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Relationships and differences between goal orientations and emotional experiences of physical education teachers 体育教师的目标取向与情感体验之间的关系和差异
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104738
Kelly L. Simonton , Kevin Mercier , Kevin A.R. Richards , Karen L. Gaudreault , Aimee Gray

Despite the motivational impact of teacher goal orientations and emotions, there is limited investigation on those who experience marginalization, such as Physical Education teachers. The purpose of this study was to explore the relationships among and differences in Physical Education teacher goal orientations and emotions. Inservice Physical Education teachers (N = 364) from across the U.S. completed demographic, goal orientations, and emotions surveys. Analysis of variance and path analysis tests found that goal orientations and emotions differed significantly by context, instructional level, and years of experience. Aiding teachers in the development of mastery, approach, and social goal orientations can increase positive teacher experiences – improving their effectiveness and well-being.

尽管教师的目标取向和情绪对教师的工作有激励作用,但对体育教师等边缘化群体的调查却很有限。本研究旨在探讨体育教师目标取向和情绪之间的关系和差异。来自美国各地的在职体育教师(364 人)完成了人口统计、目标取向和情绪调查。方差分析和路径分析检验发现,目标取向和情感因环境、教学水平和工作年限的不同而存在显著差异。帮助教师发展掌握、方法和社会目标取向可以增加教师的积极体验--提高他们的工作效率和幸福感。
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引用次数: 0
Teachers’ views on gameful practices – A scoping review 教师对游戏化实践的看法--范围界定审查
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104730
Borbála Bacsa-Károlyi , Anikó Fehérvári

Gameful education can foster students' lifelong learning perspectives, which is vital in the 21st century. However, implementation strongly depends on teachers' views about gameful practices. This scoping review aims to identify the characteristics of relevant studies and explore factors influencing gameful practices. Following the PRISMA protocol, 143 studies were analysed that focused on in-service teachers’ beliefs, attitudes, or practices concerning gamification or game-based learning; published between 2013 and 2023; written in English; contained primary source; and peer-reviewed. The study introduces a typology of supporting and inhibiting factors, emphasising the importance of professional development and supportive communities.

游戏化教育可以培养学生的终身学习观念,这在 21 世纪至关重要。然而,游戏化教育的实施在很大程度上取决于教师对游戏化实践的看法。本范围综述旨在确定相关研究的特点,并探讨影响游戏化实践的因素。按照PRISMA协议,我们分析了143项研究,这些研究关注在职教师对游戏化或基于游戏的学习的信念、态度或实践;发表于2013年至2023年;用英语撰写;包含原始资料;经过同行评审。研究介绍了支持性因素和抑制性因素的类型,强调了专业发展和支持性社区的重要性。
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引用次数: 0
Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain 了解并提高教师的科研参与度:波兰和西班牙成功案例的启示
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-20 DOI: 10.1016/j.tate.2024.104747
Marta Kowalczuk-Walędziak , Georgeta Ion

Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.

本文通过对波兰和西班牙 36 名参与研究的教师进行定性访谈研究,旨在确定和探 讨他们参与研究的类型,以及他们对教育利益相关方如何提高这种参与度的建议。研究结果揭示了教师研究参与的三种类型--即情境参与、情感参与和变革参与--以及他们认为对提高教师研究参与度至关重要的五个利益相关方的具体角色和责任:学校领导、教师、大学社区、师范教育机构和政策制定者。最后,本文为这一领域的理论与实践提出了新的见解。
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引用次数: 0
Negotiations and reconciliations in the first year of teaching 教学第一年的谈判与和解
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-17 DOI: 10.1016/j.tate.2024.104744
Tanya Flushman, Sarah Hegg, Megan Guise, Jesse Sanford, Nancy Stauch

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.

本研究调查了三位中学一年级教师的生活经历和身份发展,探讨了他们各自为协调教学期望与现实之间的关系而采取的做法。作者从每周的反思和访谈中归纳出不同的叙述,确定了支持新教师调和的因素,包括与社区的紧密联系、健康的社会情感技能以及课程角色的重新调整。本研究提倡教师准备课程认识到期望不一致的领域,并为新教师构建现实的教学观提供支持,这对发展教师身份认同和影响教师留任至关重要。
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引用次数: 0
A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity 通过绘制 PCK 地图来显示小学教育师范教育人员有关生物多样性的教学内容知识各组成部分之间的整合情况
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-17 DOI: 10.1016/j.tate.2024.104746
María Emilia Ottogalli , Gonzalo M.A. Bermudez

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.

生物多样性是当今一个非常重要的话题,但目前缺乏对这一概念的教学内容知识(PCK)的研究。我们通过一项定性、解释性和探索性研究,采用基于内容表征工具和制图法的半结构式访谈,考察了阿根廷十位小学教育教师教育者对 PCK 各组成部分的整合情况。OTS和KSU的整合程度最高,而KA的整合程度最低。我们讨论了 PCK 各组成部分之间的整合对生物多样性教学的影响,以此作为对教师培训和未来研究的贡献。
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引用次数: 0
Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times 在 2020 年代学习教学:四位教师候选人在充满挑战的时代中的经历
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-16 DOI: 10.1016/j.tate.2024.104733
Jessica E. Masterson , Chloe James Carr , Emmy Petty , Honor Stevenson , Abigail Yaromich

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.

科威德-19 时代的许多研究都关注学生的学习损失,但很少有实证研究探讨美国师范生在当前的大流行病时代以及所有的社会和政治动荡中学习教学的经历。这项自述式案例研究以四名师范生的实习和学生教学经历为中心,他们在整个 2021-2022 学年期间收集了观察和反思数据。他们与教师教育者一起,运用女性主义劳动理论视角,对数据进行了分析,并得出了三大主题:学习教学是一种情感工作,劳动结构是学习教学的障碍,以及对教学这一职业的整体不确定性。
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引用次数: 0
Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708] 对 "整件事都需要摇一摇:教师对学校中社交和情感技能的看法的混合方法研究"[Teach. Teach. Edu. 148 (2024) 104708] 更正
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-16 DOI: 10.1016/j.tate.2024.104741
Lottie Hamer, Wendy Ross, Amanda Holland
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引用次数: 0
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree 谁在考虑退学,为什么?师范生的认知和情感动机特征解释了他们退学意向的差异
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-12 DOI: 10.1016/j.tate.2024.104718
Andrea Westphal , Annelie Schulze , Juliane Schlesier , Hendrik Lohse-Bossenz

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.

这项混合方法研究旨在发现 N = 395 名师范生的认知和情感动机特征的不同组合,并将其与退出师范专业的意向相联系。潜特征分析得出了三种特征:(1) 有参与心态的教师(除知识外,所有指标得分都很高);(2) 所有指标得分平均的均衡特征;(3) 低心态特征(自我效能感低,其他指标得分平均)。具有参与心态的师范生放弃师范学位的意愿较低。主要的推动因素是课程要求和对教学内容相关性的认识不足。
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引用次数: 0
The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression 大专院校英语教师的情绪调节前因及其对重评和压抑的运用
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-11 DOI: 10.1016/j.tate.2024.104732
Esra Meşe , Enisa Mede

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.

本研究旨在从教师情绪的前因和 ER 策略(认知再评价和表达压抑)两个方面,加深对教师情绪的理解。为了深入了解教师的情绪,本研究对八名大专院校的教师进行了个案研究。研究采用了叙事框架、半结构式访谈和小故事。结果显示,引发情绪的前因与与学生的互动、非教学职责以及与同事的互动有关。参与者使用各种表达性抑制(如隐藏情绪的影响)和再评价策略(如调整期望值)来应对这些情绪。研究结果强调了 ER 的情境性和动态性。
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引用次数: 0
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms 在认知要求较高的小学数学课堂上培养和利用黑人学生的社区文化财富
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-08 DOI: 10.1016/j.tate.2024.104682
Crystal M. Menzies , Christian D. Schunn , Mary Kay Stein

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.

事实证明,社区文化财富(CCW)对黑人学生在科学、技术、工程和数学方面的持续发展起着重要作用。白人教师往往从赤字的角度看待他们的黑人学生,可能难以认识和获取非白人学生的社区文化财富。通过对美国南部两位白人教师在概念丰富的数学课堂上始终保持黑人学生高度参与的观察分析,我们提出了一个框架,以确定利用和培养黑人学生文化财富的教学实践。这一框架可作为所有教师在数学课堂上使用基于资产的教学的基础。
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引用次数: 0
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Teaching and Teacher Education
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