Teaching and Teacher Education最新文献

英文中文

The role of online communities of practice in developing blended teaching knowledge and practice during a digital transformation in higher education 在线实践社区在高等教育数字化转型中发展混合教学知识和实践中的作用

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-20 DOI: 10.1016/j.tate.2025.105354

Michael Bowles, Ola Al-Muhtadi, Amir Kaviani

This study explored the lived experiences of eight teaching faculty as they participated in Online Communities of Practice (OCoPs) in a higher education setting whilst learning how to teach in a novel techno-pedagogical ecosystem, one based on a bespoke digital platform and a flipped, blended learning pedagogy. It highlights the types of blended teaching knowledge and practice they developed while participating in the OCoPs and how this knowledge and practice were scaffolded and developed. The findings revealed that the teachers developed knowledge and practice in four main domains of knowledge: Pedagogical knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Contextual Pedagogical Knowledge. This knowledge was developed within the OCoPs through three main processes: Developing a sense of belonging and community, participating in dialogical activity and using critical self-reflection. Together, they constitute a tentative model of situated dialogical learning in higher education OCoPs.

本研究探讨了八位教师的生活经历，他们在高等教育环境中参与在线实践社区（OCoPs），同时学习如何在一个新的技术教学生态系统中教学，这个生态系统基于定制的数字平台和翻转的混合学习教学法。它强调了他们在参加OCoPs时开发的混合教学知识和实践的类型，以及这些知识和实践是如何构建和发展的。研究结果显示，教师在四个主要的知识领域发展知识和实践：教学知识、教学内容知识、技术教学知识和情境教学知识。这些知识是在OCoPs内部通过三个主要过程发展起来的：发展归属感和社区意识，参与对话活动和使用批判性的自我反思。它们共同构成了高等教育开放式课程情境对话学习的初步模式。

引用次数: 0

How to improve teachers’ noticing effectively: A meta-analysis of teacher noticing interventions 如何有效提高教师注意：教师注意干预的元分析

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-19 DOI: 10.1016/j.tate.2025.105358

Yinghan Dong , Guang Li , Bo Hu , Yingjie Jiang

Teacher noticing is essential for students’ achievement and teachers’ effective instruction, leading to numerous interventions being designed to strengthen it. However, the evidence about teacher noticing interventions has not yet been systematically consolidated. This study synthesizes 77 effect sizes from 37 studies (2000–2023) that evaluated interventions aimed at improving teacher noticing. The results revealed that the interventions produced a significant positive impact, with an overall effect size of g = 0.70. Disciplinary background and intervention duration moderated the effect sizes. Findings indicate that interventions effectively enhance teacher noticing, and support the adoption of discipline-specific intervention designs with reasonable duration.

教师注意对学生的成就和教师的有效指导至关重要，因此设计了许多干预措施来加强它。然而，关于教师注意干预的证据尚未得到系统的巩固。本研究综合了37项研究（2000-2023）的77个效应值，这些研究评估了旨在提高教师注意的干预措施。结果显示，干预产生了显著的积极影响，总体效应值g = 0.70。学科背景和干预持续时间调节了效应量。研究结果表明，干预措施有效地提高了教师的注意，并支持采用具有合理持续时间的学科特定干预设计。

引用次数: 0

Teachers’ attitudes towards and perceptions of diverse practices of differentiated instruction 教师对差异化教学实践的态度和认知

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-18 DOI: 10.1016/j.tate.2025.105357

Robbert Smit, Eva Weingartner

General and special needs teachers in Austria and Switzerland met four times locally and three times binationally to develop their inclusive teaching. Based on video clips of their own lessons, differentiated instruction (DI) practices were discussed. The twelve teachers were interviewed to find out more about their attitudes towards DI practices. A mixed-methods research design was employed to investigate the occurrence of DI practices and the extent of consistency in attitudes and perceptions regarding DI. This study examines the theoretical assumption that attitudes guide teachers' perceptions. Six major groups of DI practices were identified: DI of content/goals, learning time, material, open education, individualisation, and individual support. Given the frequency with which these practices were observed, it became evident that there were specific differences between countries. Across all practices, it was evident that the frequency of DI practices, as observed in the interviews and perceptions, showed a considerable degree of consistency.

奥地利和瑞士的一般和特殊需要教师在当地举行了四次会议，在全国举行了三次会议，以发展其包容性教学。结合自己的课堂视频，探讨了差别化教学的实践。我们采访了十二位教师，以了解他们对残障教育的态度。采用混合方法研究设计来调查残残行为的发生情况以及有关残残的态度和认知的一致性程度。本研究检验了态度引导教师认知的理论假设。确定了六大DI实践组：内容/目标DI、学习时间DI、材料DI、开放教育DI、个性化DI和个人支持DI。鉴于观察到这些做法的频率，各国之间显然存在具体差异。在所有的实践中，很明显，在访谈和感知中观察到的DI实践的频率显示出相当程度的一致性。

引用次数: 0

Triggering the professional learning of early childhood educators through moments of disjuncture 在脱节的时刻激发幼儿教育工作者的专业学习

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-16 DOI: 10.1016/j.tate.2025.105353

Andrea Nolan, Deborah Moore

Professional learning builds professional knowledge with the potential to challenge educators' beliefs and practices leading to professional growth and improved child outcomes. This paper focuses on an Australian Research Council funded study which supported Family Day Care (FDC) educators to implement digital technologies into their programs to promote infants' and toddlers' peer-to-peer relationships. It asks the question: How does professional learning trigger shifts in educator philosophies and practices? Theoretically, the paper draws from the Pedagogy of Discomfort conceptualisation, tracing the philosophical shifts triggered by moments of disjuncture experienced by educators. Findings from the analysis of interviews, point to the success of eliciting a self-critical approach, enabling educators to reflect on and negotiate their personal and professional identities. Different elements acted as catalysts for each educator's reconsideration of practice, requiring a sensitivity to educators' context, experiences, and setting. This paper contributes to the call for stronger theorisation of transformative professional learning.

专业学习建立专业知识，有可能挑战教育者的信念和实践，从而促进专业成长和改善儿童的成果。本文关注澳大利亚研究委员会资助的一项研究，该研究支持家庭日托（FDC）教育工作者将数字技术应用到他们的项目中，以促进婴幼儿的同伴关系。它提出了这样一个问题：专业学习是如何引发教育理念和实践的转变的？从理论上讲，本文借鉴了不适教育学的概念，追踪了由教育者经历的脱节时刻引发的哲学转变。访谈分析的结果表明，成功地引导了一种自我批评的方法，使教育工作者能够反思和协商他们的个人和职业身份。不同的因素对每个教育者重新考虑实践起到催化剂的作用，需要对教育者的背景、经验和环境敏感。这篇论文有助于呼吁加强变革性专业学习的理论化。

{"title":"Triggering the professional learning of early childhood educators through moments of disjuncture","authors":"Andrea Nolan, Deborah Moore","doi":"10.1016/j.tate.2025.105353","DOIUrl":"10.1016/j.tate.2025.105353","url":null,"abstract":"<div><div>Professional learning builds professional knowledge with the potential to challenge educators' beliefs and practices leading to professional growth and improved child outcomes. This paper focuses on an Australian Research Council funded study which supported Family Day Care (FDC) educators to implement digital technologies into their programs to promote infants' and toddlers' peer-to-peer relationships. It asks the question: How does professional learning trigger shifts in educator philosophies and practices? Theoretically, the paper draws from the Pedagogy of Discomfort conceptualisation, tracing the philosophical shifts triggered by moments of disjuncture experienced by educators. Findings from the analysis of interviews, point to the success of eliciting a self-critical approach, enabling educators to reflect on and negotiate their personal and professional identities. Different elements acted as catalysts for each educator's reconsideration of practice, requiring a sensitivity to educators' context, experiences<u>,</u> and setting. This paper contributes to the call for stronger theorisation of transformative professional learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105353"},"PeriodicalIF":3.9,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790556","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}

引用次数: 0

Time to unlearn unlearning?: Moving beyond neoliberal conceptualizations to intersectional, transformative actions 是时候忘记忘记了？超越新自由主义的概念，走向交叉的、变革的行动

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-13 DOI: 10.1016/j.tate.2025.105347

Deniz Ortaçtepe Hart

Unlearning, often defined as the process of critically examining one's beliefs and assumptions in relation to societal roles and privileges (Britzman, 1998; Cochran-Smith, 2000), has gained traction in anti-racist, decolonial, and social justice-oriented discourses. Despite its growing popularity, limited research has explored how—or even whether—unlearning actually occurs, and whether it extends beyond individual introspection to enable broader social transformation. This study draws on the experiences of 17 language teachers with diverse identities in terms of race, gender, sexuality, class, and neurodiversity to critically investigate the how (process), what (object), and why (impact) of unlearning. Findings suggest that unlearning, as currently framed, often functions as a depoliticized, neoliberal concept grounded in individual confession, rather than in collective action. This research proposes a renewed conceptualization through an intersectional and transformative approach that challenges systemic structures and moves beyond passive allyship toward genuine advocacy and activism centred on community, cooperation and collective responsibility.

遗忘，通常被定义为批判性地检查一个人与社会角色和特权相关的信仰和假设的过程（Britzman, 1998; Cochran-Smith, 2000），在反种族主义、非殖民化和社会正义导向的话语中得到了广泛的关注。尽管它越来越受欢迎，但有限的研究已经探索了遗忘是如何发生的，甚至是否会发生，以及它是否会超越个人的内省，从而实现更广泛的社会变革。本研究利用了17位具有不同种族、性别、性别、阶级和神经多样性身份的语言教师的经验，批判性地探讨了遗忘的方式（过程）、对象（对象）和原因（影响）。研究结果表明，就目前的框架而言，遗忘通常是一种非政治化的新自由主义概念，其基础是个人忏悔，而不是集体行动。这项研究通过交叉和变革的方法提出了一个新的概念，挑战系统结构，超越被动的盟友关系，走向以社区、合作和集体责任为中心的真正的倡导和行动主义。

{"title":"Time to unlearn unlearning?: Moving beyond neoliberal conceptualizations to intersectional, transformative actions","authors":"Deniz Ortaçtepe Hart","doi":"10.1016/j.tate.2025.105347","DOIUrl":"10.1016/j.tate.2025.105347","url":null,"abstract":"<div><div>Unlearning, often defined as the process of critically examining one's beliefs and assumptions in relation to societal roles and privileges (Britzman, 1998; Cochran-Smith, 2000), has gained traction in anti-racist, decolonial, and social justice-oriented discourses. Despite its growing popularity, limited research has explored how—or even whether—unlearning actually occurs, and whether it extends beyond individual introspection to enable broader social transformation. This study draws on the experiences of 17 language teachers with diverse identities in terms of race, gender, sexuality, class, and neurodiversity to critically investigate the <em>how</em> (process), <em>what</em> (object), and <em>why</em> (impact) of unlearning. Findings suggest that unlearning, as currently framed, often functions as a depoliticized, neoliberal concept grounded in individual confession, rather than in collective action. This research proposes a renewed conceptualization through an intersectional and transformative approach that challenges systemic structures and moves beyond passive allyship toward genuine advocacy and activism centred on community, cooperation and collective responsibility.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105347"},"PeriodicalIF":3.9,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790557","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}

引用次数: 0

Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene 秘鲁小学教师对霸凌行为的评估：严重性、同理心和干预意图的感知

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-13 DOI: 10.1016/j.tate.2025.105348

Jano Ramos-Diaz , Robert J. Coplan , Lucy R. Betts , Ivan Diaz-Leon , Kelly Sopla-Rojas , Rosmery Ramos-Sandoval , Claudia Guevara-Cordero , Ivan Iraola-Real , José Villanueva-Alvarado , Ruben Diestra-Quiñones

This study investigated Peruvian elementary school teachers’ perceptions of bullying severity, empathy toward victims, and intentions to intervene, with attention to teacher gender, student gender, and bullying type. Participants were 794 public school teachers from Northern Lima. Using case-based vignettes, results showed relational bullying was perceived as most severe, especially when victims were female. Teachers expressed greater empathy in physical bullying cases and were more likely to intervene in physical and relational bullying than in verbal bullying. Female teachers reported higher empathy and intervention toward female students. Findings underscore the need for gender-sensitive teacher training.

本研究考察秘鲁小学教师对霸凌严重性的感知、对受害者的同理心和干预意愿，并关注教师性别、学生性别和霸凌类型。参与者是来自利马北部的794名公立学校教师。使用基于案例的小插曲，结果显示关系欺凌被认为是最严重的，特别是当受害者是女性时。教师在身体欺凌中表现出更大的同理心，并且更有可能干预身体和关系欺凌，而不是言语欺凌。女教师对女学生的同理心和干预程度更高。调查结果强调需要对性别问题有敏感认识的教师培训。

引用次数: 0

Science and mathematics preservice teachers’ perceptions and experiences of practicing dialogic teaching in generative AI-powered virtual reality simulation 科学和数学职前教师在生成式人工智能驱动的虚拟现实仿真中实践对话教学的感知和经验

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-12 DOI: 10.1016/j.tate.2025.105349

Nuodi Zhang , Fengfeng Ke , Chih-Pu Dai , Sherry A. Southerland , Alex Barrett

Dialogic teaching is an important pedagogical approach in which science and mathematics preservice teachers (PSTs) should develop competency and fluency. Generative artificial intelligence (AI)-powered virtual reality simulation holds the potential to increase dialogic teaching practice for PSTs. This multi-case study involved 34 PSTs participating in an AI-powered practice of inquiry-based approach in simulated teaching, coupled with field observations and semi-structured interviews to gather PSTs’ perceptions and experiences of the learning process. The findings of the study illuminate the potential of AI-powered simulation for teacher education and generate insights that inform the design of AI-powered virtual students to support and facilitate interactive teacher learning.

对话教学是科学和数学职前教师培养能力和流畅性的一种重要教学方法。生成式人工智能（AI）驱动的虚拟现实模拟具有增加pst对话教学实践的潜力。这项多案例研究涉及34名pst，他们参与了模拟教学中基于人工智能的探究式方法实践，并结合现场观察和半结构化访谈，以收集pst对学习过程的看法和经验。该研究的结果阐明了人工智能模拟在教师教育中的潜力，并为人工智能虚拟学生的设计提供了信息，以支持和促进教师的互动学习。

引用次数: 0

Becoming an assessment-literate teacher in teacher education 在教师教育中成为具有评估素养的教师

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-09 DOI: 10.1016/j.tate.2025.105341

Johanna Kainulainen, Mirja Tarnanen

This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the purpose, aims, strategies and practices of assessment. The data consists of longitudinal reflection assignments from 18 Finnish master's-level student teachers. Guided by the TALIP framework, the student teachers examined their own AL and factors supporting its development during the learning unit. The data were analysed using theory-informed and data-driven content analysis. The findings outline conditions for growth as an assessment-literate teacher. The study highlights integrating AL into teacher education, considering individual competencies, and recommends induction and collaborative professional development to strengthen AL across careers.

本研究是支持教师教育专业发展的研究性学习单元的一部分。它采用教学设计，旨在通过参与性评估过程和在学校作业中结合理论和实践，在多个层面提高评估素养。在本研究中，人工智能被定义为在个人和集体层面上对评估价值和原则的认识，以及对评估目的、目标、策略和实践的理解。数据由18位芬兰硕士生教师的纵向反思作业组成。在TALIP框架的指导下，实习教师在学习单元中检查了自己的人工智能和支持其发展的因素。使用理论和数据驱动的内容分析来分析数据。研究结果概述了作为一名评估型教师的成长条件。该研究强调将人工智能纳入教师教育，考虑个人能力，并建议引入和协作专业发展，以加强跨职业的人工智能。

引用次数: 0

Teacher agency in practiced language policy in higher education in East and Southeast Asia (2010–2025): A systematic review 东亚和东南亚高等教育实践语言政策中的教师代理（2010-2025）：系统回顾

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-09 DOI: 10.1016/j.tate.2025.105345

Xuhan Du , Xiao Lan Curdt-Christiansen

This paper presents the first systematic review connecting Teacher Agency (TA) and Practiced Language Policy (PLP) in English-medium instruction (EMI) within higher education (HE) across East and Southeast Asia. Following the PRISMA protocol, the review included twenty empirical studies published from 2010 to early 2025. Patterns of TA development and the pathways supporting them were identified through visualized co-occurrence. Findings show that agency is developmental and shaped by institutional arrangements, professional learning, and identity commitment. Classroom outcomes play a critical role in informing TA when implementing translanguaging, reassessing program and institutional contexts. A 3 × 3 Integrated Model was proposed viewing PLP as Context, TA as Action, and practiced policy as Outcomes across macro, meso, and micro levels. This model provides actionable insights for optimizing resource allocation at critical decision points, granting contextual autonomy at the program level, and integrating professional development with the cyclical process of policy interpretation, reframing, and enactment.

本文提出了东亚和东南亚高等教育（HE）英语媒介教学（EMI）中教师代理（TA）和实践语言政策（PLP）之间的第一个系统综述。根据PRISMA协议，该综述包括2010年至2025年初发表的20项实证研究。TA的发展模式和支持它们的途径通过可视化共现来确定。研究结果表明，代理是发展性的，受制度安排、专业学习和身份承诺的影响。课堂结果在指导助教实施跨语言、重新评估项目和机构背景方面发挥着关键作用。提出了一个3 × 3集成模型，将PLP视为背景，将TA视为行动，将实践政策视为宏观、中观和微观层面的结果。该模型为在关键决策点优化资源分配提供了可行的见解，在项目层面授予上下文自主权，并将专业发展与政策解释、重构和制定的周期性过程相结合。

{"title":"Teacher agency in practiced language policy in higher education in East and Southeast Asia (2010–2025): A systematic review","authors":"Xuhan Du , Xiao Lan Curdt-Christiansen","doi":"10.1016/j.tate.2025.105345","DOIUrl":"10.1016/j.tate.2025.105345","url":null,"abstract":"<div><div>This paper presents the first systematic review connecting Teacher Agency (TA) and Practiced Language Policy (PLP) in English-medium instruction (EMI) within higher education (HE) across East and Southeast Asia. Following the PRISMA protocol, the review included twenty empirical studies published from 2010 to early 2025. Patterns of TA development and the pathways supporting them were identified through visualized co-occurrence. Findings show that agency is developmental and shaped by institutional arrangements, professional learning, and identity commitment. Classroom outcomes play a critical role in informing TA when implementing translanguaging, reassessing program and institutional contexts. A 3 × 3 Integrated Model was proposed viewing PLP as Context, TA as Action, and practiced policy as Outcomes across macro, meso, and micro levels. This model provides actionable insights for optimizing resource allocation at critical decision points, granting contextual autonomy at the program level, and integrating professional development with the cyclical process of policy interpretation, reframing, and enactment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105345"},"PeriodicalIF":3.9,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736956","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}

引用次数: 0

When accommodations are not enough: A multi-study examination of teacher bias toward students with special educational needs across student gender 当住宿条件不够时：跨性别教师对有特殊教育需要学生的偏见的多研究检验

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-12-06 DOI: 10.1016/j.tate.2025.105304

Fabian Müller , Cristina Aelenei , Mickaël Jury

This research examines whether a student's special educational needs (SEN) status accompanied by accommodations influences teachers' evaluations of performance, and whether effects vary by student gender. Across three preregistered experimental studies (N = 1214) with pre-service and in-service teachers in France, we investigated whether students with SEN were devalued in grades and competence—a backlash effect—and whether fairness perceptions moderated this bias. We operationalized an SEN case as an ADHD-labeled student receiving reduced-exercise accommodations. In Studies 1–2, students with SEN received lower grades and competence ratings than non-SEN peers, regardless of student gender or relative performance. Study 3 introduced a cross-gender comparison, testing whether female students with SEN faced heightened backlash versus male non-SEN peers. A consistent backlash effect emerged across studies, unaffected by gender contrast. Notably, fairness perceptions consistently mitigated this bias. These findings highlight persistent SEN-related backlash and support fairness-focused teacher education to promote inclusive evaluation.

本研究探讨学生的特殊教育需要（SEN）状况是否会影响教师对其表现的评估，以及这种影响是否因学生性别而异。在法国的三个预注册实验研究（N = 1214）中，我们调查了有特殊教育障碍的学生是否在成绩和能力上被贬低——一种反弹效应——以及公平感知是否缓和了这种偏见。我们将一个SEN病例作为adhd标记的学生接受减少运动的住宿。在研究1-2中，无论学生性别或相对表现如何，SEN学生的成绩和能力评级都低于非SEN学生。研究3引入了一项跨性别比较，测试有特殊需要的女学生是否比非特殊需要的男学生面临更大的反弹。在所有研究中都出现了一致的反弹效应，不受性别差异的影响。值得注意的是，公平感一直在缓解这种偏见。这些发现突出了持续存在的与性别平等相关的反弹，并支持以公平为重点的教师教育，以促进包容性评价。

{"title":"When accommodations are not enough: A multi-study examination of teacher bias toward students with special educational needs across student gender","authors":"Fabian Müller , Cristina Aelenei , Mickaël Jury","doi":"10.1016/j.tate.2025.105304","DOIUrl":"10.1016/j.tate.2025.105304","url":null,"abstract":"<div><div>This research examines whether a student's special educational needs (SEN) status accompanied by accommodations influences teachers' evaluations of performance, and whether effects vary by student gender. Across three preregistered experimental studies (<em>N</em> = 1214) with pre-service and in-service teachers in France, we investigated whether students with SEN were devalued in grades and competence—a <em>backlash effect</em>—and whether fairness perceptions moderated this bias. We operationalized an SEN case as an ADHD-labeled student receiving reduced-exercise accommodations. In Studies 1–2, students with SEN received lower grades and competence ratings than non-SEN peers, regardless of student gender or relative performance. Study 3 introduced a cross-gender comparison, testing whether female students with SEN faced heightened backlash versus male non-SEN peers. A consistent backlash effect emerged across studies, unaffected by gender contrast. Notably, fairness perceptions consistently mitigated this bias. These findings highlight persistent SEN-related backlash and support fairness-focused teacher education to promote inclusive evaluation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105304"},"PeriodicalIF":3.9,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684946","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}

引用次数: 0

首页上一页

下一页尾页

类型

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

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Teaching and Teacher Education

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀