Pub Date : 2024-08-03DOI: 10.1016/j.tate.2024.104731
This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.
本研究探讨了荷兰中学教师认为具有全纳性的教育项目,以及他们在实施这些项目过程中的作用。利用班克斯(1993 年)的多元文化教育(ME)模式,我们分析了十二位专家教师提到的已开发的全纳项目,并利用个人项目分析(Little,1983 年)来捕捉教师的伴随代理。全纳项目被认为是有意义的,但可操作性差,与日常教学实践的联系不紧密。教师的高度能动性取决于与现有课程的衔接能力和支持教师全纳计划的管理。本文完善了 ME 的维度,并揭示了阻碍教师在全纳实践中发挥能动性的误区。
{"title":"Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds","authors":"","doi":"10.1016/j.tate.2024.104731","DOIUrl":"10.1016/j.tate.2024.104731","url":null,"abstract":"<div><p>This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002634/pdfft?md5=5d8b5be6eb5b75bfe6e1f0cfb8784ac2&pid=1-s2.0-S0742051X24002634-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945644","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 : 2024-08-02DOI: 10.1016/j.tate.2024.104707
This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.
{"title":"Identities of non-English-dominant teachers in transnational language teacher education: A systematic review","authors":"","doi":"10.1016/j.tate.2024.104707","DOIUrl":"10.1016/j.tate.2024.104707","url":null,"abstract":"<div><p>This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002397/pdfft?md5=0c5b402271ce99b5d55b4695f9e163da&pid=1-s2.0-S0742051X24002397-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945647","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 : 2024-07-31DOI: 10.1016/j.tate.2024.104719
This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.
{"title":"Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning","authors":"","doi":"10.1016/j.tate.2024.104719","DOIUrl":"10.1016/j.tate.2024.104719","url":null,"abstract":"<div><p>This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (<em>N</em> = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002518/pdfft?md5=a59bc93e680e0262cf2aadefa3303ee8&pid=1-s2.0-S0742051X24002518-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945646","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 : 2024-07-24DOI: 10.1016/j.tate.2024.104717
This study explores stress, burnout syndrome, resilience, and technostress in 168 teachers in Region of Murcia. The general objective was to predict the teacher's resilience levels, as well as analyse the relationship between the variables under study and see the influence of age and gender. The results achieved showed statistically significant relationships in the correlational analysis between stress, technostress, emotional exhaustion, and depersonalisation. Analyses on resilience showed a significant and negative relationship with factors the factors above, but a positive and statistically significant relationship with personal accomplishment. Also, we found age effects on technostress and stress. Furthermore, an artificial neural network (ANN) was created, obtaining a model with a capacity to predict resilience levels in an 86.7% of cases. Personal accomplishment is the most relevant factor to predict resilience levels in teachers, although stress, age and gender are also important.
{"title":"Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)","authors":"","doi":"10.1016/j.tate.2024.104717","DOIUrl":"10.1016/j.tate.2024.104717","url":null,"abstract":"<div><p>This study explores stress, burnout syndrome, resilience, and technostress in 168 teachers in Region of Murcia. The general objective was to predict the teacher's resilience levels, as well as analyse the relationship between the variables under study and see the influence of age and gender. The results achieved showed statistically significant relationships in the correlational analysis between stress, technostress, emotional exhaustion, and depersonalisation. Analyses on resilience showed a significant and negative relationship with factors the factors above, but a positive and statistically significant relationship with personal accomplishment. Also, we found age effects on technostress and stress. Furthermore, an artificial neural network (ANN) was created, obtaining a model with a capacity to predict resilience levels in an 86.7% of cases. Personal accomplishment is the most relevant factor to predict resilience levels in teachers, although stress, age and gender are also important.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X2400249X/pdfft?md5=319c51bd2a2be5fe407cdcdb98bdc26b&pid=1-s2.0-S0742051X2400249X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772594","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 : 2024-07-24DOI: 10.1016/j.tate.2024.104714
This qualitative case study explored educators’ aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the Artura.org print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development.
{"title":"“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts","authors":"","doi":"10.1016/j.tate.2024.104714","DOIUrl":"10.1016/j.tate.2024.104714","url":null,"abstract":"<div><p>This qualitative case study explored educators’ aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the <span><span>Artura.org</span><svg><path></path></svg></span> print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002464/pdfft?md5=126985cdc71e6b65a44476b42be5c0f3&pid=1-s2.0-S0742051X24002464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772645","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 : 2024-07-24DOI: 10.1016/j.tate.2024.104715
This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed.
{"title":"Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang","authors":"","doi":"10.1016/j.tate.2024.104715","DOIUrl":"10.1016/j.tate.2024.104715","url":null,"abstract":"<div><p>This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141952265","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 : 2024-07-23DOI: 10.1016/j.tate.2024.104709
The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 students indicated increased emotional exhaustion and dropout intentions in 2021–2023 compared to 2020. Study satisfaction initially rose during the 2021 lockdown but declined subsequently, while enthusiasm remained stable. These findings emphasize the need for ongoing university support to mitigate pandemic-related student distress.
{"title":"Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19","authors":"","doi":"10.1016/j.tate.2024.104709","DOIUrl":"10.1016/j.tate.2024.104709","url":null,"abstract":"<div><p>The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 students indicated increased emotional exhaustion and dropout intentions in 2021–2023 compared to 2020. Study satisfaction initially rose during the 2021 lockdown but declined subsequently, while enthusiasm remained stable. These findings emphasize the need for ongoing university support to mitigate pandemic-related student distress.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002415/pdfft?md5=cc9f43c70b1d2445cb6aef9d83bc53eb&pid=1-s2.0-S0742051X24002415-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772665","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 : 2024-07-22DOI: 10.1016/j.tate.2024.104712
History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed.
{"title":"Disentangling pre-service history teachers’ pedagogical content knowledge","authors":"","doi":"10.1016/j.tate.2024.104712","DOIUrl":"10.1016/j.tate.2024.104712","url":null,"abstract":"<div><p>History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002440/pdfft?md5=1a611a7472a3d0aee446b581a01e150e&pid=1-s2.0-S0742051X24002440-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736788","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 : 2024-07-20DOI: 10.1016/j.tate.2024.104716
This study explores how preservice teachers exhibit and navigate interactivity during their read-aloud sessions within preschool classrooms. We analyzed 74 video recordings from 26 PSTs, capturing these interactive read-aloud sessions across six preschools in Turkey using Beauchamp and Kennewell's (2010) interactivity framework. The findings reveal three types of interactions observed during the sessions: unnoticed and limited opportunities for interaction, opening space for interactivity through conversations, and centering interactivity for critical thinking and deeper understanding was pivotal. Therefore, this study emphasizes the urgency of improving the reading proficiency of preservice teachers and the necessity for transformative changes in teacher training programs.
{"title":"“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms","authors":"","doi":"10.1016/j.tate.2024.104716","DOIUrl":"10.1016/j.tate.2024.104716","url":null,"abstract":"<div><p>This study explores how preservice teachers exhibit and navigate interactivity during their read-aloud sessions within preschool classrooms. We analyzed 74 video recordings from 26 PSTs, capturing these interactive read-aloud sessions across six preschools in Turkey using Beauchamp and Kennewell's (2010) interactivity framework. The findings reveal three types of interactions observed during the sessions: unnoticed and limited opportunities for interaction, opening space for interactivity through conversations, and centering interactivity for critical thinking and deeper understanding was pivotal. Therefore, this study emphasizes the urgency of improving the reading proficiency of preservice teachers and the necessity for transformative changes in teacher training programs.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732021","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 : 2024-07-18DOI: 10.1016/j.tate.2024.104710
This self-study explores the complexities of implementing forum theater as a pedagogical strategy in a course on guidance practices for young children. Through analysis of teacher candidate exit tickets, interviews, researcher memos, and researcher meeting notes, we found forum theater promoted playfulness, embodied learning, and learning from peers. We also found instructor and teacher candidates faced difficulties overcoming the banking model of education to implement forum theater as it was intended. Difficulties manifested in resistance to participation, focus on memorization, and seeing the instructor as giver-of-knowledge. We provide implications for our own practice that might be applied in other contexts.
{"title":"Wrestling with forum theater in the banking culture of education in the United States: A self-study","authors":"","doi":"10.1016/j.tate.2024.104710","DOIUrl":"10.1016/j.tate.2024.104710","url":null,"abstract":"<div><p>This self-study explores the complexities of implementing forum theater as a pedagogical strategy in a course on guidance practices for young children. Through analysis of teacher candidate exit tickets, interviews, researcher memos, and researcher meeting notes, we found forum theater promoted playfulness, embodied learning, and learning from peers. We also found instructor and teacher candidates faced difficulties overcoming the banking model of education to implement forum theater as it was intended. Difficulties manifested in resistance to participation, focus on memorization, and seeing the instructor as giver-of-knowledge. We provide implications for our own practice that might be applied in other contexts.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141729696","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}