Pub Date : 2024-09-02DOI: 10.1016/j.tate.2024.104743
Jayley J. Janssen , Tracy L. Spinrad , Larissa Gaias , Diana E. Gal-Szabo , Nancy Eisenberg , Deborah Laible , Gustavo Carlo
Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: Anti-Bias, Minimizing, and General. Teachers more frequently referenced Anti-Bias and Minimizing practices and less frequently referenced General practices in gender versus racial contexts. Further, the specific types of Anti-Bias and Minimizing practices were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.
{"title":"Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination","authors":"Jayley J. Janssen , Tracy L. Spinrad , Larissa Gaias , Diana E. Gal-Szabo , Nancy Eisenberg , Deborah Laible , Gustavo Carlo","doi":"10.1016/j.tate.2024.104743","DOIUrl":"10.1016/j.tate.2024.104743","url":null,"abstract":"<div><p>Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: <em>Anti-Bias</em>, <em>Minimizing</em>, and <em>General</em>. Teachers more frequently referenced <em>Anti-Bias</em> and <em>Minimizing</em> practices and less frequently referenced <em>General</em> practices in gender versus racial contexts. Further, the specific types of <em>Anti-Bias and Minimizing practices</em> were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104743"},"PeriodicalIF":4.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142122636","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 : 2024-08-31DOI: 10.1016/j.tate.2024.104750
Maryam Alqassab , Jaime León
This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.
{"title":"Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance","authors":"Maryam Alqassab , Jaime León","doi":"10.1016/j.tate.2024.104750","DOIUrl":"10.1016/j.tate.2024.104750","url":null,"abstract":"<div><p>This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104750"},"PeriodicalIF":4.0,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X2400283X/pdfft?md5=eeb74644795a6cccb38549fc16f957e8&pid=1-s2.0-S0742051X2400283X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094999","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}
21st century skills prepare students to adapt to a rapidly changing world, ensuring their capability of continuous learning and problem-solving. This review provides a systematic overview of how 21st century skills are addressed in research. It focuses on the context of secondary education and uses a PRISMA flow diagram to analyze 82 research articles. Results reveal that research on 21st century skills focuses on educational stakeholders’ opinions and attitudes, their potential effects and how they are implemented or assessed. The findings highlight a need for research to enhance the implementation of 21st century skills in secondary education.
{"title":"Mapping the landscape: A scoping review of 21st century skills literature in secondary education","authors":"Christina Kain , Corinna Koschmieder , Marlies Matischek-Jauk , Sabine Bergner","doi":"10.1016/j.tate.2024.104739","DOIUrl":"10.1016/j.tate.2024.104739","url":null,"abstract":"<div><p>21st century skills prepare students to adapt to a rapidly changing world, ensuring their capability of continuous learning and problem-solving. This review provides a systematic overview of how 21st century skills are addressed in research. It focuses on the context of secondary education and uses a PRISMA flow diagram to analyze 82 research articles. Results reveal that research on 21st century skills focuses on educational stakeholders’ opinions and attitudes, their potential effects and how they are implemented or assessed. The findings highlight a need for research to enhance the implementation of 21st century skills in secondary education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104739"},"PeriodicalIF":4.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002713/pdfft?md5=e5d83e55d68763cc7e997f9168517fce&pid=1-s2.0-S0742051X24002713-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094998","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 : 2024-08-27DOI: 10.1016/j.tate.2024.104761
Zhengli Xie , Xinhua Zhu , Fei Cao , Wei Yuan , Yuan Yao
This study aimed to identify the profiles of work motivation among teachers of students with intellectual and developmental disabilities and investigate the associated factors. Through surveying 972 and interviewing 10 teachers from Chinese inclusive primary schools, this mixed-method study identified three work motivation profiles: de-motivated, meaning-seeking, and deep internalization, with the first profile exhibiting the least adaptive value and the third demonstrating the most adaptive value. Length of service and in-service training influenced teachers' profile membership. School policies, principal support, professional support, and collaboration with students’ parents contributed to differentiating the three profiles. Implications and limitations are discussed.
{"title":"Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study","authors":"Zhengli Xie , Xinhua Zhu , Fei Cao , Wei Yuan , Yuan Yao","doi":"10.1016/j.tate.2024.104761","DOIUrl":"10.1016/j.tate.2024.104761","url":null,"abstract":"<div><p>This study aimed to identify the profiles of work motivation among teachers of students with intellectual and developmental disabilities and investigate the associated factors. Through surveying 972 and interviewing 10 teachers from Chinese inclusive primary schools, this mixed-method study identified three work motivation profiles: <em>de-motivated</em>, <em>meaning-seeking</em>, and <em>deep internalization</em>, with the first profile exhibiting the least adaptive value and the third demonstrating the most adaptive value. Length of service and in-service training influenced teachers' profile membership. School policies, principal support, professional support, and collaboration with students’ parents contributed to differentiating the three profiles. Implications and limitations are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104761"},"PeriodicalIF":4.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142087064","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 : 2024-08-27DOI: 10.1016/j.tate.2024.104745
Lee Rusznyak , Lisa Österling
Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.
{"title":"What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics","authors":"Lee Rusznyak , Lisa Österling","doi":"10.1016/j.tate.2024.104745","DOIUrl":"10.1016/j.tate.2024.104745","url":null,"abstract":"<div><p>Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104745"},"PeriodicalIF":4.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002786/pdfft?md5=94e04c471514ff92b28c30238337e687&pid=1-s2.0-S0742051X24002786-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083512","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 : 2024-08-23DOI: 10.1016/j.tate.2024.104748
Laura Beth Kelly , Aixa Marchand , Laura Taylor , Cara Djonko-Moore
Several states in the United States, including Tennessee, have enacted laws prohibiting so-called critical race theory in public schools. Positioning teachers as policy actors, this study examines how future and current teachers understand and plan to navigate Tennessee's legislation. In focus groups, participants disapproved of the legislation. They expressed active opposition, reluctant compliance, and intentional disregard. We theorize these responses as reflecting teachers' calculations regarding power in their contexts. Findings illustrate that teachers are not merely passive subjects enacting mandates, but instead intentionally and strategically interpret policy. The study has implications for global contexts in which teachers navigate censorship policies.
{"title":"US teacher opposition to so-called critical race theory bans","authors":"Laura Beth Kelly , Aixa Marchand , Laura Taylor , Cara Djonko-Moore","doi":"10.1016/j.tate.2024.104748","DOIUrl":"10.1016/j.tate.2024.104748","url":null,"abstract":"<div><p>Several states in the United States, including Tennessee, have enacted laws prohibiting so-called critical race theory in public schools. Positioning teachers as policy actors, this study examines how future and current teachers understand and plan to navigate Tennessee's legislation. In focus groups, participants disapproved of the legislation. They expressed active opposition, reluctant compliance, and intentional disregard. We theorize these responses as reflecting teachers' calculations regarding power in their contexts. Findings illustrate that teachers are not merely passive subjects enacting mandates, but instead intentionally and strategically interpret policy. The study has implications for global contexts in which teachers navigate censorship policies.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104748"},"PeriodicalIF":4.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047938","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 : 2024-08-22DOI: 10.1016/j.tate.2024.104736
Yanzhen Lan
This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training programme. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonising educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.
{"title":"Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training","authors":"Yanzhen Lan","doi":"10.1016/j.tate.2024.104736","DOIUrl":"10.1016/j.tate.2024.104736","url":null,"abstract":"<div><p>This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training programme. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonising educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104736"},"PeriodicalIF":4.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002683/pdfft?md5=5214b5043c9518a6525fb499a56d9ac4&pid=1-s2.0-S0742051X24002683-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142041315","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 : 2024-08-21DOI: 10.1016/j.tate.2024.104749
Emma McMain
In this qualitative study stemming from a discourse community with six elementary teachers in the United States, discourse analysis was used to explore how these teachers discuss the international notion that youth are in a social and emotional crisis. The teachers resisted a deficit narrative that youth are to blame for this crisis and require fixing. Resistance was evident in teachers' discursive strategies such as illuminating students’ strengths, recognizing how “crisis” can emerge from systems operating as intended, and pointing out the contradictory metaphors of movement (stuck in the past, obsessed with progress) that can prevent global transformation in education.
{"title":"The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis","authors":"Emma McMain","doi":"10.1016/j.tate.2024.104749","DOIUrl":"10.1016/j.tate.2024.104749","url":null,"abstract":"<div><p>In this qualitative study stemming from a discourse community with six elementary teachers in the United States, discourse analysis was used to explore how these teachers discuss the international notion that youth are in a social and emotional crisis. The teachers resisted a deficit narrative that youth are to blame for this crisis and require fixing. Resistance was evident in teachers' discursive strategies such as illuminating students’ strengths, recognizing how “crisis” can emerge from systems operating <em>as intended,</em> and pointing out the contradictory metaphors of movement (stuck in the past, obsessed with progress) that can prevent global transformation in education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104749"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011495","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 : 2024-08-21DOI: 10.1016/j.tate.2024.104742
Junying Lu , Junjun Chen , Zan Li , Xinlin Li
Given the substantial challenges in the teaching profession, prioritizing teacher resilience is essential. This paper reviews 54 studies on teacher resilience using the Job Demands and Resources (JD-R) model based on the PRISMA. The paper examines method quality, conceptualization of teacher resilience, and its antecedents. The study acknowledges the methodological limitations of the review and categorizes the conceptualization of teacher resilience while suggesting potential avenues for advancing the field of teacher resilience. Moreover, the findings highlight a greater emphasis on resource factors over demand factors and underline the need for further investigation into differentiating hindrance demands from challenge demands.
{"title":"A systematic review of teacher resilience: A perspective of the job demands and resources model","authors":"Junying Lu , Junjun Chen , Zan Li , Xinlin Li","doi":"10.1016/j.tate.2024.104742","DOIUrl":"10.1016/j.tate.2024.104742","url":null,"abstract":"<div><p>Given the substantial challenges in the teaching profession, prioritizing teacher resilience is essential. This paper reviews 54 studies on teacher resilience using the Job Demands and Resources (JD-R) model based on the PRISMA. The paper examines method quality, conceptualization of teacher resilience, and its antecedents. The study acknowledges the methodological limitations of the review and categorizes the conceptualization of teacher resilience while suggesting potential avenues for advancing the field of teacher resilience. Moreover, the findings highlight a greater emphasis on resource factors over demand factors and underline the need for further investigation into differentiating hindrance demands from challenge demands.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104742"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020465","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 : 2024-08-21DOI: 10.1016/j.tate.2024.104735
Hui Yin , Jiexin Gao , Ziqiang Han
Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims’ reactions.
{"title":"A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness","authors":"Hui Yin , Jiexin Gao , Ziqiang Han","doi":"10.1016/j.tate.2024.104735","DOIUrl":"10.1016/j.tate.2024.104735","url":null,"abstract":"<div><p>Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims’ reactions.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104735"},"PeriodicalIF":4.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020836","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}