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Teaching teachers to teach with technology: teacher educators’ practices Teach. Teach. (IF 3.143) Pub Date : 2024-04-19 Dana Uerz, Manon van Zanten, Kyra de Korte, Monique Volman, Marijke Kral
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effecti...
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Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux Teach. Teach. (IF 3.143) Pub Date : 2024-04-18 Alex Örtegren, Anders D. Olofsson
Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and te...
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What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion Teach. Teach. (IF 3.143) Pub Date : 2024-04-05 Pearl Subban, Stuart Woodcock, Brent Bradford, Allesandra Romano, Caroline Sahli Lozano, Harry Kullmann, Umesh Sharma, Tim Loreman, Elias Avramidis
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to i...
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“Nobody tells us how…”: experiences of high schools Ecuadorian teachers with respect to the implementation of sexuality education as a Cross-curriculum approach Teach. Teach. (IF 3.143) Pub Date : 2024-03-22 Jessica Castillo-Nuñez, Ana Cevallos-Neira, Nancy Arpi-Becerra, Silvia López-Alvarado, Elena Jerves-Hermida
Although in various contexts it is mandatory for teachers to address sexuality education (SE) as a cross-curriculum approach of the school curriculum, its implementation represents a particular cir...
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Co-constructed engagement with Australian Aboriginal families in early childhood education Teach. Teach. (IF 3.143) Pub Date : 2024-03-12 J. H. Sisson, L. I. Rigney, R. Hattam, A. Morrison
Partnerships with Aboriginal families are significant to children’s learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for enga...
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‘Within the limits of decency and modesty’: the construction of cis-heteronormativity in New Brunswick school dress code policies Teach. Teach. (IF 3.143) Pub Date : 2024-03-09 Melissa Keehn
This study considers the ways school dress code policies in the Atlantic Canadian province of New Brunswick subtly perpetuate heteronormative and cisgendered assumptions regarding acceptable youth ...
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The contribution of Teacher education to universities: a case study for international teacher educators Teach. Teach. (IF 3.143) Pub Date : 2024-03-01 E.C Hoult, Judy Durrant, Richard Holme, Christine Lewis, David Littlefair, Matthew McCloskey-Martinez, Lizana Oberholzer
This paper reports on the initial stage of a research project which aims to develop deeper understanding of the contribution teacher education, as a sub-discipline within Education, makes to Higher...
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The hall of mirrors: reflecting on pre-service teachers’ reflections Teach. Teach. (IF 3.143) Pub Date : 2024-03-05 Doreen Spiteri
Undoubtedly, a focal point of teacher education courses is the practicum, and during this phase, reflection on practice is often a key component. Pre-service teachers are invariably asked to mainta...
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Communicating in primary science: exploring the reported language practices of Australian primary teachers Teach. Teach. (IF 3.143) Pub Date : 2024-02-29 James Deehan, Amy MacDonald
In recent decades a body of research has emerged supporting the effectiveness of a plethora of science teaching practices in improving learners’ science achievement and scientific literacy. However...
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Tensions between the political, institutional, and project levels when developing professional digital competence in teacher education. A cultural historical activity theory analysis of inhibiting and facilitating factors Teach. Teach. (IF 3.143) Pub Date : 2024-02-28 A-T. Arstorp
This study is a Cultural Historical Activity Theory analysis of the tensions between object and motive at the political, institutional and project management levels for five digitalisation projects...
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Knowing when to step in: linking teachers’ behavioural responses to workplace dissatisfaction with intent to leave Teach. Teach. (IF 3.143) Pub Date : 2024-02-23 Andrew Pendola
Increasing attention worldwide has been paid to strategies for improving teacher retention as shortages reach critical levels. While a large body of research has focused on the conditions that lead...
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The importance of context in teacher educators’ professional digital competence Teach. Teach. (IF 3.143) Pub Date : 2024-02-20 Jeffrey P. Carpenter, Joshua M. Rosenberg, Aaron Kessler, Enilda Romero-Hall, Christian Fischer
Digital technologies permeate modern life, and schools are accordingly expected to help students develop related knowledge and skills. As a result, educators’ professional digital competence (PDC) ...
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Enhancing novice teacher motivation through professional conferences Teach. Teach. (IF 3.143) Pub Date : 2024-02-17 Monica J. Kowalski, Mark T. Johnson
Teacher attrition continues to be a major issue in the field of education, and more research is needed on innovative efforts to enhance teacher motivation and encourage retention. This study explor...
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Digital competence profiles of first year, pre-service teachers. Analysis in the Catalan university system Teach. Teach. (IF 3.143) Pub Date : 2024-02-19 Mireia Usart, José-Luis Lázaro-Cantabrana, Teresa Romeu, Mercè Gisbert-Cervera
Like many other countries around the world, Catalonia is currently facing an urgent need for digitally competent teachers. Understanding the profile of first-year, pre-service teachers in relation ...
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Educating for uncertainty in what is certainly an uncertain world Teach. Teach. (IF 3.143) Pub Date : 2024-02-17 Andreas Bonnet, Jocelyn Glazier
While uncertainty is an unavoidable companion in our world, it is hard to grasp and even harder to embrace in educational contexts. In this special issue of Teachers and Teaching: Theory and Practi...
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Still standing: an ecological perspective on teachers remaining in hard-to-staff schools Teach. Teach. (IF 3.143) Pub Date : 2024-02-13 Jo Lampert, Amy McPherson, Bruce Burnett
In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others. Drawin...
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Moving towards preservice teachers’ implementation of universal design for learning: the central role of self-efficacy Teach. Teach. (IF 3.143) Pub Date : 2024-02-06 Ingrid Sala-Bars, Cristina Mumbardó-Adam, Ana Luisa Adam-Alcocer
As Universal Design for Learning (UDL) has emerged as a reference model to facilitate inclusive education, recent policies have stated the need to strengthen its use in schools and to train preserv...
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Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses Teach. Teach. (IF 3.143) Pub Date : 2024-02-06 Nisanka Uthpalani Somaratne Rajapakse Mohottige, Annette Hessen Bjerke, Renate Andersen
Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepar...
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Exploring and reflecting on the influences that shape teacher professional digital competence frameworks Teach. Teach. (IF 3.143) Pub Date : 2024-02-06 Oliver McGarr
The importance of Digital Competence in teacher education has increased in recent years resulting in a range of digital competency frameworks aimed at guiding national and regional governments in t...
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From parent-teacher relations to professional identity in Danish and Swedish schools Teach. Teach. (IF 3.143) Pub Date : 2024-02-06 Ulla Lundqvist, Ilona Rinne, Ali Yildirim
Denmark and Sweden have witnessed a historically significant amplification of parental influence in compulsory schools during the past two decades. The emphasis on parental involvement in these two...
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Flexible learning spaces as an arena for developing professional digital competence through small group collaboration Teach. Teach. (IF 3.143) Pub Date : 2024-02-02 Alexandra Lazareva, Cathrine Edelhard Tømte
Flexible technology-rich learning spaces such as Future Classroom Labs (FCL) have a large potential for developing teacher education (TE) students’ professional digital competence through engaging ...
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Acceptance of gay and lesbian people among Polish teachers: the roles of intergroup contact and belief in LGBT conspiracy ideology Teach. Teach. (IF 3.143) Pub Date : 2024-01-31 Michał Jaśkiewicz
The present research focused on predictors of acceptance of gay and lesbian people among Polish teachers. The relationship between acceptance and intergroup contact was examined through the lens of...
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Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice Teach. Teach. (IF 3.143) Pub Date : 2024-01-30 Johannes König, Rudy Ligtvoet, Stefan Klemenz, Martin Rothland
In spite of a prominent discussion in the literature about the relationship between theory and practice in teacher education there is a lack of empirical research examining the effects on teachers’...
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Teacher professional identity: agentic actions of a novice teacher in a challenging school context Teach. Teach. (IF 3.143) Pub Date : 2024-01-23 Emma Groenewald, Laura Arnold
Teachers develop their identity during initial teacher training and continue to develop it throughout their careers. Many teachers in rural schools find themselves teaching in challenging contexts....
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Teachers’ attachment moderates links between students’ internalizing and externalizing problems, teacher-student relationships, and students’ school-related attitudes Teach. Teach. (IF 3.143) Pub Date : 2023-12-27 Eda Behar Nulman, Sarit Alkalay
Teacher-student relationships contribute to students’ well-being, school adjustment, and achievements. Only a handful of studies have focused on the contribution of teacher characteristics to teach...
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Pain of the past and present: an identity conscious exploration of the prevalence and scope of educator primary and secondary trauma Teach. Teach. (IF 3.143) Pub Date : 2023-12-11 James L. Olive, Chelsea Gilbert, Meredith Wronowski, Anthony Peddle
Research on trauma in education has primarily focused on the student experience while the prevalence and scope of educator trauma remains largely unexplored, especially through an identity-consciou...
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Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives Teach. Teach. (IF 3.143) Pub Date : 2023-11-30 Haoran Liu, Pamela Sammons, Ian Menter
Teacher professional identities are considered crucial to link teachers’ personal experiences with the social and professional changes needed for improved learning in schools. In this research stud...
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Critical thinking in teacher education: where do we stand and where can we go? Teach. Teach. (IF 3.143) Pub Date : 2023-11-29 Rui Yuan, Wei Liao
Published in Teachers and Teaching: Theory and Practice (Vol. 29, No. 6, 2023)
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Publisher’s Note Teach. Teach. (IF 3.143) Pub Date : 2023-11-29
Published in Teachers and Teaching: Theory and Practice (Vol. 29, No. 6, 2023)
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Purposeful teachers and teaching in Finland and Estonia Teach. Teach. (IF 3.143) Pub Date : 2023-11-25 Rina Ronkainen, Elina Kuusisto, Eve Eisenschmidt, Kirsi Tirri
The purpose of this study was to investigate how Finnish and Estonian teachers perceive their purpose in life (nFIN = 238, nEST = 376) and purposeful teaching (nFIN = 11, nEST = 8). A mixed-method ...
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Understanding factors related to teacher job performance during the COVID-19 pandemic: the mediating role of emotional well-being Teach. Teach. (IF 3.143) Pub Date : 2023-11-24 Mara Šimunović, Barbara Balaž, Maja Parmač Kovačić, Irena Burić
The aim of the present study was to investigate the relationships between teachers’ personal (i.e. psychological capital, social support, ICT skills), job-related factors (i.e. school principal’s t...
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Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research Teach. Teach. (IF 3.143) Pub Date : 2023-11-23 Simone Seitz, Uta Häsel-Weide, Yannik Wilke, Melina Wallner
Seen from an international perspective, the professionalisation of (prospective) teachers for inclusive education is a main determining factor for the inclusion-related further development of schoo...
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Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals Teach. Teach. (IF 3.143) Pub Date : 2023-11-18 Grace Lee, Jie Zhang
This study examined pre-service teachers’ perceptions towards translanguaging, their language ideologies and self-efficacy to educate emergent bilinguals in a teacher education program in North Ame...
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The Interrelation between teachers’ sense of professional agency and perceived professional recognition: five-year follow-up study of Finnish teachers Teach. Teach. (IF 3.143) Pub Date : 2023-11-20 Jenni Sullanmaa, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
Teachers’ engagement in active learning from and within their professional community is highly dependent on the support they receive from their colleagues. In this study we examined teachers’ sense...
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Applications of codes of teacher ethics in the context of anthropogenic climate change Teach. Teach. (IF 3.143) Pub Date : 2023-11-16 Helen J Boon
Current school students, citizens of the future, will inherit urgent, complex, ethically challenging real world problems affecting social and environmental sustainability, such as anthropogenic cli...
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Teacher development in an evolving online professional learning community: an action research study Teach. Teach. (IF 3.143) Pub Date : 2023-11-16 Ying Wang, Danmeng Liu, Peiru Tong
Professional learning communities (PLCs) have long been regarded as effective for professional development; their operational processes, however, are largely unexplored in the literature. This pape...
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Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher Teach. Teach. (IF 3.143) Pub Date : 2023-11-05 Gustavo González-Calvo, Valeria Varea
Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationsh...
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One size does not fit all - mapping informal and formal professional development activities of vocational teachers Teach. Teach. (IF 3.143) Pub Date : 2023-11-09 Marjanne Hagedoorn, Maaike Koopman, Machiel Bouwmans, Elly de Bruijn
Vocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these c...
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Who holds [educational] authority? Framing the authoritarian turn in the conservative “gag orders” in the United States Teach. Teach. (IF 3.143) Pub Date : 2023-10-23 Angela Kraemer-Holland
Amid the democratic backsliding of the United States and other nations, this paper problematises how authoritarian policy trends complicate who holds educational authority over teacher pedagogy, th...
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The conflicted role of uncertainty in teaching and teacher education Teach. Teach. (IF 3.143) Pub Date : 2023-10-26 Andreas Bonnet, Jocelyn Glazier
Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, unce...
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Pedagogical listening: understanding how teachers listen to student struggle during mathematical sense-making discussions Teach. Teach. (IF 3.143) Pub Date : 2023-10-19 Andrea R. English, Kersti Tyson, Allison Hintz, Diana Murdoch, Julie Anderson
Research suggests that students’ verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known abo...
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Rate your coach: exploring ratings of coaching skills throughout teacher induction Teach. Teach. (IF 3.143) Pub Date : 2023-10-16 Andrew Kwok, Megan S. Patterson, Mario I. Suárez, Debbee Huston, Douglas Mitchell
This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induct...
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Uncertainty in biology classrooms: a matter of disciplinary culture? Teach. Teach. (IF 3.143) Pub Date : 2023-10-16 Britta Lübke
Uncertainty is an inherent aspect of the world we live in and is necessarily part of scientific knowledge and scientific inquiry. This paper presents a multi-case study about (1) how uncertainty oc...
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Preparing and supporting teachers of immigrant and refugee students Teach. Teach. (IF 3.143) Pub Date : 2023-10-13 Lisa Damaschke-Deitrick, Ericka Galegher, Annika Wilmers, Alexander W. Wiseman
Published in Teachers and Teaching: Theory and Practice (Ahead of Print, 2023)
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Algorithmic futures: an analysis of teacher professional digital competence frameworks through an algorithm literacy lens Teach. Teach. (IF 3.143) Pub Date : 2023-10-10 Rachel Moylan, Jillianne Code
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledg...
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Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective Teach. Teach. (IF 3.143) Pub Date : 2023-10-11 Joseph Y. Haw, Ma. Jenina N. Nalipay, Ronnel B. King
This study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determ...
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Learning through perplexities in inquiry-based learning settings in teacher education Teach. Teach. (IF 3.143) Pub Date : 2023-10-05 Angelika Paseka, Jan-Hendrik Hinzke, Vanessa-Patricia Boldt
The concept of inquiry-based learning has become widespread in teacher education in Europe and beyond. Inquiry-based learning courses aim to raise the research competence of (preservice) teachers a...
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Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities Teach. Teach. (IF 3.143) Pub Date : 2023-10-04 Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson
The purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities inter...
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Caveats for change: exploring pre-service teachers’ concerns regarding change Teach. Teach. (IF 3.143) Pub Date : 2023-10-06 Orla McCormack, Raymond Lynch, Jennifer Hennessy
Notable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative...
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‘Your past prepares you for who you will become’: reoccurring themes in the individual pasts of maker education teachers Teach. Teach. (IF 3.143) Pub Date : 2023-10-05 Roey Kafri
Maker education offer numerous potential benefits for student learning; however, we currently lack an understanding of the ways in which educators integrate these pedagogies into regular practice. ...
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Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences Teach. Teach. (IF 3.143) Pub Date : 2023-10-05 Ying Zhang, Junjun Chen, Kwok Kuen Tsang
Teacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well...
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Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction Teach. Teach. (IF 3.143) Pub Date : 2023-10-05 Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen
While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model...
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Teacher networks: From a catalyst for enactment of professional development to a source of professional development Teach. Teach. (IF 3.143) Pub Date : 2023-10-04 Thibault Coppe
Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with tea...
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Understanding the meaning of uncertainty in geography education: a systematic review Teach. Teach. (IF 3.143) Pub Date : 2023-09-30 Melissa Hanke, Angelika Paseka, Sandra Sprenger
In the field of geography education, the term uncertainty is present yet varies in its definition and conceptualisation. This paper presents an overview of definitions and concepts of uncertainty i...
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Performing without a script: a dramaturgical analysis of the first cohort of Senior High School teachers in the history of Philippine education Teach. Teach. (IF 3.143) Pub Date : 2023-09-30 Manuel R. Enverga III, Elizabeth R. Enverga
In 2013, the Philippines shifted from a ten to a thirteen year basic education curriculum. Expanding the number of years of schooling necessitated the addition of new grade levels, including Grades...
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The phenomenon of uncertainty as an opportunity, challenge and characteristic in the field of physical education: a systematic review Teach. Teach. (IF 3.143) Pub Date : 2023-09-29 Ole Stabick, Ingrid Bähr
Because schools as educational institutions have the task of empowering today’s students (as future citizens) to lead their lives responsibly, current social changes (such as digitalisation) sugges...
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Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey Teach. Teach. (IF 3.143) Pub Date : 2023-09-01 Marlena Celebre-Baird, David B. Reid
ABSTRACT As teachers gain experience, their assessment knowledge base, personal beliefs, and the educational context come together to shape their identity as an assessor. This study sought to add to the body of research by highlighting and describing, through the lens of the teacher, how beliefs and context influence teachers’ assessment literacy in practice. Qualitative case study methodology was
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Primary school teachers’ perspectives on the quality of inclusive education Teach. Teach. (IF 3.143) Pub Date : 2023-08-31 Gamze Görel, Katja Franzen, Frank Hellmich
ABSTRACT Instructional quality is a central element in the context of teaching and learning. However, there is still a lack of clarity on what is meant by good inclusive education. In the present study, N = 24 primary school teachers from Germany were interviewed about their understanding of good inclusive teaching. The results of the qualitative study reveal that there are several factors, which are
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With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process Teach. Teach. (IF 3.143) Pub Date : 2023-08-30 Ilana Finefter-Rosenbluh, Amanda Berry
ABSTRACT Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students’ scepticism in the power of their voice and teachers’ struggle
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‘One doesn’t just move online’: an intersectional analysis of teachers’ response to the crisis of pandemic teaching Teach. Teach. (IF 3.143) Pub Date : 2023-08-08 Katie A. Mathew, David Mattson, Kristy Kelly, Yiyun Fan, Kathlyn Elliott, Jen Katz-Buonincontro
ABSTRACT While the educational emergency response to the COVID-19 pandemic centred on student learning and safety, teachers’ burnout, and teacher strikes, stories of teachers quitting the profession have left schools in crisis around the world. In this study, we use an intersectional approach to explore teacher experiences during the pandemic as ‘crisis experiences.’ The data presented in this study