Pub Date : 2025-01-06DOI: 10.1016/j.tate.2024.104923
M.G. Harrison , J. Ying , C. Briffett-Aktaş , G. Tsui , A.S. Cheng , L. Jackson
Gratitude is usually conceptualised psychologically and approached through interventions largely detached from pedagogy and the wider context of school. However, its roles in learning and socialisation differ across cultures, and may impact teachers’ perceptions and practices. We interviewed teachers in Hong Kong. International school teachers emphasised the importance of gratitude in developing interpersonal relationships and saw performative acts of gratitude as lacking genuineness. Local (public) school teachers valued explicit gratitude, which they saw as essential for maintaining social harmony. These differences suggest that gratitude serves different functions in the two school systems. We discuss implications for gratitude education.
{"title":"Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools","authors":"M.G. Harrison , J. Ying , C. Briffett-Aktaş , G. Tsui , A.S. Cheng , L. Jackson","doi":"10.1016/j.tate.2024.104923","DOIUrl":"10.1016/j.tate.2024.104923","url":null,"abstract":"<div><div>Gratitude is usually conceptualised psychologically and approached through interventions largely detached from pedagogy and the wider context of school. However, its roles in learning and socialisation differ across cultures, and may impact teachers’ perceptions and practices. We interviewed teachers in Hong Kong. International school teachers emphasised the importance of gratitude in developing interpersonal relationships and saw performative acts of gratitude as lacking genuineness. Local (public) school teachers valued explicit gratitude, which they saw as essential for maintaining social harmony. These differences suggest that gratitude serves different functions in the two school systems. We discuss implications for gratitude education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104923"},"PeriodicalIF":4.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097716","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 : 2025-01-04DOI: 10.1016/j.tate.2024.104919
Robert C. Kleinsasser , Hafdis Guðjónsdóttir
{"title":"Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024","authors":"Robert C. Kleinsasser , Hafdis Guðjónsdóttir","doi":"10.1016/j.tate.2024.104919","DOIUrl":"10.1016/j.tate.2024.104919","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104919"},"PeriodicalIF":4.0,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101845","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 : 2025-01-03DOI: 10.1016/j.tate.2024.104916
Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Diane Horm , Noreen Yazejian , Donna Bryant
We used multilevel survival analysis with a longitudinal database to examine Head Start teacher turnover trends and their relationships with teacher, child, and work environment characteristics. The annual turnover rate ranged from 18 to 41%. After controlling for various covariates, we found that teachers with higher education levels, fewer years of experience, and/or higher levels of depressive symptoms were at higher risk of leaving. Also, teachers with more Dual Language Learners and children with health issues in their classrooms were more likely to leave. Teachers who perceived they had more job resources and intrinsic rewards were less likely to leave.
{"title":"A longitudinal study of Head Start teacher turnover trends and factors","authors":"Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Diane Horm , Noreen Yazejian , Donna Bryant","doi":"10.1016/j.tate.2024.104916","DOIUrl":"10.1016/j.tate.2024.104916","url":null,"abstract":"<div><div>We used multilevel survival analysis with a longitudinal database to examine Head Start teacher turnover trends and their relationships with teacher, child, and work environment characteristics. The annual turnover rate ranged from 18 to 41%. After controlling for various covariates, we found that teachers with higher education levels, fewer years of experience, and/or higher levels of depressive symptoms were at higher risk of leaving. Also, teachers with more Dual Language Learners and children with health issues in their classrooms were more likely to leave. Teachers who perceived they had more job resources and intrinsic rewards were less likely to leave.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104916"},"PeriodicalIF":4.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097720","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 : 2025-01-03DOI: 10.1016/j.tate.2024.104878
Laura Hamman-Ortiz , Deborah Romero
This comparative case study explores the learning trajectories of two teachers (one bilingual, one monolingual) who participated in translanguaging professional development, considering how contextual and individual factors shaped their evolving translanguaging stance and design. Findings reveal both teachers shifted toward more intentional, expansive understandings of bilingualism, although this manifested differently for each. We argue that teacher education research on translanguaging needs to shift not only from “unofficial” to “purposeful” translanguaging policies, but toward understanding translanguaging as mediated praxis. This lens foregrounds the individual, ideological, and logistical factors shaping classroom translanguaging and illuminates supports teachers need to enact meaningful translanguaging pedagogy.
{"title":"Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy","authors":"Laura Hamman-Ortiz , Deborah Romero","doi":"10.1016/j.tate.2024.104878","DOIUrl":"10.1016/j.tate.2024.104878","url":null,"abstract":"<div><div>This comparative case study explores the learning trajectories of two teachers (one bilingual, one monolingual) who participated in translanguaging professional development, considering how contextual and individual factors shaped their evolving translanguaging stance and design. Findings reveal both teachers shifted toward more intentional, expansive understandings of bilingualism, although this manifested differently for each. We argue that teacher education research on translanguaging needs to shift not only from “unofficial” to “purposeful” translanguaging policies, but toward understanding translanguaging as <em>mediated praxis.</em> This lens foregrounds the individual, ideological, and logistical factors shaping classroom translanguaging and illuminates supports teachers need to enact meaningful translanguaging pedagogy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104878"},"PeriodicalIF":4.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097719","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}
Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-producers of educational practices. The results suggest that reimagining new teacher induction to emphasise opportunities rather than deficiencies can better its practices and improve the attractiveness and reputation of the teaching profession.
{"title":"Reframing new teacher induction: Opportunities over deficiencies","authors":"Remi Skytterstad , Yngve Antonsen , Jessica Aspfors , Hannu L.T. Heikkinen","doi":"10.1016/j.tate.2024.104910","DOIUrl":"10.1016/j.tate.2024.104910","url":null,"abstract":"<div><div>Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an <em>opportunity perspective</em> recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-producers of educational practices. The results suggest that reimagining new teacher induction to emphasise opportunities rather than deficiencies can better its practices and improve the attractiveness and reputation of the teaching profession.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104910"},"PeriodicalIF":4.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143100281","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 : 2024-12-31DOI: 10.1016/j.tate.2024.104921
Narueporn Wuttiphan , Parama Kwangmuang
Developing critical writing skills is challenging in Chinese language education for Thai students. This study designed and evaluated a ubiquitous learning environment to enhance these skills through developmental research with 60 undergraduate students. Results showed significant improvement in the experimental group's critical writing skills (pre-test M = 72.5 to post-test M = 88.7) compared to the control group (M = 73.2 to M = 79.5, p < 0.001, d = 1.28). Expert evaluation (n = 15) confirmed the environment's effectiveness (M = 4.7/5.0), and students reported high satisfaction (M = 4.5/5.0). The findings demonstrate the potential of ubiquitous learning for developing critical writing skills.
{"title":"Designing a ubiquitous learning environment to enhance pre-service Chinese language teachers’ critical writing skills: A developmental research approach","authors":"Narueporn Wuttiphan , Parama Kwangmuang","doi":"10.1016/j.tate.2024.104921","DOIUrl":"10.1016/j.tate.2024.104921","url":null,"abstract":"<div><div>Developing critical writing skills is challenging in Chinese language education for Thai students. This study designed and evaluated a ubiquitous learning environment to enhance these skills through developmental research with 60 undergraduate students. Results showed significant improvement in the experimental group's critical writing skills (pre-test M = 72.5 to post-test M = 88.7) compared to the control group (M = 73.2 to M = 79.5, p < 0.001, d = 1.28). Expert evaluation (n = 15) confirmed the environment's effectiveness (M = 4.7/5.0), and students reported high satisfaction (M = 4.5/5.0). The findings demonstrate the potential of ubiquitous learning for developing critical writing skills.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104921"},"PeriodicalIF":4.0,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143100282","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 : 2024-12-31DOI: 10.1016/j.tate.2024.104857
Toshiya Sawada
This study analysed trends in professional development support documents for teachers prepared by Japanese municipalities. To achieve this, casebooks of teachers' practice, collections of teachers’ research papers, and lesson standards prepared by municipalities and their backgrounds were examined. Municipalities with more schools, supervisors, and outcome goals related to academic achievement scores were likely to prepare lesson standards. Meanwhile, municipalities with educational research institutes tended to prepare casebooks and research paper collections. The results demonstrate diverse patterns of preparing professional development support documents and suggest that all local governments face challenges in making sense of classroom practices.
{"title":"Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?","authors":"Toshiya Sawada","doi":"10.1016/j.tate.2024.104857","DOIUrl":"10.1016/j.tate.2024.104857","url":null,"abstract":"<div><div>This study analysed trends in professional development support documents for teachers prepared by Japanese municipalities. To achieve this, casebooks of teachers' practice, collections of teachers’ research papers, and lesson standards prepared by municipalities and their backgrounds were examined. Municipalities with more schools, supervisors, and outcome goals related to academic achievement scores were likely to prepare lesson standards. Meanwhile, municipalities with educational research institutes tended to prepare casebooks and research paper collections. The results demonstrate diverse patterns of preparing professional development support documents and suggest that all local governments face challenges in making sense of classroom practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104857"},"PeriodicalIF":4.0,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143100283","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 : 2024-12-26DOI: 10.1016/j.tate.2024.104911
Turjeman Lir , Zadok Iris
This study explores narratives in the discourse of preschool educators with children and parents coping with a child whose sibling has cancer. Using a qualitative phenomenological approach involving fifteen educators, three themes emerged, reflecting educators' perceptions of their coping in relation to children, parents, and the child's peers. The study expands knowledge on preschool teachers' encounters with children who have siblings with cancer and their families. Findings highlight the need to develop policies and provide preschool teachers with training, supervision, and support for effective communication with children and parents in crisis.
{"title":"“She's got cancer in her head, and I don't mean the zodiac sign”:The narratives shared by preschool educators working with children whose siblings have cancer","authors":"Turjeman Lir , Zadok Iris","doi":"10.1016/j.tate.2024.104911","DOIUrl":"10.1016/j.tate.2024.104911","url":null,"abstract":"<div><div>This study explores narratives in the discourse of preschool educators with children and parents coping with a child whose sibling has cancer. Using a qualitative phenomenological approach involving fifteen educators, three themes emerged, reflecting educators' perceptions of their coping in relation to children, parents, and the child's peers. The study expands knowledge on preschool teachers' encounters with children who have siblings with cancer and their families. Findings highlight the need to develop policies and provide preschool teachers with training, supervision, and support for effective communication with children and parents in crisis.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104911"},"PeriodicalIF":4.0,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099783","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 : 2024-12-24DOI: 10.1016/j.tate.2024.104918
Xiaohong Sun , Wei Liao
Teacher disappointment, as a negative emotion, has been understudied in existing research. This ethnographic case study examines the sources, expressions, and responses of Chinese rural teachers’ disappointment in their professional work. Drawing on semi-structured interviews, observation field notes, and archival documents, we identified three findings: 1) challenging interpersonal relationships were the primary source of teacher disappointment; 2) most teachers expressed their disappointment implicitly; 3) the teachers responded to disappointment with varying approaches. These research findings add new empirical evidence and theoretical insights to the international literature on teacher emotion. They also highlight the sociocultural dimension of teacher disappointment.
{"title":"“Lying flat” not involuting: An ethnographic case study on teacher disappointment in Chinese rural context","authors":"Xiaohong Sun , Wei Liao","doi":"10.1016/j.tate.2024.104918","DOIUrl":"10.1016/j.tate.2024.104918","url":null,"abstract":"<div><div>Teacher disappointment, as a negative emotion, has been understudied in existing research. This ethnographic case study examines the sources, expressions, and responses of Chinese rural teachers’ disappointment in their professional work. Drawing on semi-structured interviews, observation field notes, and archival documents, we identified three findings: 1) challenging interpersonal relationships were the primary source of teacher disappointment; 2) most teachers expressed their disappointment implicitly; 3) the teachers responded to disappointment with varying approaches. These research findings add new empirical evidence and theoretical insights to the international literature on teacher emotion. They also highlight the sociocultural dimension of teacher disappointment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104918"},"PeriodicalIF":4.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099782","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}
Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that “education for all” in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers’ commitment to inclusion.
{"title":"Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes","authors":"Lijuan Wang , Leah Luedtke , Régis Malet , Olli-Pekka Malinen","doi":"10.1016/j.tate.2024.104914","DOIUrl":"10.1016/j.tate.2024.104914","url":null,"abstract":"<div><div>Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that “education for all” in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers’ commitment to inclusion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104914"},"PeriodicalIF":4.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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