Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work
Educational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers—above all time—play a central role. Teachers are a v...
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MDPI AG
2024-11-01
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| author | Linda Schirle Andreas Just Christine Sälzer |
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| description | Educational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers—above all time—play a central role. Teachers are a very heterogeneous professional group that differs at least in terms of the subjects they teach. Using teacher data from PISA 2022, this study explores: (1) whether mathematics teachers differ from others in reading work-related literature, (2) whether there are distinct types of mathematics teachers based on time investment during a regular workweek, (3) how these types differ in mental health, job satisfaction, collaboration, and training needs, including the respective role of reading work-related literature, and (4) what conclusions can be drawn for education policy and practice. Data from 2516 teachers in Germany were analyzed using K-means clustering, mean comparisons, and Chi<sup>2</sup> tests to compare mathematics teachers with other subject teachers and examine time allocation with respect to the engagement in reading work-related literature. The results highlight the importance of categorizing teachers into specific subgroups and considering various factors affecting their teaching and commitment in professional development. For mathematics teachers, the findings offer initial insights into how their time investment impacts their ability to engage with work-related literature and the unique challenges they face. This has implications for their professional development and support. |
| format | Article |
| id | doaj-art-e79214a7f77e4bcc91189462f8a17fa2 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
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| series | Education Sciences |
| spelling | doaj-art-e79214a7f77e4bcc91189462f8a17fa22025-08-20T02:00:22ZengMDPI AGEducation Sciences2227-71022024-11-011412129610.3390/educsci14121296Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day WorkLinda Schirle0Andreas Just1Christine Sälzer2Department of Educational Sciences, University of Stuttgart, 70174 Stuttgart, GermanyDepartment of Educational Sciences, University of Stuttgart, 70174 Stuttgart, GermanyDepartment of Educational Sciences, University of Stuttgart, 70174 Stuttgart, GermanyEducational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers—above all time—play a central role. Teachers are a very heterogeneous professional group that differs at least in terms of the subjects they teach. Using teacher data from PISA 2022, this study explores: (1) whether mathematics teachers differ from others in reading work-related literature, (2) whether there are distinct types of mathematics teachers based on time investment during a regular workweek, (3) how these types differ in mental health, job satisfaction, collaboration, and training needs, including the respective role of reading work-related literature, and (4) what conclusions can be drawn for education policy and practice. Data from 2516 teachers in Germany were analyzed using K-means clustering, mean comparisons, and Chi<sup>2</sup> tests to compare mathematics teachers with other subject teachers and examine time allocation with respect to the engagement in reading work-related literature. The results highlight the importance of categorizing teachers into specific subgroups and considering various factors affecting their teaching and commitment in professional development. For mathematics teachers, the findings offer initial insights into how their time investment impacts their ability to engage with work-related literature and the unique challenges they face. This has implications for their professional development and support.https://www.mdpi.com/2227-7102/14/12/1296evidence-orientation in teachingprofessional developmentteacher activitieswork-related literatureteacher cooperationtime allocation |
| spellingShingle | Linda Schirle Andreas Just Christine Sälzer Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work Education Sciences evidence-orientation in teaching professional development teacher activities work-related literature teacher cooperation time allocation |
| title | Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work |
| title_full | Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work |
| title_fullStr | Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work |
| title_full_unstemmed | Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work |
| title_short | Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work |
| title_sort | too busy to read too important to ignore how teachers manage to read work related literature in their day to day work |
| topic | evidence-orientation in teaching professional development teacher activities work-related literature teacher cooperation time allocation |
| url | https://www.mdpi.com/2227-7102/14/12/1296 |
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