极的影响，但研究并未发现对有特殊教育需要的人的态度有任何实质性的改变。我们相信，将全纳教育融入整个本科教育过程，可以促进这方面的进一步发展。
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引用次数: 0
Digital learning in schools: Which skills do teachers need, and who should bring their own devices? 学校的数字化学习：教师需要哪些技能，谁应该自带设备？
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-30 DOI: 10.1016/j.tate.2024.104788
We investigated factors that are potentially associated with teaching and learning with digital technology, by replicating and extending Sailer, Murböck, and Fischer's (2021) study with a representative sample of 407 German secondary school teachers. In line with the replicated study, teachers' technology-related teaching skills were crucial for different forms of students' active learning, whereas the digital technology equipment available in a school was less important. School support was positively related to successful digital teaching and learning at schools. The success of Bring-Your-Own-Device depended on who brought the device, teachers or students.
我们通过对 Sailer、Murböck 和 Fischer（2021 年）的研究进行复制和扩展，以 407 名德国中学教师为代表性样本，调查了与数字技术教学相关的潜在因素。与复制的研究结果一致，教师与技术相关的教学技能对学生不同形式的主动学习至关重要，而学校现有的数字技术设备则不那么重要。学校的支持与数字化教学的成功与否呈正相关。自带设备 "的成功与否取决于谁带了设备，是教师还是学生。
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引用次数: 0
Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore 教师对其空间能力的看法不断变化：新加坡专业学习案例研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-28 DOI: 10.1016/j.tate.2024.104797
While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.
尽管人们越来越认识到学习环境对教学的作用，但却缺乏对教师空间能力的研究。本研究采用深入案例研究的方法，考察了专业学习和行动研究试点项目对提高新加坡一所公立中学教师空间能力的影响。研究结果表明，专业学习可以提高教师的知识水平、自我效能感和思维框架，使其在教学中更积极、更有意识地利用空间。这项研究明确了多层次专业学习计划如何支持教师空间能力的发展。
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引用次数: 0
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective 纵观全局从社会心理学角度探究学前教师采用以儿童为中心的教学方法的意向预测因素
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-26 DOI: 10.1016/j.tate.2024.104796
This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.
本研究的目的是在一个总体模型中探讨影响教师采用 "以儿童为中心的方法 "意向的决定因素。结合结构方程模型和多指标-多案例程序的分析过程表明，态度对教师的意向影响不大，而社会压力等外部因素对教师意向的形成起着更为重要的作用。此外，个人和情境因素也会影响教师的自我效能感和意向。本研究阐明了社会压力和自我效能感在影响教师对 "以儿童为中心的教育方法 "的意向方面的重要作用，从而丰富了现有文献。这些发现对学校领导、政策制定者和专业发展项目具有重要意义。
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引用次数: 0
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school 每天、每周还是同时？关于教师在课堂、团队和学校中的专业发展的经验取样研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-25 DOI: 10.1016/j.tate.2024.104771
In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.
在一项为期 21 天的研究中，753 名瑞士小学教师汇报了他们每天开展的有关课堂、团队和学校的专业发展活动。通过经验取样，我们考察了这些活动对教师幸福感的影响，以及对学生、团队和学校的学习效益。有 41% 的工作日开展了教学方面的专业发展活动，但团队和学校方面的活动很少。多层次分析凸显了个体间和个体内与收益和幸福感之间的关联。在开展课堂教学专业发展活动的日子里，教师们表示压力增大，但也认识到了学习的益处。参与更多专业发展活动的教师总体上表现出更高的幸福感和收益。
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引用次数: 0
Examining professional ideology through the perspectives of higher education professionals 从高等教育专业人员的视角审视专业意识形态
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-23 DOI: 10.1016/j.tate.2024.104774
Recent societal changes have sparked a growing interest in teachers' professional ideologies and pedagogical practices in higher education. Our qualitative study examines how market-driven private higher education impacts teachers’ professional ideologies. We have employed thematic analysis to interpret our data and generate themes. The themes explore eight teachers' diverse views on professional ideology, its importance in teaching, and the societal perception of private higher education. Participants also expressed concerns about the commercialization of higher education and societal biases against private universities. The study recommends implementing specialized management strategies and awareness campaigns to foster a professional culture that aligns with educational goals.
最近的社会变革引发了人们对高等教育中教师职业意识形态和教学实践的日益关注。我们的定性研究探讨了市场驱动的私立高等教育如何影响教师的专业意识形态。我们采用了主题分析法来解读数据并生成主题。这些主题探讨了八位教师对专业意识形态的不同看法、专业意识形态在教学中的重要性以及社会对私立高等教育的看法。参与者还表达了对高等教育商业化和社会对私立大学偏见的担忧。研究建议实施专门的管理策略和宣传活动，以培养与教育目标相一致的专业文化。
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引用次数: 0
Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom 培养中学科学职前教师处理多语种学习者想法的能力：使用 TeachLivE™ 虚拟教室的实践社区案例研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-21 DOI: 10.1016/j.tate.2024.104794

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

在本案例研究中，我们调查了跨学科教师教育者如何作为实践社区（CoP；n = 3）开展合作，以支持中学科学课教师（n = 7）学习如何在模拟课堂 TeachLivE™ 中使用三焦点教学法来处理多语种学习者的科学想法。数据来源包括 TeachLivE™ 课程的音频/视频记录和 PST 反思调查。调查结果显示，专业技术人员在实施三焦点教学法时需要持续的支持，并得到了合作小组的协作反馈。PST 赞赏与多语种学习者互动的真实情境以及 TeachLivE™ 中的辅导课程。讨论了未来研究和 TeachLivE™ 实践的意义。
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引用次数: 0
The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory 在充满挑战的条件下工作的教师的全纳心态转变需求：从活动和归因理论的角度进行研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching and Teacher Education
Pub Date : 2024-09-21 DOI: 10.1016/j.tate.2024.104793

The study examines the professional transformation and support required by teachers in challenging conditions, particularly those with students affected by forced migration, to implement inclusive pedagogy. Through a case study involving three primary school teachers, data were gathered using individual and focus group interviews, and observations. The study, framed within Activity Theory and Attribution Theory, identified the teachers' needs and the difficulties they face in applying inclusive pedagogy. Findings emphasize the need for mindset transformation and professional development in three areas: internalising inclusive education, recognizing personal empowerment, and gaining experiential knowledge. The study recommends supporting teachers to overcome systemic challenges and promoting a growth-oriented mindset. Future research should include other stakeholders' perspectives and further explore theoretical relationships.

本研究探讨了教师在具有挑战性的条件下，尤其是在有受强迫移民影响的学生的情况下，实施全纳教学法所需的专业转型和支持。通过涉及三位小学教师的案例研究，利用个人访谈、焦点小组访谈和观察收集数据。这项研究以活动理论和归因理论为框架，确定了教师的需求以及他们在应用全纳教学法时面临的困难。研究结果表明，教师需要在以下三个方面转变思想观念，促进专业发展：全纳教育的内化、个人能力的提高和经验知识的积累。研究建议支持教师克服系统性挑战，促进以成长为导向的心态。今后的研究应包括其他利益相关者的观点，并进一步探讨理论关系。
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引用次数: 0
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