LDD NCERT Search for 'se,phr:"An International Journal Of Research And Studies"'

Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” policy: A mixed-methods study

By Teng, Jun.
Elsevier, 2024 , This study uses mixed methods to explore Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” Policy. Data were collected from 364 questionnaires and six subsequent in-depth interviews. Findings reveal that despite having brought about some benefits, the “Double Reduction” Policy has increased Chinese primary school teachers’ working time. Moreover, the teachers’ working time is unevenly allocated, with disproportionately more time devoted to subject teaching and less time devoted to professional development. As a result, the nature of the different types of Chinese primary school teachers’ working time further affect the teachers’ perceived workload and work-related stress. Therefore, it is recommended that teachers recieve greater support and time for their ongoing professional development.

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Teacher emotions and agency enactment in online teaching

By Tao, Jian.
Elsevier, 2024 , This semester-long study examines teachers' responses to online teaching with a focus on the interplay between teacher emotions and agency enactment in a Chinese university. Analysis of the data from three-round interviews with 12 teachers revealed highly complex emotional trajectories, which were dominated by outcome emotions and characterised by the co-existence of positive and negative emotions. The multiple facets of teacher emotions (i.e., valence, activation, object focus), together with the underlying appraisals, were closely connected to agency enactment. In turn, agency enactment transformed teachers’ emotional experiences, which was affected by (dis)enabling agent-context relations at multiple levels.

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The importance of an explicit, shared school vision for teacher commitment

By Moraal, Ester.
Elsevier, 2024 , This study investigated the relationship of different explicit school visions and the presence of a shared school vision among teachers with teachers’ personal commitment to their work. Multilevel analyses of four types of schools show that teachers in schools with an explicit school vision more strongly share the school vision and this shared vision is positively related to their affective and normative commitment. The practical implications of this are discussed.

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Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice

By Osuna, Jennifer M. .
Elsevier, 2024 , This paper reports on an exploratory teacher professional development study, in which we examine what teachers noticed about student interactional dynamics during collaborative mathematical activity, as well as how teachers reflected on what they notice in relation to their own instructional practice. Analysis of video records of teachers' discussions show that teachers noticed and made sense of students' interactional dynamics during collaborative mathematics problem-solving. Teachers noticed: (1) how challenging collaboration is for students; (2) the utility of social negotiations; (3) affordances of student intellectual authority; and (4) the mechanics of collaboration. Teachers also made connections to their teaching practice. Across the academic year, teachers used three processes to connect what they've noticed to practice; they: (1) re-interpreted prior experiences, (2) mapped the terrain of collaborative work, and (3) identified value for future action.

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Teachers' work today: Exploring Finnish teachers’ narratives

By Lutovac, Sonja.
Elsevier, 2024 , This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from the viewpoint of 25 Finnish basic education teachers. Several categories such as multiple teacher roles and fragmentation of teachers' work, teamwork and multi-professional cooperation, pupils' diverse backgrounds, changed learning skills and behaviour, opportunities and challenges of digitalization, schools' open architecture, and pandemic were identified. These categories illustrate teachers' work today as hectic and changing, involving relational intensification, and as challenging and redefining teachers' identities. The implications for pre- and in-service teachers’ professional development are discussed.

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Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study

By Nalbantoglu, Umran Y. .
Elsevier, 2024 , Despite the growing popularity of research on teachers' curriculum adaptation, how to improve their ability to adapt curriculum productively remains unexplored. This paper presents a multi-case study to reveal changes in the productivity of curriculum adaptation patterns through long-term professional development (PD) support. The findings indicate that PD support enhanced the productive adaptation of teachers in all patterns and that adaptive decisions became systematic and deliberative at the 14-week follow-up. Moreover, extending and omitting demand high levels of pedagogical design capacity, which requires further support for teachers. Lastly, the study discusses the implications on the growth and adaptation of teachers.

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Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the COVID-19 pandemic

By Heikonen, Lauri.
Elsevier, 2024 , Based on survey data collected from 2159 teachers, multilevel structural equation modelling was applied to explore associations between collective teacher efficacy, teachers' perceptions about the school's preparedness to confront school closure in the future and work-related stress in the teacher community during the COVID-19 pandemic. Higher levels of collective teacher efficacy in a school were associated with the teacher community perceiving school as better prepared for future challenges. Collective teacher efficacy was also related to lower levels of work-related stress in the teacher community.

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Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group

By Fairley, Mariah J. .
Elsevier, 2024 , This study explored the transnational identities of six English language teachers in an Egyptian university context, using an identity-focused teacher inquiry group. Grounded in the theoretical frameworks of identity as critical pedagogy, and transnationality as a disposition that can be cultivated, narrative analysis revealed insights into what a transnational disposition entails, and how teachers (can) draw on their transnationality as a resource for promoting social justice in their work. Specifically, three prominent themes emerged: the adoption of humanizing teaching approaches, the bridging of cultural divides, and the promotion of transformative teaching. Implications for pedagogizing language teacher identity are discussed.

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We are still to learn from our learners: A hidden curriculum developed during the covid-19 pandemic

By Amin, Amineh Mohebi.
Elsevier, 2024 , The present study was conducted to explore various aspects of the hidden curriculum in virtual instruction during the Covid-19 pandemic. Participants were 30 undergraduate students of educational sciences in a major state university in Iran. In this qualitative phenomenological study, data were collected via semi-structured interviews, and analyzed according to Strauss and Corbin's outline by open and axial coding. Nine major themes emerged: academic burnout, decreased academic resilience, self-directed learning, the prominence of the content, power distance between faculty and students, academic procrastination, academic dishonesty, educational inequality, and academic help seeking. Results showed that virtual instruction during the Covid-19 pandemic had created a hidden curriculum, impacting students' performance in academic and motivational areas. Students had also developed diverse attitudes towards education, their own learning, and teachers' practice.

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An empirical investigation of reasons influencing pre-service teachers acceptance and rejection of immersive virtual reality usage

By Chen, Chuang-Qi.
Elsevier, 2024 , During the deployment of the new technology, the behavioral intentions (BI) of pre-service teachers will play a significant role in its effectiveness. This study using the extended TAM model to explored pre-service teachers’ BI to adopt Immersive Virtual Reality (IVR) in education. The participants of this study were 210 pre-service teachers who completed a self-reported questionnaire after experiencing IVR environment. Results indicated that subjective norms such as endorsement, recommendation, and sharing from mentors and peers had a significant impact on preservice teachers' intention to use IVR compared to other IVR acceptance studies.

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Ode to joy: The impact of enjoyment on pre-service teacher persistence

By Audrin, Catherine.
Elsevier, 2024 , Persistence in teaching is a crucial matter all around the world, as teaching is related to a high level of attrition. In this paper, we are interested in how persistence in teaching may be predicted by 1) teacher emotions and 2) their self-perceived competence as well as the value placed on the teaching profession. Using self-reported questionnaires, we collected data on 655 pre-service teachers. Results revealed that value allowed to teaching and teaching self-perceived competence significantly predict emotions felt when teaching. Moreover, results highlight that value and enjoyment are positively related to the propensity to persist in teaching.

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Teachers’ informal workplace learning profiles: Outcomes and antecedents

By Wang, Chan.
Elsevier, 2024 , Informal workplace learning (IWL) significantly shapes teachers’ beliefs and performance. However, empirical investigations of teachers’ IWL, especially derived from a person-centered approach, remain scarce. We conducted two studies to extend teachers’ IWL research by examining whether discernable profiles can be identified and whether these profiles differ in relation to teachers’ in-role and extra-role outcomes and antecedents. Latent profile analysis of 7,792 primary school teachers from China yielded four IWL profiles: Low IWL, Moderate IWL, High IWL, and Colleague-interaction-oriented IWL. The varying relationships of each profile with outcomes and antecedents were also comprehensively examined, generating valuable implications for teacher learning improvement.

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The effect of documentary-based assignments on teachers' perceptions of older adults and aging: A case study

By Herscu-Kluska, Ronit.
Elsevier, 2024 , This study presents the effect of visual media-based assignments on teachers' perceptions of older adults and aging. These assignments were part of an online Lifelong Learning course developed and followed by research. A qualitative research method was used for analyzing 18 M.Ed. student teachers' writing assignments after watching documentaries about older adults. The findings show that documentaries have diverse effects on teachers' perceptions, from expanding their perspectives on aging and older adults to generating more positive perceptions. These results underscore the need to develop teacher-education courses on aging and to recognize the potential of documentaries as educational tools.

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Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey

By Patall, Erika A. .
Elsevier, 2024 , Student engagement typically declines across development. Corresponding school level declines in teachers' use of need supportive practices is suspected to contribute. However, research has rarely examined this supposition. Using survey data collected in 2022 from a national sample of 954 full-time U.S. public-school teachers, results from structural equation modeling analyses suggested that secondary teachers reported using need supportive practices less than elementary teachers, which partly explained school level differences in teachers' perceptions of students’ engagement. Relationships were consistent across teachers serving students of varying racial, income, and linguistic backgrounds. Results suggest that motivation support programs should target the secondary level.

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Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion

By Pov, Sokunrith.
Elsevier, 2024 , This survey study examined the influence of 148 pre-service teachers' knowledge and experience on attitudes toward inclusive education in Cambodia. Descriptive statistics, exploratory factor analysis, reliability tests, Pearson correlation coefficient, and multiple regression were used for data analysis. The findings revealed that pre-service teachers exhibited extremely poor knowledge of all-inclusive education areas. Experience teaching students with disabilities, knowledge about gender, and knowledge about inclusive education significantly influenced their attitudes toward inclusion. The findings denoted the need to improve pre-service teachers’ knowledge and practical skills required to work in inclusive classroom settings.

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Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics

By McDaniel, Sara C. .
Elsevier, 2024 , This national study sought to determine if work and COVID-19 related stressors are associated with higher levels of educator burnout and stress, if differences in levels of educator burnout and stress by sociodemographic and school characteristics exist and, how work-related Sense of Coherence affect the association between work and COVID-19 stressors on educator burnout and stress. Participants (N = 236) across primary and secondary schools predominately inside the US completed a survey that included demographic variables which were included in the analyses. Overall, work and COVID-19 stressors were positively correlated with educator burnout and perceived stress. There were statistically significant differences in emotional exhaustion and depersonalization by gender with female educators reporting higher emotional exhaustion than male educators. Also importantly, educators who considered leaving their teaching jobs reported personal accomplishment levels lower than educators who did not consider leaving and when students were a high source of stress, educator stress, reported emotional exhaustion, depersonalization, and overall perceived stress increased. Implications for policy and practice are included.

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Developing preservice bilingual teachers’ transformative agency

By Chang, Sharon.
Elsevier, 2024 , U.S. bilingual educators struggle with English hegemonic ideology and inadequate ethnolinguistic resources. Using the theoretical framework of transformative agency by double stimulation, this qualitative case study investigated how preservice Chinese and Spanish bilingual teachers actively confronted such struggles during their practicum experiences to improve their culturally responsive pedagogies. Four types of warping actions were found: amplifying bilingual instruction, formulating support for bilingual learning, generating new bilingual pedagogical knowledge, and taking charge of their own professional growth as bilingual teachers. The study concludes that preservice teachers’ transformative agency can be pedagogically facilitated with mediational tools offered through formative intervention research methods. (100 words).

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Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers

By Gillern, Sam Von.
Elsevier, 2024 , Scholarship has examined media literacy and digital citizenship in various ways, yet limited research has examined connections between these concepts, which may have implications for teaching and learning. This case study investigated 111 preservice teachers’ perspectives on media literacy, digital citizenship, and their relationship via examining their responses to essay questions. Data analysis revealed central themes in their perceptions of media literacy, digital citizenship, and their relationship, which aligned with both empowerment and protectionist perspectives of media and digital engagement. This study illuminates relational understandings of media literacy and digital citizenship and demonstrates the value of teaching them in concert.

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Searching for a middle ground: Teachers’ identities and perceptions on the teaching and learning of writing

By Millan, Erika Abarca.
Elsevier, 2024 , This qualitative exploratory study analyzed the identities of eight language teachers participating in a collaborative problem-based Professional Development Program (PDP) to develop students' writing skills. We analyzed how these teachers’ positionings about the teaching/learning of writing shaped their identities and positionings in their classrooms. Using semi-structured interviews (Rubin & Rubin, 2012) and following a dialogical (Akkerman & Meijer, 2010) and narrative approach (De fina, 2012) to identity, we found that there were clear contradictions in the way that teachers presented themselves in their narratives, showing clear evidence of teacher identity being multiple and unitary, individual and social, continuous and discontinuous.

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Educational ideals and classroom realities: Developing teachers' concepts of dialogic pedagogy in real-world contexts

By Barak, Matan.
Elsevier, 2024 , Professional learning processes aim to change teachers' pedagogical concepts, yet this process is obscure and understudied. Building on a conceptual change perspective, this study explored teachers’ concepts of dialogic pedagogy that emerged during professional development. The year-long process included 17 teachers, coaches, and researchers codesigning dialogic language arts lessons. Thematic analysis was used to map teachers' concepts and to investigate forces shaping them. Findings show teachers' concepts are embedded within classroom affordances and constraints and are influenced by broader educational contexts. Implications for teacher conceptual change include emphasizing pedagogical tensions, advancing practice-oriented designs, and adapting academic concepts to classroom contexts.

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Interactive equality in peer assessment: The impacts on preservice teachers’ technology-enhanced learning design and feedback uptake

By Zhang, Yi.
Elsevier, 2024 , To address the limitation of lacking interactivity in conventional peer assessment, this study proposed an interactive peer assessment approach and examined its effectiveness in an undergraduate course for preservice teachers (PSTs). Seventy-two PSTs were randomly assigned to the interactive or conventional group. The results indicated that the interactive group outperformed the conventional group with regard to technology-enhanced learning design skills, feedback quality and feedback uptake. Furthermore, feedback uptake was identified as a mediating factor to the effectiveness of the interactive approach. The study advocates for the integration of an interactive peer assessment approach into future online teacher educational settings.

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Teaching with simulators in vocational education and training – From a storing place to a new colleague

By Nystrom, Softa.
Elsevier, 2024 , This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students' vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers’ work, roles and relatings.

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Understanding and meeting the professional development needs of English educators at a private tutoring organization in China

By Robinette, Robby Lee.
Elsevier, 2024 , This qualitative multi-case action research study emerged from an awareness that teachers at an English private tutoring organization in China needed professional development related to guided reading. To assist them in this endeavor, an innovation configurations map for guided reading was developed for teachers at this organization. Participating educators of this study developed their knowledge and skills as they received responsive and mediated guidance from a learned other, as well as their use of the innovation configurations map. The effects of this project show what can result from professional development initiatives tailored to meet teachers’ needs within this sector.

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Troubling teacher preparation: Intersections of identity, diversity, and inclusive practice

By Abdulrahim, Naheed A. .
Elsevier, 2024 , This study explores the role of identity in uncovering teacher candidate (TC) awareness and understanding in teaching students with dis/abilities in culturally sustaining ways. A combination of individual interviews and focus groups was conducted with 12 TCs between March and May 2020 at a large Midwestern university in the U.S. Anchored in video elicitation methods, a range of viewpoints and teaching practices was revealed. Data analysis suggested an emerging awareness of, and receptivity to, equity-based inclusive education. Discussion includes implications for teacher preparation research and practice that prioritize centering issues of culture, power, and dis/ability among students.

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Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning

By Matsko, Kavita Kapadia.
Elsevier, 2024 , This qualitative study challenges dominant and discrete understandings of preservice mentor roles and practices by positing two orientations -- “host” and “teacher of teaching” and examining their associations with mentors' ideas about student teacher learning. Drawing on data from 27 mentor teachers across four teacher education programs, we find that mentoring orientations are shaped by mentors' implicit and enacted theories of student teacher learning. Furthermore, mentors' ideas about how student teachers learn are reflected in how mentors describe their role and preferred practices. By naming implicit theories of learning that underlie mentors' practices, we can begin to understand why mentors may approach mentoring and engage with student teachers in the manner that they do.

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Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands

By Van Der Lans, Rikkert M. .
Elsevier, 2024 , Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, England, Japan, and the Netherlands were used to assess exemplar psychometric models for each methodological class. The circular-unfolding method was found to identify teachers’ CPL needs best. Outcomes are related to prior research and linked to cultural dispositions and educational policy contexts of the studied countries.

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Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching

By Woods, Peter J. .
Elsevier, 2024 , While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, lesson plans, and video observations from five teachers in elementary schools across the United States who varyingly engaged student-centered and teacher-centered pedagogies. Our analyses revealed that the participating teachers developed a wide breadth of teacher knowledge regardless of their pedagogical approach. However, the teachers who employed student-centered teaching reported more pedagogical content knowledge gains for themselves than the teachers who used direct teaching.

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Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach

By Weyers, Jonas.
Elsevier, 2024 , This study presents a video-based test instrument entitled CME-Decide that focuses on pre-service teachers' decision-making skills as part of their Classroom Management Expertise. A sample of 284 pre-service teachers viewed 12 short video clips of instructional practice and indicated after each how they would behave in this situation. Correlation and regression analyses revealed that the CME-Decide test was associated with perception/interpretation skills in classroom management, general pedagogical knowledge, teaching enthusiasm, and school-based learning opportunities but not with university-based learning opportunities in general pedagogy. These findings suggest that the CME-Decide test is appropriate for assessing pre-service teachers’ competence development.

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“How can we change if we are the same people?”: Chilean academic leaders’ experiences implementing a practice-based teacher education approach

By Yacher Perroni, Nina Sofia.
Elsevier, 2024 , A growing body of literature in teacher education stresses the importance of enhancing the training of pre-service teachers through a practice-based teacher education approach centered on core teaching practices. However, further research is needed to explore how schools of education implement this approach at an institutional level. Through semi-structured interviews, this paper reports on how seven academic leaders from two Chilean schools of education experienced implementing this practice-based teacher education approach. The findings reveal factors that support and challenge the organizational learning necessary to enact the approach at an institutional level. This study also highlights implications for practice.

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Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms

By Holscher, Sophie I.E. .
Elsevier, 2024 , Schools are an important context of intergroup contact between culturally diverse teachers and students, where intergroup anxiety may occur. Using survey data from school teachers in Germany, this study aimed to extend research on intergroup anxiety by investigating the concern about appearing racist as a potential risk factor for teachers' well-being and functioning in culturally diverse classrooms. The findings suggest that teachers who are more concerned about appearing racist also experience more stress and less self-efficacy teaching in culturally diverse classrooms. This can reduce their job satisfaction, and also affect their ability to support their students’ needs in the classroom.

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Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos

By Brocca, Nicola.
Elsevier, 2024 , The use of educational videos, an increasingly common practice among students, represents a monodirectional communication that clashes with communicative approaches to foreign language teaching. In this study, impulse videos (iVs), videos designed to encourage learner interaction, were introduced to pre-service teachers (PSTs) (N = 44) who were asked to design a lesson using iVs in line with the communicative approach. The PSTs completed a questionnaire to evaluate this learning experience. The results, obtained through qualitative content analysis and descriptive statistics, show that the PSTs, far from being technology averse, were reluctant to adopt a communicative approach that reinterprets the use of videos.

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Global citizenship education in a politically polarised country: Thai teachers’ perspectives

By Chobphon, Peson.
Elsevier, 2024 , This study tracks how 12 Thai public secondary school teachers who participated in training on global citizenship education (GCED) cultivate students' global citizenship qualities and the challenges they face. Data were collected through semi-structured interviews. The findings identified participants' views of the training they received, their perspectives on the definition of a global citizen, and the ways they promote their students’ global citizenship. The factors that hinder their practices were also determined. This research sheds light on GCED practice in Thai public schools, contributing to knowledge in the GCED field and helping define ways to disseminate GCED into practice.

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The initial field experiences of teacher candidates: Emotional challenges in a complex environment

By Gardesten, Jens.
Elsevier, 2024 , This qualitative study focuses on how new teacher candidates reflect on teacher tasks such as moral education, care, and teaching. The candidates reflected on these experiences after being put in charge of starting a school day in front of the pupils, but also after having observed how mentor teachers started a school day. Thematic analysis was used to analyse the written reflections of the candidates. Our findings reveal that the candidates noted how micro rituals and school artefacts could support the way teachers work, but also how emotionally challenging it could be to handle such tasks as a novice. These findings are discussed in relation to how teacher education programs can promote openness and honesty when facing challenges and difficulties.

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Propelling negotiation skills modules in construction engineering programs: Reflections and supporting tools for educators towards an enhanced effective training

By Pujadas, Pablo.
Elsevier, 2024 , This paper aims to provide a detailed account of our experience in implementing a negotiation module in an optional course of Management Skills in the Master's Degree in Structural & Construction Engineering program at the Universitat Politècnica de Catalunya and critically evaluate its effectiveness and impact on students' personal and professional development by triangulating experiences, surveys, and interviews. Based on an analysis of university curricula, the research explores effective teaching strategies, including Role-Play Simulation and Multi-Disciplinary Case Studies, which were highly valued by students. Video Recording and Playback, Peer Feedback, and Facilitator-led Discussions emerged as the most effective evaluation methods.

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Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities

By Chiang, Kwun, Man.
Elsevier, 2024 , This narrative literature review conceptualizes how professional learning communities (PLCs) have been researched via the three paradigms of inquiry proposed by Jürgen Habermas. We first briefly introduce the existing PLC research and then discuss the need for a narrative review through a paradigmatic lens. Next, we outline the characteristics and pathways of the three paradigms that structure our conceptual lens, namely empirical-analytical inquiry, hermeneutic inquiry, and critical inquiry. We then review and critique the existing PLC research from these three paradigms of inquiry to reveal their strengths and shortcomings. Finally, the implications and possibilities for future research are discussed.

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How can universities ensure quality of practice in initial teacher education?

By Wiese, Eline.
Elsevier, 2024 , This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE.

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Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief

By Liu, Xiaolin.
Elsevier, 2024 , This study aims to develop and test a mediation model to examine teachers' constructivist belief as a mediator in the relationship between teachers' professional capital and technology-enhanced teaching innovation. Analysing data from 4,471 Chinese teachers, we found that: (a) Teachers' professional capital, integrating human, social, and decisional capital, positively related to technology-enhanced teaching innovation. (b) The effect of teachers' professional capital surpasses the individual effects of teachers’ human, social or decisional capital. (c) Constructivist belief mediates the relationship between professional capital and teaching innovation. This work provides implications on how to promote teaching innovation from a professional capital perspective.

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“Students are bringing the revolution into the classroom!” teachers' and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon

By Schenzle, Steffi.
Elsevier, 2024 , The still-evolving situation in Lebanon is characterized by multiple crises that affect students' mental health and school functioning. This explorative study analyzes educators' experience of students' educational and psychosocial needs and their preparedness to deliver psychosocial support. Qualitative interviews were conducted with 19 public-school teachers and counselors in Lebanon. Educators reported that increased crisis-related stress levels among both Lebanese and Syrian students aged six to fourteen years, contributed to behavioral problems and impaired school functioning. They also noted teaching styles and strategies that were inadequate for dealing with crisis-affected students. Sensitization to psychosocial support has altered educators’ perceptions of their students and encouraged exploration of new teaching roles. Implications for school-based psychosocial support are discussed.

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Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life

By Coppe, Thibault.
Elsevier, 2024 , We argue that overlooking teacher professional development's (TPD) temporal and spatial situatedness neglects similarities and differences throughout teachers' career stages and organizational contexts. Using latent profile analyses for early-career (n = 383), mid-career (n = 355), and late-career (n = 296) teacher groups, we found four TPD profiles in each career phase. Results showed more heterogeneity of profiles within than between career phases; most early-career teachers shared common TPD patterns with other career phases. Throughout the phases, teachers need TPD addressing their work at both the classroom and organizational levels. Our research invites researchers to rethink reductionist narratives regarding TPD.

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Personalized learning: The simple, the complicated, the complex and the chaotic

By Gunawardena, Maya.
Elsevier, 2024 , Personalized learning is touted to provide opportunities for learners to achieve their full potential while developing a love of learning. However, questions regarding the practicality of implementing it remain. This qualitative case study inquired into the perspectives of Australian secondary school teachers who reported interest in implementing personalized learning. Using complexity theory, the researchers examined participants' perspectives and used NVivo to code data according to the classifications of simple, complicated, complex, and chaotic. Findings included teachers’ enthusiasm and wariness. This study suggests that complexity theory helps navigating the issues to help teachers to evolve and sustain in managing the complexity.

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Teachers’ emotion regulation in coping with discipline issues: Differences and similarities between primary and secondary schools

By Tarantul, Arina.
Elsevier, 2024 , This qualitative study investigates teachers’ emotion regulation strategies in coping with discipline issues in primary and secondary schools. Semi-structured interviews were conducted with 24 Israeli teachers, 12 from each level of education. Findings indicate that teachers at both levels of education used several similar strategies to regulate their emotions in coping with issues of discipline, but situation modification and reappraisal of the emotional stimulus were the most frequently reported strategies by primary school teachers. Masking, self-talk, and rumination were most frequently reported by secondary school teachers. The theoretical and practical implications of the findings are discussed.

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Shifting images of teaching in student teachers’ talk about microteaching

By Lewis, Kristina B. .
Elsevier, 2024 , The current study investigated the images of teachers and teaching—ideas about what it meant to teach and be teachers—that emerged in student teachers' talk about a microteaching activity within a practicum course. Case studies of three student teachers are presented, which demonstrate how talking about microteaching led to reflection on their own teacher identities and transformations in some student teachers’ images of themselves as teachers. Such reflection, which goes beyond consideration of what happened and why, is encouraged as a follow-up to microteaching activities.

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Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools

By Liu, Shengnan.
Elsevier, 2024 , This study examined the mediating roles of collective teacher efficacy and cognitive activation in the relationship between professional learning communities (PLCs) and students' mathematics achievement at the school level, using responses from both teachers and students. A total of 5458 teachers and 11,324 students from 227 junior high schools participated in this study. The results of multilevel structural equation modeling revealed that, at the school level, the association between PLCs and students' mathematics achievement was significantly mediated by collective teacher efficacy and teachers' adoption of cognitive activation in lessons. The theoretical and methodological implications of the research are discussed.

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How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy

By Wachter, Tobias.
Elsevier, 2024 , This study investigates how attitudes toward inclusion and inclusion-related self-efficacy of teachers working in inclusive schools may influence the well-being of students. Teachers and students from 26 schools participated in the study, completing an online survey (teachers) and pen-and-paper questionnaires (students, teachers). Cross-sectional analyses showed positive effects of attitude on the well-being in students. Longitudinal analyses showed no predictive validity of attitude when controlling for previous well-being. Testing the potential interaction between attitude and self-efficacy revealed significant moderating effects on the prediction of well-being. Findings indicate that positive attitudes toward inclusion may be beneficial for students’ well-being.

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Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate

By Decristan, Jasmin.
Elsevier, 2024 , Although several approaches for addressing students’ multilingualism have been proposed, their implementation in class has often been challenged, with classroom-related concerns voiced over key dimensions of teaching quality. This study investigates the relationship between a teaching unit including translanguaging and students’ perceptions of teaching quality in multilingual elementary school classes in Germany. Using data from an intervention study involving 48 classes and 865 students, the results provide empirical evidence to allay concerns over implementing translanguaging in multilingual classrooms, enhancing the understanding of the connection between translanguaging and teaching quality.

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Whiteness in the bones: Structures and practices in justice-centered teacher preparation

By Davis, Camea L. .
Elsevier, 2024 , Drawing on critical race theory and critical whiteness studies, this year-long critical ethnography explores the question: How do justice-centered reform initiative leaders’ work practices and policies reproduce or disrupt racial inequities? Findings indicate patterns that reflected a commitment to raising awareness of racial injustice in education among reform initiative leaders while at the same time operating with white ideologies that led to unequal power dynamics, operating structures rooted in whiteness that avoided the possibility of institutional change, and acknowledgment of racial bias with little action to alter it. Implications for teacher education are included.

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How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?

By Pantic, Natasa.
Elsevier, 2024 , This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to mobilise resources and tacit knowledge within their school communities. The findings point to the critical role of professional collaboration and suggest that social networks shape how teachers work with specialists to support migrant students.

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Coherence and fragmentation: Global influences on Nordic and East Asian teacher policies

By Woo, Hansol.
Elsevier, 2024 , We investigated patterns of teacher policy reforms in eight countries – Denmark, Finland, Norway, and Sweden in the Nordic group and Japan, Singapore, South Korea, and Taiwan in East Asia. Using the Reforms Finder of the Organization for Economic Cooperation and Development (OECD) and the World Education Reform Database (WERD) to identify teacher-related reforms, we found all nations focused on the improvement of teacher quality as a common vision for education, but no nation implemented a “coherent” set of policies that addressed all phases of teacher professional trajectories. Some regional effects in policy emphasis with regard to education, certification, working conditions and long-term professional development were noted.

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Challenging normative influences in refugee and migrant education: Reflections of a trainee teacher cohort

By Kostoulas, Achilleas.
Elsevier, 2024 , This study reports how participants in an MA course on language education for refugees and migrants in Greece engaged in meaning-making during their teaching placements. The reflections of 33 trainee teachers (elicited in 2021–2022) were thematically analysed using ecological theory. These show how participants negotiated the transition between the ‘ecologies of ideas’ of the postgraduate programme and the locus of their teaching placement. When placed in challenging teaching environments, participants reverted to ‘safer’ practices and performative teaching, which satisfied course requirements. However, growing confidence helped some participants to challenge normative expectations and develop more empowering ways to teach.

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Mentor teachers’ motivations and implications for mentoring style and enthusiasm

By Kuhn, Clara.
Elsevier, 2024 , Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.

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