Pub Date : 2024-10-11DOI: 10.1016/j.tate.2024.104805
Stephanie Zito, Julia Petrovic, Bilun N. Böke, Isabel Sadowski, Dana Carsley, Nancy L. Heath
Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula.
{"title":"Exploring the stress management and well-being needs of pre-service teachers","authors":"Stephanie Zito, Julia Petrovic, Bilun N. Böke, Isabel Sadowski, Dana Carsley, Nancy L. Heath","doi":"10.1016/j.tate.2024.104805","DOIUrl":"10.1016/j.tate.2024.104805","url":null,"abstract":"<div><div>Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104805"},"PeriodicalIF":4.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421539","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}
Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.
{"title":"Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences","authors":"Patricia Martínez-Álvarez , Isabel Cuevas , Natalia Sáez , Minhye Son","doi":"10.1016/j.tate.2024.104801","DOIUrl":"10.1016/j.tate.2024.104801","url":null,"abstract":"<div><div>Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104801"},"PeriodicalIF":4.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421540","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 : 2024-10-04DOI: 10.1016/j.tate.2024.104800
Savaş Varlık , Fadimana Varlık , Memet Karakuş
This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.
{"title":"Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking?","authors":"Savaş Varlık , Fadimana Varlık , Memet Karakuş","doi":"10.1016/j.tate.2024.104800","DOIUrl":"10.1016/j.tate.2024.104800","url":null,"abstract":"<div><div>This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104800"},"PeriodicalIF":4.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421538","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 : 2024-10-03DOI: 10.1016/j.tate.2024.104802
Elif Burhan-Horasanlı , Deniz Ortaçtepe Hart
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.
{"title":"Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation","authors":"Elif Burhan-Horasanlı , Deniz Ortaçtepe Hart","doi":"10.1016/j.tate.2024.104802","DOIUrl":"10.1016/j.tate.2024.104802","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104802"},"PeriodicalIF":4.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421537","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 : 2024-10-03DOI: 10.1016/j.tate.2024.104798
Rodrigo Pardo , Daniel García-Pérez , Ernesto Panadero
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.
{"title":"Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers","authors":"Rodrigo Pardo , Daniel García-Pérez , Ernesto Panadero","doi":"10.1016/j.tate.2024.104798","DOIUrl":"10.1016/j.tate.2024.104798","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104798"},"PeriodicalIF":4.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421536","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 : 2024-10-01DOI: 10.1016/j.tate.2024.104799
Mahmut Serkan Yazici , Fatma Gül Uzuner
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.
{"title":"School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education","authors":"Mahmut Serkan Yazici , Fatma Gül Uzuner","doi":"10.1016/j.tate.2024.104799","DOIUrl":"10.1016/j.tate.2024.104799","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104799"},"PeriodicalIF":4.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358751","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 : 2024-09-30DOI: 10.1016/j.tate.2024.104788
Anne Lohr , Michael Sailer , Matthias Stadler , Frank Fischer
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.
{"title":"Digital learning in schools: Which skills do teachers need, and who should bring their own devices?","authors":"Anne Lohr , Michael Sailer , Matthias Stadler , Frank Fischer","doi":"10.1016/j.tate.2024.104788","DOIUrl":"10.1016/j.tate.2024.104788","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104788"},"PeriodicalIF":4.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358750","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 : 2024-09-28DOI: 10.1016/j.tate.2024.104797
Marian Mahat , Chin Ee Loh
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.
{"title":"Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore","authors":"Marian Mahat , Chin Ee Loh","doi":"10.1016/j.tate.2024.104797","DOIUrl":"10.1016/j.tate.2024.104797","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104797"},"PeriodicalIF":4.0,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358749","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 : 2024-09-26DOI: 10.1016/j.tate.2024.104796
Hasan Dilek
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.
{"title":"Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective","authors":"Hasan Dilek","doi":"10.1016/j.tate.2024.104796","DOIUrl":"10.1016/j.tate.2024.104796","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104796"},"PeriodicalIF":4.0,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323956","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}
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.
{"title":"Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school","authors":"Miriam Compagnoni , Beat Rechsteiner , Flurin Gotsch , Urs Grob , Andrea Wullschleger , Katharina Maag Merki","doi":"10.1016/j.tate.2024.104771","DOIUrl":"10.1016/j.tate.2024.104771","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104771"},"PeriodicalIF":4.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319617","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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