Teaching and Teacher Education最新文献

This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking.

Despite significant inequalities in Australian education, social justice appears absent in recent government reports and low in foreshadowed practical changes to teacher education programs. This study analyzes 13 transcripts from preservice teacher interviews and 94 related university assignments in a four-year Australian teaching degree. Findings revealed social justice as multi-dimensional, including selected group association, fair and equitable treatment, and strategies to achieve inclusion. Such tangible ideas are helpful; however, newly graduated teachers also require progressive exposure to enact these ideas in context to gain confidence and realize the potential inherent in their aspirations to support student inclusion.

Retaining high-quality early career teachers (ECTs) has become a considerable challenge in recent years. Few studies have concentrated on the role played by teacher education. Building on Shulman's conceptual framework of the “knowledge-base for teaching,” the study investigates its contribution to ECTs' sense of preparedness, self-efficacy, and professional commitment. The results demonstrate a direct positive correlation between the components of the teacher education knowledge base and ECTs' sense of preparedness and self-efficacy. Moreover, the knowledge acquired during teacher preparation indirectly contributes to teachers' professional commitment, mediated by a sense of preparedness and self-efficacy. Implications for theory and practice are discussed.

This study examines which professional characteristics may help elementary school teachers (N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achievement levels, but not for high achievers; they were more closely linked with DI when teachers reported higher enthusiasm and self-efficacy. These results suggest that teacher educators can foster DI by strengthening teacher self-efficacy and enthusiasm in addition to assessment activities during lesson planning.

The growing interest in Physically Active Learning (PAL) (e.g. in practice and research) warrants exploration of multi-stakeholders’ perceptions, understandings, and enactment of PAL. Eighteen semi-structured interviews with professionals from eight countries (n = 6 researchers, n = 6 teachers and n = 6 teacher educators) were conducted and analysed thematically eliciting three themes; 1) placing PAL on a continuum, 2) putting PAL into action in the everyday, 3) navigating through PAL. A complex and nuanced representation of PAL was given, demonstrating substantial ambiguity and a need to integrate the dominant paradigms (education and public health) to develop a shared understanding of PAL.

This study investigates the impact of principals' regulatory focus on teachers’ innovative teaching pedagogies. A survey of 294 teachers from 17 primary schools in China revealed through multivariate analysis that principals' promotion focus significantly enhanced teachers' innovation through exploratory learning and knowledge sharing, while a prevention focus supported innovation through exploitative learning. The findings suggest that educational leaders can foster innovative teaching by aligning professional development programs with principals' regulatory focus, offering practical implications for designing effective teaching practices.

This article asks how pedagogy and technology should be aligned when developing a digital learning design tool. We find that to support student teachers' active learning, the tool must foreground pedagogy. We analysed how researchers, practitioners and software developers jointly developed a tool (ILUKS) that supports student teachers' lesson planning. The tool allows student teachers to collaboratively inquire into planning and improving lessons during practicums. We document the interdisciplinary team's work of co-creation, documentation, feedback and improvement in the development process and conclude that digital tools intended to support students' inquiry-based and active learning must align pedagogical and technical knowledge.

Theories from occupational wellbeing posit that more satisfied workers perform better in their jobs. We tested this hypothesis by applying regression analyses to TALIS video study data (17,554 pupils; 670 teachers), exploring the association between teacher job satisfaction and lesson quality as judged from multiple perspectives. While more satisfied teachers tend to rate the quality of their lessons more highly, the relationship is much weaker when using pupil reports and those of expert observers. There is no evidence that teacher job satisfaction is related to pupil outcomes. Policymakers should focus instead on the importance of job satisfaction for teacher retention.

This study explores the emotional rules and corresponding emotional labor strategies of novice Chinese language teachers in Cameroonian secondary schools. Drawing on semi-structured interviews with six novice Chinese language teachers, the findings reveal that novice teachers comply with three types of emotional rules, including professional, sociocultural, and personal rules. Surface acting, deep acting, and the expression of naturally felt emotions strategies were employed by novice teachers to meet these emotional rules. It is suggested that regular emotional training and psychological care for novice teachers should be provided to facilitate the well-being improvement of Chinese language teachers in Cameroon.

This cross-sectional study explored the effect of student teachers' basic psychological needs satisfaction (BPNS) on their motivation to teach, and the mediating roles of teaching self-efficacy and emotions, based on a sample of 694 student teachers in China. Results revealed that different dimensions of BPNS influenced student teachers' motivations to teach differentially. While teaching enjoyment played a mediating role, teaching self-efficacy served as a more foundational antecedent for motivation to teach. It was also found that approximately half of the student teachers' basic psychological needs were not substantially satisfied. These findings offer insights into enhancing student teachers’ motivation to teach.