首页 > 最新文献

Teaching and Teacher Education最新文献

英文 中文
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination 学龄前的种族和性别教育:考察教师对歧视的反应
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-02 DOI: 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.

教师在儿童反偏见信念的社会化过程中发挥着至关重要的作用。美国幼儿园到二年级的教师(人数=147;99%为女性;93%为白人,非西班牙裔)对基于同伴的种族和性别歧视的假想小故事做出了回应。内容分析揭示了三个主题下的 21 种做法:反偏见、最小化和一般。在性别和种族背景下,教师更频繁地引用 "反偏见 "和 "最小化 "做法,而较少引用 "一般 "做法。此外,在性别和种族背景下,反偏见和最小化做法的具体类型也更加多样。研究结果对教师如何为包括有色人种儿童和女童在内的所有儿童营造全纳空间具有启示意义。
{"title":"Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination","authors":"Jayley J. Janssen ,&nbsp;Tracy L. Spinrad ,&nbsp;Larissa Gaias ,&nbsp;Diana E. Gal-Szabo ,&nbsp;Nancy Eisenberg ,&nbsp;Deborah Laible ,&nbsp;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}
引用次数: 0
Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance 考试前教师的激励信息:与内在动机、参与度和学习成绩的关系
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-31 DOI: 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.

这项混合方法研究探讨了教师在考试前的激励信息及其对学生内在动力、参与度和学习成绩的影响。西班牙的高中生(419 人)填写了关于学习动机和参与度的问卷,并描述了教师的激励信息。报告最多的是鼓励努力和能力的信息,其次是安慰性信息。序列中介显示,通过内在动机和参与度,安慰性信息与学习成绩之间存在正向联系,而缺乏信息则会产生负向影响。没有发现性别的调节作用。这些发现强调了考试期间安抚信息的重要性。
{"title":"Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance","authors":"Maryam Alqassab ,&nbsp;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}
引用次数: 0
Mapping the landscape: A scoping review of 21st century skills literature in secondary education 绘制图景:对中学教育中 21 世纪技能文献的范围审查
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-29 DOI: 10.1016/j.tate.2024.104739
Christina Kain , Corinna Koschmieder , Marlies Matischek-Jauk , Sabine Bergner

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.

21 世纪技能培养学生适应瞬息万变的世界,确保他们具备持续学习和解决问题的能力。本综述系统地概述了如何在研究中探讨 21 世纪技能。它以中等教育为背景,使用 PRISMA 流程图分析了 82 篇研究文章。结果显示,有关 21 世纪技能的研究侧重于教育利益相关者的观点和态度、其潜在影响以及如何实施或评估。研究结果凸显了在中学教育中加强 21 世纪技能实施的研究需求。
{"title":"Mapping the landscape: A scoping review of 21st century skills literature in secondary education","authors":"Christina Kain ,&nbsp;Corinna Koschmieder ,&nbsp;Marlies Matischek-Jauk ,&nbsp;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}
引用次数: 0
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study 融合学校智障和发育障碍学生教师的工作动机概况:混合方法研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-27 DOI: 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.

本研究旨在识别智障和发育障碍学生教师的工作动机特征,并调查相关因素。通过对972名中国全纳小学教师的调查和对10名教师的访谈,这项混合方法研究确定了三种工作动机类型:去动机型、意义追求型和深度内化型,其中第一种类型表现出最小的适应价值,第三种类型表现出最大的适应价值。工作年限和在职培训影响了教师的工作动机特征。学校政策、校长支持、专业支持以及与学生家长的合作有助于区分三种特征。本文讨论了影响和局限性。
{"title":"Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study","authors":"Zhengli Xie ,&nbsp;Xinhua Zhu ,&nbsp;Fei Cao ,&nbsp;Wei Yuan ,&nbsp;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}
引用次数: 0
What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics 胜任教学的关键是什么?多国教学实习评估标准比较
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-27 DOI: 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.

实习评估标准通过其传递的标准对职前教师的学习产生反向影响。本文对六个国家使用的十种评分标准进行了文献分析:南非、印度、英国、新加坡、加拿大和瑞典。我们对处置、知识、结果和推理进行了比较。我们使用合法化规范理论(LCT)来说明实习评估是如何以不同方式合法化的。一些评分标准强调职前教师的处置能力以及他们是否正确执行协议。另一些则强调他们在情境中的推理能力。这些立场要求教师教育者和政策制定者审视自己的评估重点在哪里。
{"title":"What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics","authors":"Lee Rusznyak ,&nbsp;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}
引用次数: 0
US teacher opposition to so-called critical race theory bans 美国教师反对所谓的种族批判理论禁令
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-23 DOI: 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.

包括田纳西州在内的美国多个州已颁布法律,禁止在公立学校推行所谓的种族批判 理论。本研究将教师定位为政策行动者,探讨了未来教师和在职教师如何理解田纳西州的立法,并计划如何加以引导。在焦点小组中,参与者不赞成这项立法。他们表达了积极反对、勉强遵守和有意漠视的态度。我们认为,这些反应反映了教师对其所处环境中权力的计算。研究结果表明,教师并不仅仅是被动地执行命令的主体,而是有意识地、有策略地解释政策。这项研究对教师在全球范围内驾驭审查政策具有借鉴意义。
{"title":"US teacher opposition to so-called critical race theory bans","authors":"Laura Beth Kelly ,&nbsp;Aixa Marchand ,&nbsp;Laura Taylor ,&nbsp;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}
引用次数: 0
Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training 从紧张关系到基于身份的动机:探索人工智能强化教师培训中的教师职业认同
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-22 DOI: 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.

这项混合方法案例研究探讨了教师职业认同(TPI)的紧张关系,以及在中国大学人工智能强化教师培训项目中将人工智能(AI)融入教学的动机。216 名参加者填写了调查问卷,随后对 15 名选定的教师进行了深入的定性分析。研究揭示了 TPI 群体性与个体性、人性与技术、连续性与开放性之间的紧张关系。介绍了三个概念模型:作为导航者、合作者和发明者的人类智能和人工智能。它强调了量身定制的人工智能强化教师培训在协调教育工作者的不同身份和动机与技术进步方面的关键作用,标志着在全球教师教育中有效整合人工智能的战略方法。
{"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}
引用次数: 0
The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis 孩子们(不是)没事:教师对处于社会情感危机中的青少年言论的看法
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-21 DOI: 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.

在这项定性研究中,我们与美国的六位小学教师组成了一个话语社区,通过话语分析来探讨这些教师是如何讨论青少年处于社会和情感危机这一国际概念的。教师们抵制赤字叙事,即青少年是这场危机的罪魁祸首,需要加以解决。这种抵制体现在教师的话语策略中,如彰显学生的优势,认识到 "危机 "是如何从按计划运行的系统中产生的,并指出运动的矛盾隐喻(停留在过去,沉迷于进步)可能会阻碍全球教育变革。
{"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}
引用次数: 0
A systematic review of teacher resilience: A perspective of the job demands and resources model 对教师抗压能力的系统回顾:从工作需求和资源模式的角度看教师的抗压能力
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-21 DOI: 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.

鉴于教师职业所面临的巨大挑战,优先考虑教师的抗压能力至关重要。本文采用基于 PRISMA 的 "工作要求与资源"(JD-R)模型,对 54 项关于教师抗挫折能力的研究进行了回顾。本文考察了研究方法的质量、教师抗挫力的概念化及其前因。研究承认了综述在方法上的局限性,并对教师抗挫折能力的概念化进行了分类,同时提出了推进教师抗挫折能力领域研究的潜在途径。此外,研究结果强调,资源因素比需求因素更受重视,并强调有必要进一步研究如何区分阻碍性需求和挑战性需求。
{"title":"A systematic review of teacher resilience: A perspective of the job demands and resources model","authors":"Junying Lu ,&nbsp;Junjun Chen ,&nbsp;Zan Li ,&nbsp;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}
引用次数: 0
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness 关于校园欺凌受害者的反应、教师的严肃认知和干预意愿的调查-实验研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-21 DOI: 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.

教师在预防校园欺凌方面发挥着至关重要的作用。本研究采用调查-实验设计,调查了教师对校园欺凌的严重性和干预意愿的感知。根据受害者的五种反应类型(哭泣、反击、寻求帮助、装作若无其事、不做描述)和四种欺凌形式(身体、语言、关系和网络)设计了 20 个联合情景。网络欺凌被认为是最严重的。身体欺凌引起的干预意愿最高。除关系欺凌外,教师对欺凌严重性的认识因受害者的反应而有显著差异。然而,教师的干预意愿并不因受害者的反应而有显著差异。
{"title":"A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness","authors":"Hui Yin ,&nbsp;Jiexin Gao ,&nbsp;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}
引用次数: 0
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1