TEACHING AND TEACHER EDUCATION教学与教师教育
TEACHING AND TEACHER EDUCATION(英文缩写 TEACH TEACH EDUC),ISSN 0742-051X,eISSN 1879-2480,中文译名:教学与教师教育 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.782 | Q1 |
| 2022 | 3.900 | Q1 |
| 2023 | 4.000 | Q1 |
| 2024 | 3.900 | Q1 |
| 2025 | 4.300 | Q1 |
TEACHING AND TEACHER EDUCATION 最新收录文献
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1. A Student Like Me: Black Student Achievement Moderates the Relationship Between Teacher-Student Racial Matching and the Occupational Wellbeing of Black Teachers in the United States.
PMID:日期:2025-03-21While research suggests that teacher-student racial congruence, or match between teachers' and students' racial identifications, can play a significant role in White teachers' occupational wellbeing, findings have been inconsistent for Black teachers in the United States. To address this gap, we examined associations between school demographic, student equity factors, and occupational wellbeing for Black secondary school teachers. We found that inequity in Black students' reading and mathematics achievement moderated the relationship between teacher-student racial congruence and Black teachers' job satisfaction and risk for stress. Findings suggest stakeholders should consider the interconnections between minoritized teachers and students when advancing policy initiatives.
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2. Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives.
PMID:日期:2024-11-01This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8 grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.
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3. The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms.
PMID:日期:2024-05Although 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 instruction, and choice serve as core building blocks for the use of student voice practices in the classroom. Findings also underscore the rarity of the student voice practices of seeking student feedback and input and engaging in collaborative decision-making with students.
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4. Examining the Social Validity of the Double Check Online Program: Helping to Scale-up Professional Development for Culturally Responsive Practices.
PMID:日期:2024-03-01This 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 culturally-response 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 most users reported they would recommend the program, participants indicated they would like a wider variety of examples and more guidance for novice teachers. Additional conclusions and recommendations for improving Double Check and other online teacher professional development programs are discussed.
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5. Teachers' Beliefs, Values, and Likelihood of Talking about Group-Based Discrimination.
PMID:日期:2023-12-28A teacher survey ( = 290) based on the social reasoning developmental model investigated (1) beliefs and values about using class time for discussing discrimination and reported frequency of discussing discrimination based on different social identities and (2) factors predicting teachers' frequency for discussing racial discrimination in the classroom. Most participants reported beliefs that all five identities were worth discussing in class, yet teachers most strongly believed that wealth, race, and native language affect students' education. Higher beliefs that prejudice can change, school support, and beliefs that race affects students' education predicted higher teacher reports for talking about racial discrimination.
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6. Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19.
PMID:日期:2023-05-05The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs "during COVID-19″ than "before COVID-19," mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.
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7. Psychological distress among teaching staff during the COVID-19 pandemic: A transdiagnostic perspective on profiles of risk and resilience.
PMID:日期:2023-04-07Teaching staff are especially vulnerable to COVID-19-related stress, due to the significant demands they have experienced. Yet, many have shown resilience-good mental health despite stress exposure. The current study used a person-centered approach to identify distinct profiles according to individual differences in psychosocial risk and protective factors. Latent Profile Analysis and ANOVAs were employed among 350 Israeli teaching staff during the fourth wave of COVID-19. Two distinct profiles, "risk" (55%) and "resilience" (45%) were identified. While groups showed no differences in COVID-19-related stress outcomes, they consistently differed in their psychological reaction to COVID-19 (psychopathology, compassion fatigue, and compassion satisfaction).
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8. "Should I change myself or not?": Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining.
PMID:日期:2023-03-07On the basis of interviews with 20 Chinese EFL teachers and text-mining analysis, this study investigates the reconstruction of language teacher identity during the COVID-19 pandemic in terms of context, agency, and practice. The word co-occurrence analysis and collocation statistics with modal verbs coded by KH Coder 3.0 demonstrate that English teachers face two types of identity reconstruction processes: (a) situational context related to various changes, and, (b) interactional context that causes communication difficulties with students. How teachers enact agency is influenced by their teaching experience. Through practice, teachers reconstruct their identity as solution seekers, positive learners, and confident professionals.
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9. Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism.
PMID:日期:2023-02-06This study applies system-focused resilience and collaborative professionalism to examine how teachers in Korea collectively developed resilience and transformed teaching during COVID-19. Using qualitative data from seven individual interviews and four focus groups, we found Korean teachers navigated complex challenges (rapidly changing policies, online teaching, exacerbated learning gaps, and excessive social pressure) and utilized contextual resources (collective autonomy and flexibility, solidity and solidarity, and collective responsibility) to develop strategies (collaborative inquiry, timely communication, and envisioning the future of schooling). The study extends teacher resilience toward more collective and communal, from the individual level, by linking resilience to collaborative systemic changes.
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10. Teachers' instructional responses to the COVID-19 pandemic.
PMID:日期:2023-01-23In response to the COVID-19 pandemic, schools transitioned to Emergency Remote Teaching (ERT). In May 2020, as part of an existing study of flipped Algebra instruction, we interviewed eleven Missouri teachers to understand how their instruction changed as they moved to ERT. Drawing on practical rationality, we found the pandemic led to a breach of norms (assigning grades, synchronous meeting times, delivering new content, and students' completion of work). Findings highlight the interconnected nature of norms and reveal differences in teachers' responses to the breach of norms. We found administrative policies, particularly around grading, significantly impact teachers' decisions during ERT.