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Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds 探索教师在全纳教育中的作用:中学教师在应对学生社会文化背景多样性的项目中的导航作用
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-03 DOI: 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。
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引用次数: 0
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review 非英语教师在跨国语言师范教育中的身份:系统回顾
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-02 DOI: 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.

本文对 1990 年至 2022 年间发表的 46 项实证研究进行了系统回顾,这些研究涉及在英语国家的大学中接受跨国语言师范教育的非英语国家教师的身份认同问题。本研究以实践中的身份认同和话语中的身份认同为理论视角,描述了现有研究的现状,并对现有研究进行了研究综述,以确定研究成果中的主题。研究结果表明,在现有研究中,话语中的身份认同主题比实践中的身份认同主题更占主导地位,而且人们对语言教师身份认同与语言教师教育之间的联系知之甚少。
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引用次数: 0
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning 职前教师理解、观察和支持自我调节学习的方法
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-31 DOI: 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.

本研究探讨了职前教师(PSTs)理解、观察和支持自我调节学习(SRL)的方法。在实施开放式问卷调查(=118)之后,根据齐默尔曼的自律学习框架进行了定性分析。PST 反思了他们对自律学习阶段的理解:前瞻、表现和反思。专业技术人员表现出了对自学能力学习的理论理解,但对如何观察和支持学生的自学能力学习技能及其发展的理解较弱。研究结果对师范教育和教师专业发展具有实际意义。
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引用次数: 0
Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN) 探索教师的压力、职业倦怠和技术压力水平。利用人工神经元网络(ANN)预测教师的抗压水平
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 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.

本研究探讨了穆尔西亚地区 168 名教师的压力、职业倦怠综合症、复原力和技术压力。总体目标是预测教师的抗压能力水平,分析研究变量之间的关系,以及年龄和性别的影响。研究结果表明,压力、技术压力、情感衰竭和人格解体之间的相关分析具有统计学意义。对复原力的分析表明,复原力与上述因素之间存在显著的负相关关系,但与个人成就感之间存在积极的统计学意义上的显著关系。此外,我们还发现了年龄对技术压力和压力的影响。此外,我们还创建了一个人工神经网络(ANN),从而获得了一个能够预测 86.7% 的复原力水平的模型。虽然压力、年龄和性别也很重要,但个人成就感是预测教师复原力水平的最相关因素。
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引用次数: 0
“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts "镜与窗":关于教育工作者对艺术领域文化响应性教学愿望和教学大纲改革的案例研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 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.

这项定性案例研究探讨了教育工作者将艺术教学法转变为文化可持续实践的愿望。二十四名教育工作者参加了为期 20 小时的在线培训,包括接触印刷品收藏、阅读具有文化可持续性的学术著作、对话和非殖民化教案。20 名教育工作者参加了双向访谈,对文化身份和教学改革有了更深入的了解,从而为学生塑造了积极的文化身份。研究结果突出了艺术如何促进社会正义教学目标,强调教育者有意进行自我反思,以预测挑战和避免文化剥削。建议包括在教师专业发展中利用具有不同艺术家的在线艺术数据库。
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引用次数: 0
Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang 专业学习社区及其对教师绩效的影响:贵阳公立小学的经验证据
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 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.

本研究以中国贵阳 18 所学校的 396 名公立小学教师为对象,探讨了专业学习社区(PLC)与教师绩效之间的关系。偏最小二乘法结构方程建模(PLS-SEM)分析表明,PLC 的五个维度(共同价值观和愿景、共享和支持性领导、支持性条件、集体学习和应用、共享个人实践)均与教师绩效正相关。有趣的是,共同价值观和愿景通过调解其他四个维度间接影响了绩效。这些研究结果凸显了精心设计的 PLC 对中国教师发展的重要性。本文讨论了未来研究的局限性、影响和建议。
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引用次数: 0
Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19 大流行病过山车:大学生在 COVID-19 之前、期间和之后的情感疲惫、满意度、热情和辍学意向轨迹
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-23 DOI: 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.

COVID-19 大流行可能会对大学生的幸福感和积极性产生持久影响。然而,现有的关于大学生幸福感和学习动机的研究并未涵盖大流行前、中和后的整个时期。本研究调查了 2020 年至 2023 年德国大学生的幸福感(情绪衰竭、学习满意度)和学习动机(辍学意愿、学习热情)。来自 1967 名学生的潜在变化得分模型显示,与 2020 年相比,2021-2023 年学生的情绪衰竭和辍学意愿有所上升。学习满意度最初在 2021 年停课期间有所上升,但随后有所下降,而学习热情则保持稳定。这些发现强调,大学需要持续提供支持,以减轻与大流行病相关的学生困扰。
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引用次数: 0
Disentangling pre-service history teachers’ pedagogical content knowledge 解读职前历史教师的教学内容知识
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-22 DOI: 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.

深入了解教师的教学内容知识(PCK)对历史教育大有裨益。我们采用了一种 "大声思考 "协议,以深入了解比利时和荷兰 12 名职前历史教师的 PCK。通过重建备课过程,对 PCK 的各个组成部分进行了分析。并非所有 PCK 组成部分都是同时发展的,参与者对教学策略的了解多于对学生或课程的了解。一些参与者只能部分地建立某些 PCK 组成部分之间的关系,这种情况可以解释为认知超载的结果。本文讨论了这一现象对教师教育的影响。
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引用次数: 0
“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms "没人回答,你没听我说吗?在职教师主持的朗读会及其在学前教育课堂中驾驭互动性的策略
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-20 DOI: 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.

本研究探讨了职前教师在学前班朗读课文时如何表现和驾驭互动性。我们使用 Beauchamp 和 Kennewell(2010 年)的互动性框架,分析了 26 名职前教师的 74 段视频录像,记录了土耳其六所幼儿园的互动朗读课程。研究结果揭示了在朗读过程中观察到的三种互动类型:未被注意和互动机会有限;通过对话为互动打开空间;以互动为中心促进批判性思维和更深入的理解至关重要。因此,本研究强调了提高职前教师阅读能力的紧迫性和教师培训项目变革的必要性。
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引用次数: 0
Wrestling with forum theater in the banking culture of education in the United States: A self-study 与美国银行教育文化中的论坛剧场搏斗:自我研究
IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-18 DOI: 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.

本自我研究探讨了在幼儿指导实践课程中实施论坛剧场这一教学策略的复杂性。通过分析教师候选人的退出票、访谈、研究者备忘录和研究者会议记录,我们发现论坛剧场促进了游戏性、体现性学习和向同伴学习。我们还发现,指导教师和候选教师在克服银行教育模式、按照预期实施论坛剧场活动时遇到了困难。困难表现在对参与的抵制、对记忆的关注以及将教师视为知识的给予者。我们为自己的实践提供了可能适用于其他情况的启示。
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引用次数: 0
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Teaching and Teacher Education
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