-
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-11 Anna Maria Arias, Sarah J. Fick, Amanda Benedict-Chambers
Teaching requires noticing through attending to, interpreting, and responding to significant instructional events. To support science learning, elementary teachers must learn the complex work of noticing integrated scientific sensemaking, where students make sense of phenomenon through disciplinary practices. Using qualitative case studies, researchers investigated preservice teachers' noticing when
-
Could you love your job again? Organisational factors to recover teacher enchantment Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-11 Inocencia Maria Martínez-León, Isabel Olmedo-Cifuentes, José Soria-García
This paper addresses enchantment among teachers, differentiating similar concepts and exploring the organisational conditions and critical aspects of teacher enchantment in an attempt to help schools manage them.
-
Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-10 Amber N. Warren, Fares J. Karam
Advocacy is increasingly acknowledged as a critical component of language teachers’ work. Yet, how we prepare teachers for such work, particularly in online language teacher education, is underexamined. This article contributes to investigations into the dialogic nature of teacher advocacy by exploring student-created fictional scripts and discussion of 49 teacher candidates over two semesters. Findings
-
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-10 Yu-Fen Yang, Christine Chifen Tseng, Siao-Cing Lai
This study aimed to explore how 50 in-service primary school teachers enhanced self-efficacy beliefs in artificial intelligence (AI)-based technology integration into English speaking teaching through a professional development program. Grounded in social cognitive theory, this study revealed that community support assisted the teachers in overcoming challenges in implementing AI-based technology in
-
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-10 Javier Onrubia, Marta Minguela, Begoña Roca
Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio-emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strategies that an expert facilitator used to promote socio-emotional dynamics during
-
Looking forward, looking back: Early career teachers’ perceptions of their undergraduate learning goals on current practice Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-10 Shekinah Gaulke, Michelle J. Eady, Bonnie Amelia Dean
Although quality teaching requires ongoing professional development and critical reflection, early career teachers (ECTs) often encounter inadequate support for their professional learning. This study employs semi-structured interviews to explore ECTs’ perspectives on the usefulness, relevance, and importance of setting learning goals during undergraduate studies to reflect on their current teaching
-
Pre-service teachers’ relationship skills and beliefs about social-emotional learning Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-06 Kirsty M. Choquette, Cassandra Pirraglia, Clarissa Cheong, Christina M. Rinaldi
We examined (a) links between pre-service teachers’ relationship skills and beliefs about their future comfort with and commitment to social-emotional learning (SEL), and (b) whether skills and beliefs vary across years of training or gender. A battery of self-report questionnaires was completed by 197 pre-service teachers to examine these variables. Correlation and multiple regression analyses revealed
-
Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-06 Inga Wagner, Teresa Noichl, Malte Cramer, Gabriele E. Dlugosch, Ingmar Hosenfeld
The current study investigated whether teachers' years of working experience and their initial level of mindfulness, self-care, stress, and emotional exhaustion moderated the effects of a self-care- and mindfulness-based seminar on their stress and emotional exhaustion using a repeated measures design. The analyses of the data from 122 primary, secondary, vocational, and special school teachers (83%
-
Effects of 360 [formula omitted] video virtual reality-supported reflection on student teachers’ classroom management self-efficacy and their stress levels Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-06 Deniz Atal, Wilfried Admiraal, Nadira Saab
This paper presents a mixed-method study to explore how effective reflection supported by 360° video VR technology is improving classroom management self-efficacy and reducing the stress levels of student teachers. Furthermore, it examined how participants evaluated strengths and weaknesses of 360° video VR. Upon examining the results of the study that compared three different groups (360° video VR
-
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-04 Dimitra Kolovou, Jan Hochweber, Anna-Katharina Praetorius
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching
-
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-03 Catherine Lammert, Lacy D. Brice
This research examined whether elementary preservice teachers' (n = 190) views of effective reading instruction and self-efficacy for teaching literacy changed following the experience of interviewing a reading interventionist. A hybrid mixed-methods design utilizing the theoretical lens of identity as a product of interactions was applied. A paired-sample -test indicated a significant pre to post
-
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-03 Vanessa W. Vongkulluksn, Mitchell B. Shortt, Babatunde Akinkuolie, Kui Xie
Students rely on information literacy (IL) to effectively assess information. However, we lack understanding about how IL instruction occurs in naturalistic science classrooms. This mixed-methods study provides descriptive accounts of teachers' IL instruction and its responsiveness to students' prior knowledge, using transcripts from 55 lessons with over 2800 minutes of classroom interactions and students'
-
Eye-tracking research on teachers’ professional vision: A scoping review Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-03 Jelto Witt, Jörg Schorer, Florian Loffing, Ingo Roden
This scoping review examines = 16 peer-reviewed quantitative and mixed-method eye-tracking studies on pre- and in-service teachers' noticing and reasoning in classroom contexts published 2014 to 2022. Eye-tracking results suggest in-service teachers’ noticing is characterised by more frequent, shorter fixations on relevant areas-of-interest in watching video-stimuli or during teaching, whereas pre-service
-
Practicing inquiry: Investigating how coaches support teachers to lead inquiries in project-based learning classrooms Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-02 Sarah Schneider Kavanagh, JeanMarie Farrow, Tess Bernhard, Amy Guillotte, Christopher Pupik Dean
In high-quality project-based learning (PBL), teachers lead inquiries that position students as knowledge producers. We know little, however, about how to prepare teachers for this work. Following teachers through PBL professional development (PD) focused specifically on disciplinary inquiry (DI), researchers scored teaching videos, student work, and teacher interviews. Next, they examined relationships
-
The white silence(r): Noticing the sonics of whiteness on the anti-racist teacher education landscape Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-04-01 Esther O. Ohito
Central to this phenomenological inquiry is the question of how whiteness informs discussions of race(ism) in anti-racist teacher education. I use an intimate pedagogical encounter in a white-dominant space, a teacher education program located in the United States, as a site of analysis. Operating as a sonic cartographer, I notice the verbal and nonverbal soundtrack while narratively mapping words
-
Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-29 Luc Vieira, Odile Rohmer, Mickael Jury, Caroline Desombre, Marine Delaval, Nadège Doignon-Camus, Anne-Clémence Chaillou, Claire Goulet, Maria Popa-Roch
While it has been established that inclusive education training enhances attitudes and self-efficacy, which are predictors of burnout, the specific relation between these constructs has not yet been investigated. In this study, the impact of an online training course was assessed using a pretest-intervention-posttest design. The interest constructs were assessed through online self-reported scales
-
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-29 Brigit Giovanna Kerr, Robin Margaret Averill
Understanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Māori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Māori perspectives and culturally sustaining pedagogy. Characteristics
-
The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-29 Pieter Flamand, Melissa Tuytens, Eva Vekeman, Geert Devos
-
Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-29 Teresa Pozo-Rico, Ricardo Scott, Magdalena Bąk, Juan-Luis Castejón, Raquel Gilar-Corbí
The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant
-
Simulation as a pedagogical model for deep learning in teacher education Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-28 Orna Levin
Deep learning is a growing field, and although the connection between simulation-based learning (SBL) and deep learning is evident, there is insufficient knowledge to explain how deep learning occurs in SBL. The current case-study examined SBL as a model for deep learning. Participants were 68 teachers who participated in an SBL workshop. Triangulation was achieved using reflections, interviews, and
-
Learning silence and passivity: Novice teacher's participation in teaching community Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-23 Su Yon Yim, Tae youn Ahn
This study investigates novice teachers' perceptions of the teaching community in Korea, and how its context shapes their participation in schools. Interviews were conducted with four primary school teachers who were in their first three years in the profession. The analysis revealed that schools neglected to create an environment conducive to the professional development of novice teachers by maintaining
-
Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-22 Isaac Ahakwa
-
The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-22 Joanne Pattison-Meek
Classroom students are rarely, if ever, acknowledged in scholarly literature as having a support role in the teaching practicum. This qualitative study examined strategies adopted by seven student teachers in Quebec (Canada) to invite their high school students to inform their professional learning during a 12-week practicum. Drawing on positioning theory, findings support a shift toward a contemporary
-
Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-22 Toni Mäkipää
The case study explores students’ perceptions of feedback literacy in second language learning in Finnish upper secondary education. Eleven Finnish students studying Swedish as a second language were interviewed. Deductive content analysis showed that students appreciated teacher feedback and that they were able to maintain emotional equilibrium during feedback processes. However, peer and self-assessments
-
The relationships between paternalistic leadership, teachers’ emotional labor, engagement, and turnover intention: A multilevel SEM analysis Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-13 Shenghua Huang, Hongbiao Yin
This multilevel analysis investigated the mediating effects of emotional labor strategies between paternalistic leadership and teacher outcomes. With a sample of 1384 teachers, we found stronger and positive relationships between benevolence and deep acting/expression of naturally felt emotions, and between authoritarianism and surface acting. The total indirect effects between benevolence and work
-
“I knew I had to leave”: A Bourdieusian analysis of why Teach For America teachers quit early Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-12 Elisabeth E. Lefebvre, Matthew A.M. Thomas
Educational stakeholders have long been concerned about teacher attrition's negative effects. Teach For America (TFA), in particular, has garnered attention for this reason, yet many of its teachers quit even before the program's two-year commitment ends. Drawing on Bourdieu, this longitudinal qualitative study explores heretofore neglected insights from TFA teachers (n = 5) who leave early. We find
-
Improving queer history knowledge and perspective-taking toward LGBTQ+ people: There's an app for that Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-11 Jason M. Harley, Nigel Mantou Lou, Byunghoon “Tony” Ahn, Yang S. Liu
-
Overworked & underappreciated: How uncertainty, long hours, & partisan politics undermined teachers’ morale throughout the COVID-19 pandemic Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-08 Lesley Lavery, Sara Dahill-Brown
Five waves of interviews with teachers' union leaders in diverse settings indicate that fears about health and safety, alongside uncertainty, strained teachers’ relationships with administrators and community early in the pandemic. Over time, an unrelenting workload, constantly shifting demands, and partisan political attacks on teachers and schools dampened morale. Pandemic stressors layered on top
-
Teacher candidates’ dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-08 Ufuk Keleş, Bedrettin Yazan, Babürhan Üzüm, Sedat Akayoğlu
Utilizing critical discourse analysis, this study explored how teacher candidates from Türkiye (TCTs) (re)produced the East/West binary extant in hegemonic socio-economic and sociopolitical discourses while discussing educational and gender inequalities during telecollaboration with their peers from the US. The TCTs had dichotomous views about Türkiye's education system (eastern schools, understaffed
-
In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-07 Blanka Rósa
-
Change laboratory as a tool to address moral-ethical tensions in the work of early childhood education professionals Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-06 Lasse Lipponen, Antti Rajala, Jaakko Hilppö, Annukka Pursi
Our study contributes to research on moral-ethical tensions in the work of early childhood educators by applying cultural-historical activity theory, and Change Laboratory (CL) intervention. We argue that studying and resolving moral-ethical tensions cannot be done without addressing the underlying contradictions which pertain to particular cultural-historical context and local practices. This requires
-
Teaching teachers to incorporate metacognition into their instruction: The example of the “history sourcing” course in one teachers’ college Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-06 Yehudith Weinberger
This paper follows a two-year, four stage intervention program in which eleven veteran history lecturers at a large teachers’ college learned to explicitly integrate metacognition into an academic “history sourcing” course. Pooling evidence from various sources, this qualitative study describes the process undergone by these lecturers, addressing aspects such as their sense of the importance of incorporating
-
Unlocking fun: Accessing play to enhance secondary teachers’ well-being Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-06 Celeste M. Dierenfeld
In support of teacher well-being, playing can offer a levity and perspective shift that seems elusive in times of stress. In this study, the researcher conducted in-depth interviews with ten secondary school teachers about the ways they play. Thematic analysis was utilized to draw up three keys that teachers use to unlock their play. 1) Spark-a playful action, 2) Space-the mindful place where actions
-
Examining the facilitation of generative teacher workgroup conversations Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-05 Lynsey K. Gibbons, Hannah Jane Nieman
The analysis reported here focuses on the role of a school-based facilitator in supporting weekly grade-level workgroup conversations among the second-grade and fourth-grade teams. Using qualitative methods, we examined observation data to uncover and illustrate a set of facilitation moves used to structure workgroup conversations that engage in generative joint work–including reflecting on recent
-
There are many communities here: Teaching in complex rural geographies Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-03 Michael Corbett, Daniel A. d’Entremont
Contemporary theory focusses on globalization and standardization of educational governance and assessment as well as diverse identities and distinct yet connected rural, urban and suburban geographies. Dynamic sociopolitical change has rendered the rural-urban distinction increasingly complicated. The global phenomenon of rural school consolidation creates new educational geographies and puts new
-
The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-03 Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Enrique Rosado, Caitlin Wilson, Nikki L. Wright
Although teachers and administrators increasingly support the idea of student voice, questions remain about what “student voice” looks like in practice. This mixed methods study in two urban U.S. high schools explores what student voice practices in the classroom entail and how these practices relate to other pedagogical strategies. Findings reveal that student-teacher relationships, differentiated
-
The impact of disrupted in-person student teaching on preservice teachers’ perceptions of preparedness Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-02 Dayna Jean DeFeo, Jerry Dogbey-Gakpetor, Stacy Duffield, Trang C. Tran
This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had “normal” student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite
-
Teachers' roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-01 Idan Zak-Doron, Lotem Perry-Hazan
This study explored teachers' roles in the disciplinary procedures of democratic (open) schools that incorporate participatory student-teacher committees. Interviews with educators, students, and parents yielded a conceptualization of teachers' roles on a continuum ranging between facilitating vs. delimiting student participation rights. Teachers who provide their students with guidance and support
-
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-01 Charlotte S. Schell, Charlotte Dignath, Hannah Kleen, Nathalie John, Mareike Kunter
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (13) involved qualitative interviews to identify potential stereotype content
-
Examining the social validity of the Double Check Online Program: Helping to scale-up professional development for culturally responsive practices Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-03-01 Lydia Beahm, Lora Henderson Smith, Catherine P. Bradshaw
This paper presents social validity findings from a mixed methods study of educators who used a recently adapted online version of the research-based Double Check culturallyresponsive practices and student engagement program. Results from 41 participants indicated that the program was easy to use, prompted them to reflect on their own culture, and that they would continue using the website. Although
-
Understanding practice architectures in food systems education: A case study Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-29 Kerry Renwick, Lisa Jordan Powell, Gabrielle Edwards
Practice architectures provide a framework for understanding how educators transform theory into action. In a case study based in British Columbia, Canada, participant K-12 educators identified motivations for engaging in food systems education and how these influenced both the content and approaches used in their classrooms. Our study indicates a growing concern among educators for students to understand
-
Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-28 Tasha Riley, Troy Meston, Chesley Cutler, Samantha Low-Choy, Brittany A. McCormack, Eun-Ji Amy Kim, Sonal Nakar, Daniela Vasco
-
Learning to read critically: Professional development with picturebooks Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-27 Audrey Lucero
In this study, I sought to understand how kindergarten through second grade teachers critically analyzed familiar picturebooks in terms of the identities, perspectives, and experiences represented in them. Drawing on culturally situated reader response theory, I conducted iterative thematic analysis of video transcripts from ten teachers as they used text analysis questions to guide their consideration
-
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-24 Iris Backfisch, Leonie Sibley, Andreas Lachner, Kenneth Tulku Kirchner, Christoff Hische, Katharina Scheiter
For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of content, pedagogical and technological knowledge. To motivationally foster knowledge integration, we tested the effectiveness of a utility-value intervention in two experiments (laboratory: = 43, online: = 115) within German pre-service teacher education. Teachers randomly either received
-
How and why educators use TikTok: Come for the fun, stay for the learning? Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-23 Jeffrey P. Carpenter, Scott A. Morrison, Catharyn C. Shelton, Nyree Clark, Sonal Patel, Dani Toma-Harrold
Although TikTok is among the world's most popular social media platforms, its use by educators has received limited attention. TikTok features particular opportunities and challenges that could impact educator use. This research explores educator ( = 415) TikTok use through an online survey. Participants tended to engage with the platform more for personal than professional reasons, but nonetheless
-
Synergy between lesson study and content representation in a preservice teacher practicum Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-21 Paulo Maurício, Bianor Valente
This study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a pre-service teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The sessions were recorded, transcribed, and analyzed using inductive content
-
Pre-service teachers in Türkiye in the framework of attitude towards the teaching profession, school belonging, and motivation Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-19 Fulya Barış Pekmezci, Behiye Dağdeviren Ertaş
The purpose of the current study is to identify latent model of school belonging and teaching motivation on attitudes toward the teaching profession, and the relationship between the acceptance and exclusion dimension of school belonging, and the intrinsic and extrinsic motivation of teaching motivation. A sample of 534 undergraduate students was selected using a convenience sampling procedure. As
-
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-19 Ben H.J. Smit, Dineke E.H. Tigelaar, Amanda K. Berry, Wilfried F. Admiraal
Participatory action research can prepare preservice teachers for collaborating with school students in research projects. In the current study, principles for pre-service teachers' participatory action research are examined based on teacher educators’ views and actions while they implement participatory action research in a teacher education program. Across three dimensions (cultural-discursive, material-economic
-
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-16 Andrew A. Kingsford-Smith, Dennis Alonzo, Kim Beswick, Tony Loughland, Philip Roberts
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools ( = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed
-
The key competencies and components of teacher assessment literacy in digital environments: A scoping review Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-15 Masoomeh Estaji, Zahra Banitalebi, Gavin T.L. Brown
Digital assessment (DA) is a growing scope of practice whose necessary competencies for teachers have been collectively unspecified. Analyzing 63 publications, this review explored the themes in the literature related to teachers’ assessment literacy in digital environments (TALiDE). By synthesizing the implications of these studies, multiple competencies and components were retrieved that included
-
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-12 Henrike Mentel, Natalie Förster, Boris Forthmann, Elmar Souvignier
Teachers' attitudes, self-efficacy, and subjective norm influence the realization of inclusive education. Recent educational changes in Germany may have affected these variables and their influence on behavioral intentions. Applying the Theory of Planned Behavior, this study examines how teachers' inclusive intentions and their predictors have evolved over eight years. We analyzed two samples of German
-
Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-12 Thomas Goetz, Elouise Botes, Lea M. Resch, Sina Weiss, Anne C. Frenzel, Markus Ebner
Based on Pekrun's (2006) control-value theory (CVT) of achievement emotions, we investigated the antecedents of school teachers' emotions. We hypothesized that teachers' perception of positive leadership at school as assessed via PERMA-Lead, a leading style grounded in positive psychology, would lead to teachers' experiences of high positive and low negative teaching emotions. According to CVT, those
-
Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress? Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-11 Nikolaus Bönke, Uta Klusmann, Mareike Kunter, Dirk Richter, Thamar Voss
Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased
-
Evidence of teacher assessment work and its relationship to their assessment identity Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-10 Lenore Adie, Claire Wyatt-Smith, Mary Finch, Christopher DeLuca
This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions
-
Care practices and care ethics at school and in teaching during Covid 19 pandemic Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-09 Natalia Vallejos Silva, Cecilia Cortés Rojas
This article presents the results of a study that aims to construct knowledge about the caring practices developed by a group of Chilean teachers during the COVID-19 pandemic. The results show the pandemic effects on the diverse and new caring tasks the teachers performed. The study emphasises the conditions that negatively affect the teachers' caring practices, a disruption to the school's social
-
Evidence of transformative leadership for inclusive practice Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-06 Suzanne Carrington, Eunjae Park, Loraine McKay, Beth Saggers, Keely Harper-Hill, Tammy Somerwil
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers
-
Pupils’ experiences of affordances in school-based physical activity in Norway and Estonia Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-05 Eirini Pardali, Ingrid Koni, Egle Säre, Getter Marie Lemberg, Evelin Mäestu, Merike Kull, Mathias Brekke Mandelid, Lise Katrine Jepsen Trangsrud, Solfrid Bratland-Sanda, Lise Kjønniksen
This study explores the experiences of physical activity (PA) among pupils in Norwegian and Estonian schools. Thirty-eight pupils from five elementary and lower secondary schools provided 66 photos of their favorite places for PA during lessons and recess and participated in nine focus group interviews. The data were reflexively thematically analyzed using Gibson's theory of affordances. The findings
-
Teachers’ job crafting to support their work-related well-being during the COVID-19 pandemic – A qualitative approach Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-02-05 Anna-Mari Aulén, Eija Pakarinen, Marja-Kristiina Lerkkanen
We aimed at studying the job crafting behaviours teachers took to support their work-related well-being during COVID-19 pandemic. Fourteen participants were interviewed and theoretical thematic analysis conducted. Teachers increased their structural resources through variety, autonomy, and opportunity for development, and their social resources through social support, feedback, and supervisory coaching
-
A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity Teach. Teach. Educ. (IF 3.782) Pub Date : 2024-01-31 Thomas Albright
This paper explores how a teacher residency in the Southeastern U.S. worked through contact zones and third-space hybridity to better serve youth and communities. The research examined: what are the affordances, constraints, and challenges of implementing third-space hybrid working groups within a teacher residency? Critical ethnographic methods including interviews, analysis of work deliverables,
-