Teaching and Teacher Education最新文献

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Integrating expectancy-value theory and social capital: A netnographic study of social studies teachers' motivations for participation in online teacher communities 整合期望价值理论与社会资本：社会学教师参与网络教师社区动机的网络研究

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.2026.105385

Birsel Arıkan Karagöz , Servet Üztemur

This netnographic study explores the motivations of social studies teachers in Turkey to participate in Facebook-based online teacher communities and post content. Integrating expectancy-value theory and sociocultural perspectives on online communities of practice (CoPs) and social capital, this study conceptualizes teachers' online participation as both an individual cost–benefit evaluation and a socially embedded practice. Using a three-phase netnographic design (systematic observation, content analysis, and follow-up interviews), data were generated from posts and comments in three large Facebook groups and from in-depth interviews with active participants. Thematic analysis shows that teachers join and contribute primarily to access subject-specific resources, solve classroom problems, reduce professional isolation, and receive emotional support, while generally avoiding open conflict and controversy. By linking teachers’ stated reasons for posting to established motivational and sociocultural frameworks, the study extends international research on online teacher communities to the understudied context of Turkish social studies education.

本网络学研究探讨了土耳其社会研究教师参与基于facebook的在线教师社区和发布内容的动机。本研究整合线上实践社群（cop）与社会资本的期望价值理论与社会文化观点，将教师线上参与概念化为一种个人成本效益评估与社会嵌入实践。采用三阶段网络图设计（系统观察、内容分析和随访访谈），从三个大型Facebook群组的帖子和评论以及对活跃参与者的深度访谈中生成数据。专题分析表明，教师参与并作出贡献的主要目的是获取特定学科的资源、解决课堂问题、减少专业孤立和获得情感支持，同时一般避免公开冲突和争议。通过将教师陈述的发帖原因与既定的动机和社会文化框架联系起来，该研究将在线教师社区的国际研究扩展到土耳其社会研究教育的未充分研究背景。

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引用次数: 0

Resilience in Early Head Start: The changing role of teacher well-being and structural features in interaction quality across the COVID-19 divide 早期领先优势中的韧性：教师幸福感和结构特征在2019冠状病毒病区互动质量中的作用变化

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.2025.105376

Ji Young Lee , Em Clark , Cynthia A. Wiltshire , Michael J. Haslip

This study investigates how teacher well-being and structural features in Early Head Start settings shape teacher–child interaction quality across the pre-pandemic (2018) and mid-pandemic (2022) periods. We examine organizational climate and depression as indicators of well-being, along with structural features including teacher-child ratio, professional development plan use, and educational level. Results showed that from 2018 to 2022, teachers' perceived cohesion, communication, and satisfaction declined, while stress increased. Support for cognitive development and the teacher-child ratio both decreased, whereas teachers' support for social-emotional development increased, suggesting a behavioral expression of resilience in this domain. Teachers' higher educational level predicted higher social-emotional support during the pandemic, highlighting teacher education as a potential source of resilience. These findings underscore the importance of strengthening teachers’ educational qualifications and enhancing teacher well-being to sustain high-quality interactions during crises.

本研究调查了在大流行前（2018年）和大流行中期（2022年）期间，早期学前教育环境中的教师福祉和结构特征如何影响师生互动质量。我们考察了组织氛围和抑郁作为幸福感的指标，以及包括师生比例、专业发展计划使用和教育水平在内的结构特征。结果显示，2018 - 2022年，教师感知凝聚力、沟通和满意度下降，压力增加。对认知发展的支持和师生比例均有所下降，而教师对社会情感发展的支持则有所增加，表明心理弹性在这一领域有行为表现。在疫情期间，教师受教育程度越高，社会情感支持就越高，这凸显了教师教育是韧性的潜在来源。这些发现强调了加强教师的教育资格和提高教师福祉对于在危机期间维持高质量互动的重要性。

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引用次数: 0

Retaining from away and homegrown teachers in rural schools: Supportive working conditions, community connectedness, and person-organization fit theory 农村学校留住外来教师和本土教师：支持性工作条件、社区连通性和个人与组织的契合理论

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-09 DOI: 10.1016/j.tate.2025.105380

Luke C. Miller , Erica Sachs Langerhans , Daniel W. Player , Rachel S. White

Rural school administrators prefer hiring homegrown teachers and teachers from rural backgrounds because they are more likely to stay than teachers from away; however, administrators often need to hire non-local candidates to fully staff their schools and provide students with a diversity of perspectives. Applying person-organization fit theory, we investigated the role of teacher working conditions (TWC) in the relationship between community connectedness and rural teachers’ job satisfaction and retention plans in one American state. More connected teachers held more favorable perceptions of TWC (family engagement and rigorous instruction, especially) and were more satisfied and more likely to intend to stay. TWC mediated the connectedness-satisfaction relationship and partially mediated the connectedness-retention plans relationship. If rural administrators provide candidates with working conditions they perceive as supportive then teachers from away will be equally as satisfied with their jobs as homegrown teachers and the differences in their retention intentions will be reduced.

农村学校的管理者更愿意聘用本土教师和农村背景的教师，因为他们比外地教师更有可能留下来；然而，管理人员往往需要雇用非本地候选人来充实他们的学校，并为学生提供多样化的视角。本文运用人-组织契合理论，研究了教师工作条件（TWC）在社区连通性、乡村教师工作满意度和留任计划之间的作用。关系越密切的教师对TWC（尤其是家庭参与和严格教学）的看法越好，对TWC更满意，也更有可能留下来。TWC在连通性-满意度关系中起中介作用，在连通性-保留计划关系中起部分中介作用。如果农村管理者为候选人提供他们认为有利的工作条件，那么外来教师对自己的工作的满意度就会和本土教师一样高，他们留任意愿的差异就会缩小。

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引用次数: 0

Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals 教师的情境喜悦、愤怒和成就目标与控制评价和价值评价的联系

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-09 DOI: 10.1016/j.tate.2025.105352

Tanja Bross , Anne Christiane Frenzel , Thomas Goetz , Ulrike Elisabeth Nett

This study, grounded in Pekrun's control-value theory, examined how teachers' joy and anger are linked to their achievement goals across various work situations (teaching, interaction with colleagues, administration, other). Furthermore, it investigated whether these linkages are mediated by control- and value-appraisals. In a two-week diary study with 165 teachers from elementary and vocational track secondary schools, 2148 daily situations were recorded. The findings revealed that the within-person level associations between teachers' joy and anger and their achievement goals differed from the between-person level findings and varied across situations with different valence, but remained consistent across different classes of situations. Control-appraisals, in contrast to value-appraisals, mediated the associations between joy and achievement goals as well as between anger and achievement goals at the within-person level. The results highlight the importance of within-person dynamics in understanding how teachers' emotions relate to their achievement goals in everyday school life.

这项研究以Pekrun的控制价值理论为基础，研究了教师的喜悦和愤怒是如何与他们在各种工作情况下（教学、与同事互动、管理等）的成就目标联系在一起的。此外，它调查了这些联系是否由控制和价值评价介导。在一项为期两周的日记研究中，来自小学和职业中学的165名教师记录了2148个日常情况。结果表明，教师的喜怒情绪与成就目标在个人层面上的关联不同于个人层面上的关联，在不同效价的情境中存在差异，但在不同类别的情境中保持一致。与价值评价相比，控制评价在个人层面上调解了快乐与成就目标之间以及愤怒与成就目标之间的联系。研究结果强调了个人动态在理解教师情绪与他们在日常学校生活中的成就目标之间的关系中的重要性。

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引用次数: 0

Affirming our identities: Teaching with diverse children’s literature 确认我们的身份：用不同的儿童文学教学

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-09 DOI: 10.1016/j.tate.2025.105378

Sarah D. Reid , Antonio J. Castro

Drawing upon critical sociocultural theory, this qualitative study explores how three elementary teachers plan for and implement interactive read-alouds (IRAs) with diverse children's literature (DCL) as an equity-oriented approach that challenges majoritarian Discourses. Using case study methods, data were collected through interviews, journal writing, and classroom artifacts. Findings show how teachers navigated complex social, institutional, and personal constraints to foster their students' identities through DCL. The data highlights how power ← → agency and identity function during IRAs and how IRAs with DCL can become a site of struggle. The article concludes with implications for teachers and teacher education.

根据批判性社会文化理论，本定性研究探讨了三位小学教师如何计划和实施具有多样化儿童文学（DCL）的交互式朗读（IRAs），作为挑战多数主义话语的公平导向方法。使用案例研究方法，通过访谈、日记写作和课堂文物收集数据。研究结果显示，教师如何通过DCL克服复杂的社会、制度和个人限制，培养学生的身份认同。这些数据突出了权力←→代理和身份在ira中如何发挥作用，以及DCL如何成为ira的斗争场所。文章最后提出了对教师和教师教育的启示。

引用次数: 0

Learning to let go: Transformations in teachers’ pedagogical reasoning about classroom discussion 学会放手：教师课堂讨论教学推理的转变

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-08 DOI: 10.1016/j.tate.2025.105372

Elizabeth Schiavone Gotwalt , Sarah Schneider Kavanagh , Katie Danielson

While teacher education researchers debate whether organizing teacher learning opportunities around practices sidelines pedagogical reasoning, limited empirical research has investigated this concern. Using video stimulated recall interviews (VSRI) with grades 4–8 literacy teachers across their engagement in a two-year, practice-based, professional development (PBPD) program focused on facilitating text-based discussions, this study investigates teachers' pedagogical reasoning. Findings indicate that while teachers' PBPD was anchored in practices, teachers’ instructional goals went through striking shifts alongside their practices. The most striking shift was in the goals that teachers abandoned, rather than the ones they adopted. Results suggest that focusing on practices does not necessarily displace a focus on purposes.

虽然教师教育研究人员争论围绕实践组织教师学习机会是否会影响教学推理，但有限的实证研究已经调查了这一问题。本研究采用视频刺激回忆访谈（VSRI），对4-8年级的扫盲教师进行了为期两年的以实践为基础的专业发展（PBPD）项目，重点是促进基于文本的讨论，研究了教师的教学推理。研究结果表明，虽然教师的PBPD是在实践中锚定的，但教师的教学目标随着他们的实践经历了惊人的变化。最显著的变化是教师放弃的目标，而不是他们采用的目标。结果表明，关注实践并不一定会取代对目的的关注。

引用次数: 0

The role of mentoring expertise in school-based teacher educator recruitment 师徒专业知识在校本教师招聘中的作用

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-07 DOI: 10.1016/j.tate.2026.105383

Ville Mankki

In many countries, student teachers now spend more time in schools with school-based teacher educators (SBTEs) than in earlier decades. Recruitment of SBTEs, along with their professional learning, is therefore critical for teacher education quality, yet it has received little empirical attention. This study investigates the role of mentoring expertise in SBTE recruitment in Finnish teacher training schools. Two data sources were analysed: advertisements for SBTE positions and interviews with principals responsible for recruitment. The advertisements presented mentoring expertise and experience vaguely, while principals often described mentoring not as a specialised competence but as general professional qualities expected of any good teacher, or as something that could be learned on the job—thus not emphasised in recruitment. The findings reveal that the teacher educator role is often overshadowed by classroom teaching and pedagogical development, offering an employer-focused perspective that enriches and complements existing research primarily focused on teacher educators’ self-perceptions.

在许多国家，与过去几十年相比，实习教师现在在学校与校本教师教育工作者（sbte）相处的时间更长。因此，招聘中小企业教师及其专业学习对教师教育质量至关重要，但很少得到实证关注。本研究探讨了芬兰教师培训学校的指导专业知识在SBTE招聘中的作用。我们分析了两个数据来源：SBTE职位的广告和对负责招聘的负责人的采访。广告模糊地展示了导师的专业知识和经验，而校长们往往将导师描述为任何好老师都应该具备的一般专业素质，而不是一种专业能力，或者是可以在工作中学到的东西——因此在招聘中没有强调这一点。研究结果表明，教师教育者的角色往往被课堂教学和教学发展所掩盖，提供了一个以雇主为中心的视角，丰富和补充了现有的主要关注教师教育者自我认知的研究。

引用次数: 0

Transformative teacher professional development: A qualitative case study of a metacognitive approach to teacher training in Uganda 转型教师专业发展：乌干达教师培训元认知方法的定性案例研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-06 DOI: 10.1016/j.tate.2025.105329

Erin Murphy-Graham , Joseph Lample , Sarah Kabay , Vesall Nourani

This qualitative case study examines a novel approach to teacher professional development (PD), the Learning to Learn program in Uganda, which a randomized evaluation places in the top five percent of cost-effective educational interventions. Using Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth, we analyze interviews with teachers to examine how this approach to PD supported teacher change: 1) through first-hand experiences with learner-centered pedagogy, 2) exposure to ideas about educational theory and the purpose of education; and 3) engagement in reflection exercises to develop metacognitive thinking. When woven together, these components lead to change in teacher beliefs and practice in the form of applied pedagogical knowledge, without imposing any one model or approach. The study contributes to scholarship on teacher PD and agency by elaborating the external domain in teacher growth and demonstrating the value of purpose-driven, metacognitive approaches for fostering learning in under-resourced contexts.

本定性案例研究考察了一种新的教师专业发展（PD）方法，即乌干达的“学会学习”计划，该计划在一项随机评估中被评为具有成本效益的教育干预措施的前5%。利用Clarke和Hollingsworth（2002）的《教师专业成长的相互关联模型》，我们分析了对教师的采访，以检验这种PD方法如何支持教师的转变：1)通过以学习者为中心的教学法的第一手经验，2)接触有关教育理论和教育目的的思想；3)参与反思练习以发展元认知思维。当这些组成部分交织在一起时，就会以应用教学知识的形式改变教师的信念和实践，而不会强加任何一种模式或方法。该研究通过阐述教师成长的外部领域，并展示了目的驱动的元认知方法在资源不足环境中促进学习的价值，为教师PD和代理的学术研究做出了贡献。

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引用次数: 0

Competence-based discourse and fading educational knowledge in Finnish teacher education 芬兰教师教育中的能力话语与教育知识衰退

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-06 DOI: 10.1016/j.tate.2025.105369

Janne Säntti, Anna-Leena Riitaoja, Mikko Puustinen

引用次数: 0

Systemic barriers to collaborative professional learning and development: Navigating expectations and reality 协作性专业学习与发展的系统性障碍：引导期望与现实

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-05 DOI: 10.1016/j.tate.2025.105374

Heather McPherson , Avril Aitken , Teresa Hernandez-Gonzalez , Trista Hollweck

Research suggests that fostering a culture of collaborative professionalism can positively influence school improvement initiatives and teacher engagement. This study identifies systemic obstacles to building cultures of collaborative professionalism. Qualitative interviews with five teachers and three administrators from schools in the province of Québec, Canada, were analyzed using critical discourse analysis and interpreted through the lens of enabling conditions for collective teacher efficacy. The findings illustrate the importance of self-direction and personal choice for teachers in cultivating cultures of collaborative professionalism. Conversely, school administrators’ efforts at goal convergence in professional learning and development were perceived as contributing to teacher resistance and hindering efforts to support cultures of collaborative professionalism. This study discusses the logistical constructs and linguistic perceptions to understand these themes.

研究表明，培养一种合作的专业文化可以积极影响学校的改进举措和教师的参与。本研究确定了建立协作专业文化的系统性障碍。本文采用批判性话语分析，对来自加拿大quacimbec省的五名教师和三名管理人员进行了定性访谈，并从教师集体效能的有利条件角度进行了解释。研究结果说明了自我指导和个人选择对教师培养合作专业文化的重要性。相反，学校管理者在专业学习和发展方面的目标趋同的努力被认为有助于教师的抵制，并阻碍了支持协作专业文化的努力。本研究探讨了理解这些主题的逻辑结构和语言感知。

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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

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Teaching and Teacher Education

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