Teaching and Teacher Education最新文献

This study investigates the lived experiences and developing identities of three secondary first-year teachers, exploring the practices each employed to reconcile expectations of teaching with their realities. Authors present distinct narratives synthesized from weekly reflections and interviews, identifying factors that supported new teacher reconciliation including a strong connection to community, healthy social emotional skills, and the recalibration of the role of curriculum. This study advocates for teacher preparation programs to recognize areas of misaligned expectations and provide support for new teachers in the construction of realistic views of teaching as essential to developing teacher identity and impacting retention.

Biodiversity is a very important topic nowadays, but there is currently a lack of studies on the Pedagogical Content Knowledge (PCK) of this concept. We examined the integration of the PCK components of ten elementary education teacher educators in Argentina through a qualitative, interpretative, and exploratory study, using semi-structured interviews based on the Content Representation tool and the mapping approach. OTS and KSU were most integrated while KA was the least integrated. We discuss the implications of integration between PCK components for biodiversity teaching as a contribution to teacher training and future research.

While much research in the Covid-19 era has focused on student learning loss, little empirical work has yet been published that examines U.S. teacher candidates' experiences with learning to teach during the current pandemic era, and all of the social and political upheaval of the day. This autoethnographic case study centers four teacher candidates’ practicum and student teaching experiences, during which they collected observational and reflective data throughout the 2021–2022 school year. Together with their teacher educator, and employing a feminist labor theoretical lens, the candidates analyzed data and derived three overarching themes: Learning to teach as emotion work, labor structures as barriers to learning to teach, and an overall uncertainty about teaching as a profession.

This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low self-efficacy, average scores on other indicators). Student teachers with an engaged mindset reported lower intentions to quit their teaching degree. The main push factors were course demands and low perceived relevance of contents.

This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.

Community cultural wealth (CCW) is shown to play a role in the STEM persistence of Black students. White teachers often view their Black students through a deficit-based lens and may struggle to recognize and access the CCW of their nonwhite students. Using observational analysis of two White teachers in the US south who consistently maintained high engagement among Black students in conceptually-rich mathematics classrooms, we present a framework that identifies pedagogical practices that leverage and cultivate the cultural wealth of Black students. This framework can serve as a foundation for all teachers to utilize assets-based instruction in their mathematics classrooms.

This study examines tensions in teachers' conceptions of assessment following an assessment reform in Finland, which has traditionally been a low-stakes assessment culture. There are no national examinations in comprehensive education; instead, teachers assign students' final grades. Recently, the country has introduced more detailed criteria for the final assessment to improve the comparability of grades. The analysis of 28 teacher interviews reveals that this relatively minor reform has created four significant tensions in teachers’ conceptions of assessment. We call for assessment reforms to be culturally sensitive, carefully considering the context in which they are implemented and paying attention to possible tensions.

This article introduces the Teacher Emotions in the Classroom Q-sort (TEC-Q) as a systematic means to identify different combinations of teacher emotions within the classroom settings. Reflecting six discrete emotions, the TEC-Q was implemented using a sample of 40 secondary school teachers who performed a card-sorting task. The participants were divided into three groups based on their shared emotional profiles, namely bridging engagement and enjoyment, from misbehavior to the mix of anxiety and anger, and pride with tempered enjoyment. The findings revealed diverse emotional profiles which highlight the complex interplay between teacher emotions and classroom events.