المؤلفون: Lapidot-Lefler, Noam, Israeli, Roni

المصدر: Quality Assurance in Education: An International Perspective; 2024, Vol. 32 Issue 3, p401-415, 15p

مصطلحات موضوعية: TEACHER development, TEACHER-student relationships, SOCIAL emotional learning, CAREER development, COLLEGE curriculum

مصطلحات جغرافية: ISRAEL

مستخلص: Purpose: Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships. Design/methodology/approach: Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis. Findings: The students' responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL. Research limitations/implications: By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students' academic achievements, behavior and well-being. Originality/value: The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers' learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development. [ABSTRACT FROM AUTHOR]

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المؤلفون: Chen, Anni, Li, Wei, Fu, Weidong

المصدر: British Journal of Educational Technology; Jul2024, Vol. 55 Issue 4, p1790-1810, 21p

مصطلحات موضوعية: TEACHER development, VIRTUAL communities, TEACHER-student relationships, PRIMARY school teachers, EMPATHY, MULTIPLE regression analysis

مستخلص: Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topicPrevious research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences.Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise.Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation.What this paper addsThis study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature.This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework.Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms.Implications for practice and/or policyTeacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively.Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy. [ABSTRACT FROM AUTHOR]

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المؤلفون: Garner, Pamela W., Legette, Kamilah, Shadur, Julia M.

المصدر: Psychology in the Schools; Jul2024, Vol. 61 Issue 7, p2968-2991, 24p

مصطلحات موضوعية: TEACHER-student relationships, MENTAL health personnel, PARENT attitudes, CRITICAL consciousness, TRANSFORMATIVE learning, PARENT-child relationships, TEACHER development

مستخلص: We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders. Practitioner points: School mental health professionals and parents of minoritized students have parallel and contrasting recommendations about the elements that may operate to improve classroom relational inclusion for all learners.Teacher−student relationship interventions that attend to include various systemic forces, such as economic, societal, political, and structural barriers is essential to culturally‐attuned teacher−student relationship interventions.Intervention program elements that reach beyond classrooms and schools to include various systemic forces, such as economic, societal, political, and structural barriers may explain low cultural, racial, and male representations in the teaching profession and may be especially helpful. [ABSTRACT FROM AUTHOR]

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المؤلفون: Van der Want, Anna C., Visscher, Adrie J.

المصدر: Education Sciences; Jun2024, Vol. 14 Issue 6, p635, 14p

مصطلحات موضوعية: STUDENT teachers, TEACHER education, TEACHER educators, VIRTUAL reality, TEACHER development, LITERATURE reviews, TEACHER-student relationships

مستخلص: This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR in preservice teacher education can have several benefits for student teachers and their educators, such as practicing professional competence in safe and diverse VR environments, the possibility of monitoring student development with VR, the use of learning environments that would not be accessible, and distance education for student teachers when schools for internships are located too far away from a teacher training institute. Although research into the effects of the use of VR in preservice teacher education is still limited, the results thus far indicate positive effects on student teachers' motivation, self-efficacy, and various classes of teacher skills. We reflect on the challenges with respect to designing VR environments for preservice teacher education and on studying VR effects on teaching quality and student learning outcomes. [ABSTRACT FROM AUTHOR]

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المؤلفون: White, Holland, Galloway, Emily Phillips, Jiménez, Robert T.

المصدر: TESOL Quarterly; Jun2024, Vol. 58 Issue 2, p802-829, 28p

مصطلحات موضوعية: TEACHER development, TEACHERS, SCHOOL districts, THEORY-practice relationship, TEACHER-student relationships, TRANSGENDER youth

مستخلص: This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools. [ABSTRACT FROM AUTHOR]

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المؤلفون: Le, Van H., McConney, Andrew, Maor, Dorit

المصدر: Educational Research for Policy & Practice; Jun2024, Vol. 23 Issue 2, p313-335, 23p

مصطلحات موضوعية: TEACHER development, ONLINE social networks, ONLINE education, TEACHER-student relationships, PROFESSIONAL employee training, CAREER development, ENGLISH as a foreign language

مصطلحات جغرافية: VIETNAM

مستخلص: While a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers' responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers' perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed. [ABSTRACT FROM AUTHOR]

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المؤلفون: Nielsen, Birgitte Lund, Jensen, Elsebeth

المصدر: Educational Research for Policy & Practice; Jun2024, Vol. 23 Issue 2, p201-214, 14p

مصطلحات موضوعية: TEACHER educators, STUDENT teachers, TEACHER education, TEACHER collaboration, STUDENT teaching, TEACHER-student relationships, TEACHER development

مستخلص: The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education 'Teacher education as a laboratory for developing excellent teaching and education' (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing, and sharing teaching approaches in teacher education. Hence, LULAB is an institutional strategic top-down initiative aimed to support the development of professional skills among student teachers and teacher educators, with supportive leadership for bottom-up changes from the microlevel projects. Inspired by design-based research, the findings are used iteratively to inform the organization of LULAB. Data are collected following a sequential mixed methods strategy, with questionnaires and multiple qualitative data. Findings from the first year of the LULAB initiative indicate a growing awareness among teacher educators about the co-developing role of student teachers being something distinctive for LULAB. Both teacher educators and student teachers emphasize their perceived professional outcomes. The student teachers refer in particular to insights from being invited into the machine room of teacher education and inspiration for their future work as teachers. However, there are also challenges involved in developing a culture of inquiry, and possibilities for support from the leadership looking forward are discussed. [ABSTRACT FROM AUTHOR]

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المؤلفون: Joshi, Puskar R., James, Marlon C.

المصدر: Education Inquiry; Jun2024, Vol. 15 Issue 2, p164-187, 24p

مصطلحات موضوعية: TEACHER development, ETHNICITY, ACADEMIC achievement, TEACHER-student relationships, MINORITIES, SOCIAL sciences education, STANDARDIZED tests

مصطلحات جغرافية: NEPAL

مستخلص: Reducing the standardised test score gap between ethnic minority and majority students remains a global challenge in education. Research on this matter is sparse in Nepal, where ethnic minorities comprise the country's majority population but experience systemic oppression. We hypothesised that the lack of proportional teacher diversity has contributed to lower outcomes on standardised tests among ethnic minority students in Nepal. We collected data of eighth-grade students and their teachers from 10 secondary schools in two towns in Nepal through convenient and snowball samplings. Multiple linear regression was used to explore the relationship of teacher-student ethnicity matching and teachers' ethnicity on students' academic performance in science, mathematics, social studies, and the Nepali language using students' exit examinations. Our analysis showed a statistically significant positive association between teacher-student ethnicity matching and students' mathematics and social studies test scores, an ethnic advantage. In most cases, teachers from minority groups were associated with a significantly higher student-test-score than Brahmin teachers, who were in majority in teaching force. We recommend that policymakers, international education organisations, and researchers attend to teacher-student ethnicity matching and teachers' ethnicity through strategic hiring and professional developments for teachers to redress educational disparities in Nepal. [ABSTRACT FROM AUTHOR]

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المؤلفون: Sbaragli, Silvia, Panero, Monica

المصدر: Education Sciences; May2024, Vol. 14 Issue 5, p449, 20p

مصطلحات موضوعية: TEACHER development, TEACHERS, TEACHER-student relationships, TEACHER influence, RESEARCH personnel

مصطلحات جغرافية: TICINO (Switzerland)

مستخلص: Can free, adaptable, and didactically validated materials have an impact on teachers' practices and competences? This issue has been focused on by the researchers working on the MaMa—Matematica per la scuola elementare (MaMa—Mathematics for the primary school) project, commissioned by the Dipartimento dell'educazione, della cultura e dello sport (Department of education, culture and sport) of the Canton of Ticino (Switzerland). Since 2019, this project has been aiming to create materials for teaching and learning mathematics in primary school, in line with the curriculum. The innovative MaMa materials, which can be freely downloaded via the mama.edu.ti.ch platform, are addressed to both teachers and learners. In many cases, they are editable, so that they can be customized by each user to suit the different teaching contexts and pupils' learning needs and be grouped into collections. Via the administration and analysis of a questionnaire, this article investigates how teachers use the materials, and whether they influence teachers' practices and competences. The results of this pilot study show that MaMa materials are perceived from teacher–users as "materials for teacher education and development", especially at the disciplinary level, supporting both the instructional design process and the appropriation/transformation of didactical resources to deal with the challenges of differentiation in the classrooms. [ABSTRACT FROM AUTHOR]

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المؤلفون: Borremans, Liedewij F. N., Koomen, Helma M. Y., Spilt, Jantine L.

المصدر: Frontiers in Education; 2024, p1-11, 11p

مصطلحات موضوعية: TEACHER education, PRIMARY education, PSYCHOLOGY of teachers, TEACHER-student relationships, STUDENT teachers, TEACHER development

مستخلص: It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers' relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers' dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and selfreflection throughout the three-year initial education program. To address teachers' relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers' relationship-building competence. [ABSTRACT FROM AUTHOR]

: Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)