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From Ethos to Enactment: Developing and validating the teacher idealism scale 从气质到行为：教师理想主义量表的开发与验证

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-04-01 Epub Date: 2026-01-22 DOI: 10.1016/j.system.2026.103985

Kemal Sinan Özmen , Esra Harmandaoğlu Baz

Understanding teacher idealism is increasingly important as global educational reforms, accountability pressures, and shifting professional expectations reshape how teachers sustain their values and ethical commitments. This study introduces and validates the Teacher Idealism Scale (TIS), a theoretically grounded instrument developed to conceptualize and measure teacher idealism as a multidimensional component of teacher identity. Informed by sociocultural theory (Vygotsky, 1978) and poststructuralist perspectives (Foucault, 1980; 1983), idealism is reconceptualized as a layered, context-responsive orientation encompassing moral aspiration, professional values, and reflective agency. A comprehensive item pool representing six theorized dimensions was administered to a national sample of 856 English language teachers in Türkiye. Through exploratory and confirmatory factor analyses (EFA and CFA), a six-factor structure emerged: Ethos, Ideal-Self Schema, Enacted Identity, Professional Cognition, Disciplinary Knowledge, and Axiomatic Frame, demonstrating robust psychometric properties (α = .79-.84; CR = .79-.86; AVE = .51-.62). Descriptive findings revealed generally high levels of idealism, with significant differences across gender, educational background, teaching experience, and institutional setting. Results affirm teacher idealism as a theoretically coherent and empirically measurable identity dimension. The study offers practical implications for teacher education and professional development, proposing avenues to embed ethical and aspirational dimensions into reflective practice. The TIS contributes to both the conceptual advancement and methodological tooling of identity research, supporting values-based pedagogy and critical agency in diverse educational contexts with a ratio of 65.47 of the variance in explaining teacher idealism.

随着全球教育改革、问责压力和不断变化的职业期望重塑教师维持其价值观和道德承诺的方式，理解教师理想主义变得越来越重要。本研究引入并验证了教师理想主义量表（TIS），这是一种基于理论的工具，旨在将教师理想主义概念化并测量为教师身份的多维组成部分。根据社会文化理论（维果茨基，1978）和后结构主义观点（福柯，1980;1983），理想主义被重新定义为一种分层的、情境响应的取向，包括道德愿望、职业价值观和反思代理。本研究以全国856名英语教师为样本，采用六个理论维度的综合题库进行分析。通过探索性因子分析和验证性因子分析（EFA和CFA），发现社会气质、理想自我图式、制定认同、专业认知、学科知识和公理框架这六个因子结构具有显著的心理测量特征（α = 0.79 ~ 0.84; CR = 0.79 ~ 0.86; AVE = 0.51 ~ 0.62）。描述性研究结果显示，理想主义水平普遍较高，在性别、教育背景、教学经历和机构设置方面存在显著差异。结果证实教师理想主义是一个理论上连贯的、经验上可测量的身份维度。该研究为教师教育和专业发展提供了实际意义，提出了将道德和抱负维度融入反思实践的途径。TIS有助于身份研究的概念进步和方法论工具，支持基于价值观的教学法和不同教育背景下的批判性机构，在解释教师理想主义方面的方差比为65.47。

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引用次数: 0

GPT versus teacher feedback on English writing: An analysis of feedback characteristics and student engagement GPT与英语写作教师反馈：反馈特征与学生参与的分析

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-04-01 Epub Date: 2025-12-24 DOI: 10.1016/j.system.2025.103967

Yanyu Wang , Wenting Hu , Qian Guo

Generative artificial intelligence (GenAI), with the advantage of generating instant, human-like, and customized responses, shows promising potential as a feedback provider in second or foreign language (L2) writing. However, the effectiveness of GenAI feedback on student engagement remains understudied, and especially lacking is a comprehensive comparison of student engagement with GenAI versus teacher feedback. To gain more pedagogical insights, the present study first compared the characteristics of feedback produced by the generative pre-trained transformer (GPT; version 4o) with those of teacher feedback, and then it delved into student engagement. Thirty-two Chinese undergraduates from two English classes were recruited. These classes each completed two argumentative writing tasks and received GPT and teacher feedback in a counterbalanced way. Data from multiple sources, including feedback messages, initial and revised drafts, questionnaires, and reflective journals, were collected and analyzed. Several findings were rendered: First, the teacher was inclined to focus predominantly on language use issues and deliver feedback in directive, informative, and query forms; nevertheless, GPT tended to pay considerable attention to content and organization, and featured frequent use of praise and summary. Second, problems, such as repetitive feedback and inaccurate/incomplete correction, existed in GPT feedback, which is worth attention. Furthermore, students demonstrated significantly lower engagement with GPT feedback than with teacher feedback, especially in the affective and behavioral dimensions. Practical implications concerning the use of GPT feedback were further discussed.

生成式人工智能（GenAI）具有生成即时、类似人类和定制的响应的优势，在第二语言或外语（L2）写作中显示出作为反馈提供者的巨大潜力。然而，GenAI反馈对学生参与度的有效性仍未得到充分研究，尤其缺乏对GenAI与教师反馈的学生参与度的全面比较。为了获得更多的教学见解，本研究首先比较了生成式预训练转换器（GPT; version 40）与教师反馈产生的反馈特征，然后深入研究了学生参与度。从两个英语班招募了32名中国本科生。这些班级分别完成两项议论文写作任务，并以平衡的方式接受GPT和老师的反馈。收集和分析了来自多个来源的数据，包括反馈信息、初稿和修订稿、问卷调查和反思日志。研究发现：首先，教师倾向于主要关注语言使用问题，并以指示、信息和查询的形式提供反馈；然而，GPT倾向于相当重视内容和组织，并频繁使用表扬和总结。二是GPT反馈存在反馈重复、修正不准确/不完整等问题，值得关注。此外，学生对GPT反馈的参与程度明显低于教师反馈，尤其是在情感和行为维度上。还进一步讨论了关于使用GPT反馈的实际影响。

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引用次数: 0

Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency 英语教学中的生成式人工智能：对学习成绩和语言能力的认知、使用和影响

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-04-01 Epub Date: 2026-01-10 DOI: 10.1016/j.system.2026.103973

Rhian Webb , Dogan Yuksel , Kenan Dikilitas

This study investigated the perceptions and use of Generative Artificial Intelligence (GenAI) among 387 social sciences students within an English-Medium Instruction (EMI) context at a Turkish university. Employing a quantitative cross-sectional survey design, the research examined how students' GenAI-related characteristics (usage time, experience, self-perceived competence) and modes of GenAI integration (complementary, substitutive, or hybrid) correlated with their academic performance, which was measured through grade point average (GPA) and English language proficiency. Additionally, open-ended responses regarding tool usage were subjected to quantitative content analysis to identify prevalence trends. Key findings indicated that language proficiency positively correlated with EMI academic performance and negatively correlated with substitutive GenAI use, which suggested that students with lower proficiency may use GenAI to compensate for linguistic challenges. Conversely, complementary GenAI use was positively associated with academic performance, which highlighted its benefits. Frequency analysis revealed that students predominantly used ChatGPT for translation, proofreading, and idea generation, and frequently used other GenAI assisted tools like Grammarly and Duolingo. These results offer crucial insights into GenAI's integration within EMI learning, which inform the design of effective GenAI-supported pedagogical practices.

本研究调查了土耳其一所大学387名社会科学专业学生在英语教学（EMI）环境下对生成式人工智能（GenAI）的认知和使用情况。采用定量横断面调查设计，研究了学生的GenAI相关特征（使用时间、经验、自我感知能力）和GenAI整合模式（互补、替代或混合）与他们的学习成绩（通过平均绩点（GPA）和英语语言能力来衡量）的相关性。此外，关于工具使用的开放式答复进行了定量内容分析，以确定流行趋势。主要发现表明，语言能力与EMI学业成绩正相关，与替代GenAI的使用负相关，这表明语言能力较低的学生可能会使用GenAI来弥补语言挑战。相反，补充使用GenAI与学习成绩呈正相关，这突出了它的好处。频率分析显示，学生主要使用ChatGPT进行翻译、校对和创意生成，并经常使用其他GenAI辅助工具，如Grammarly和Duolingo。这些结果为GenAI在EMI学习中的整合提供了重要的见解，这为设计有效的GenAI支持的教学实践提供了信息。

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引用次数: 0

Evaluating the effectiveness of a Delphi-validated educational video in enhancing awareness and understanding of predatory journals among residents and medical students. 评估经过德尔福验证的教育视频在提高居民和医学生对掠夺性期刊的认识和理解方面的有效性。

IF 4 1区哲学 Q1 MEDICAL ETHICS

Accountability in Research-Policies and Quality Assurance

Pub Date : 2026-04-01 Epub Date: 2025-07-14 DOI: 10.1080/08989621.2025.2522261

Alessandro Martinino, Justin Ho, Victoria Zecchin Ferrara, Tena Matolić, Steven D Wexner, Sjaak Pouwels, Frank W J M Smeenk

Background: This study seeks to assess the impact of a Delphi-validated educational video on improving comprehension of predatory journals among medical students and residents.

Methodology: Participants completed pre-video (11 questions) and post-video (19 questions) questionnaires on the same day after viewing our Delphi-validated video, with a subsequent follow-up assessment 30 days later (19 questions). Each of the three assessments included a core set of questions focused on predatory journals. Additionally, both post-video assessments incorporated the EDUCATOOL questionnaire.

Results: A total of 64 participants completed the survey (from a total of 83), including 51 medical students (79.6%) and 13 residents (20.3%). Analyses using Wilcoxon tests indicated that self-perceived knowledge increased from pre- to post-video (4 vs 8, p < 0.0001) and remained stable at 30 days (8 vs 7, p = 0.38). A similar trend was seen in assessment scores, with the Total Score increasing (7 vs 14.5, p < 0.0001) and sustaining at 30 days (14.5 vs 13, p = 0.92). The video received consistently high ratings across both EDUCATOOL questionnaires, with participants finding it highly relevant, engaging, and satisfactory.

Conclusion: Our Delphi-validated video enhances understanding of predatory journals and could complement U.S. NIH training guidelines.

背景：本研究旨在评估德尔菲验证的教育视频对提高医学生和住院医师对掠夺性期刊的理解的影响。方法：参与者在观看我们的delphi验证视频后的同一天完成视频前（11个问题）和视频后（19个问题）问卷，并在30天后进行后续评估（19个问题）。三个评估中的每一个都包括一组核心问题，重点关注掠夺性期刊。此外，两个视频后评估都纳入了EDUCATOOL问卷。结果：共64人（83人）完成调查，其中医学生51人（79.6%），住院医师13人（20.3%）。使用Wilcoxon检验的分析表明，自我感知知识从视频前到视频后增加（4 vs 8, p p = 0.38）。评估分数也出现了类似的趋势，总分增加（7 vs 14.5, p = 0.92）。该视频在两次EDUCATOOL问卷调查中都获得了很高的评价，参与者认为它高度相关，引人入胜，令人满意。结论：我们的delphi验证视频增强了对掠夺性期刊的理解，可以补充美国NIH培训指南。

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引用次数: 0

Performing the ideal scholar-self: Interplay between digital trans-literacies and neoliberal academic identity in overseas Chinese PhD student vlogs 表现理想的学者自我：海外华人博士生视频中数字跨文化与新自由主义学术认同的相互作用

IF 3.1 2区文学 Q1 COMMUNICATION

Discourse Context & Media

Pub Date : 2026-04-01 Epub Date: 2026-01-27 DOI: 10.1016/j.dcm.2026.100975

Zhuyuan Han , John P. O’Regan , Xinyue Bai , John Chi-Kin Lee , Michelle Mingyue Gu

In an era where academic identity is increasingly shaped by digital platforms, this study investigates how overseas Chinese PhD students utilize academic life vlogs on Xiaohongshu to perform the “ideal scholar-self” amid neoliberal academic pressures. While prior research has explored doctoral identity in institutional or text-based social media contexts, little attention has been paid to how students construct academic personae through the multimodal, affectively rich genre of vlogs. This study analyzes 49 vlogs produced by six Chinese doctoral students based in the UK and Hong Kong, employing multimodal discourse analysis and digital ethnography through the lens of Digital Trans-literacies (DTL), which denotes the ability to orchestrate linguistic, visual, emotional, and platform-specific resources to construct meaning and identity. Findings reveal that vloggers curate aspirational academic selves by performing self-discipline, productivity, emotional resilience, and personal growth, aligning with neoliberal ideals. Yet these performances also stage burnout, anxiety, and irony, subtly resisting dominant discourses. The “ideal scholar-self” functions as a powerful reference point for identity construction, while the vlogger persona operates simultaneously as a curator of academic life and a coping mechanism, enabling students to assert legitimacy and seek recognition within both academic and digital communities.

在数字平台日益塑造学术身份的时代，本研究探讨了在新自由主义的学术压力下，海外华人博士生如何利用小红书上的学术生活视频来表现“理想的学者自我”。虽然之前的研究已经探讨了博士在机构或基于文本的社交媒体背景下的身份认同，但很少有人关注学生如何通过多模式、情感丰富的视频博客类型构建学术人物。本研究分析了由6名在英国和香港的中国博士生制作的49个视频博客，通过数字跨文化（DTL）的视角，采用多模态话语分析和数字民族志，这表明了协调语言、视觉、情感和平台特定资源以构建意义和身份的能力。研究结果显示，视频博主通过自律、生产力、情感弹性和个人成长来塑造有抱负的学术自我，与新自由主义理想保持一致。然而，这些表演也表现出倦怠、焦虑和讽刺，巧妙地抵制主流话语。“理想的学者自我”作为身份建构的有力参考点，而视频博主角色同时作为学术生活的管理者和应对机制，使学生能够在学术和数字社区中维护合法性并寻求认可。

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引用次数: 0

Climate, crisis, and colonialism: Volcanic eruptions and the causes of famine in British India, 1831 to 1838 气候、危机和殖民主义：1831年至1838年英属印度的火山爆发和饥荒的原因

IF 1.1 2区历史学 Q2 GEOGRAPHY

Journal of Historical Geography

Pub Date : 2026-04-01 Epub Date: 2025-12-10 DOI: 10.1016/j.jhg.2025.11.005

Richard Warren

In 1831 and 1835 CE, two massive eruptions - one in the far northeast of Japan and the other in central America - sent vast plumes of sulfur into the atmosphere, forming a layer of aerosols that reached around the globe. In the following years, drought and devastating famine visited vast tracts of India, leading to reported deaths of over a million people. Employing a novel systems approach to analyse historical causality, this study shows how volcanism, climate and society - especially the ruling British East India Company - contributed to the Madras (1832–1833) and Agra (1836–1838) famines. The latest climate reanalysis and reconstruction data shows that the two volcanic eruptions combined with an El Niño climate oscillation in 1833 to trigger disastrous monsoon failures. When the rains failed, a vulnerable populace, weakened by colonial environmental degradation and over-taxation, was left at the mercy of a company more interested in profits and revenue than the wellbeing of its subjects. In combination with free market ideology, local monopolists and colonial prejudice, this let the crisis spiral out of control, leading to disease, starvation and horrific loss of life. As a historical case study, the Madras and Agra famines are therefore particularly relevant to contemporary discussions of climate change, economics, food systems and famine policy.

公元1831年和1835年，两次大规模喷发——一次在日本东北部，另一次在中美洲——将大量的硫柱送入大气，形成一层气溶胶，覆盖全球。在接下来的几年里，干旱和毁灭性的饥荒袭击了印度的大片地区，据报道导致100多万人死亡。这项研究采用了一种新颖的系统方法来分析历史因果关系，展示了火山活动、气候和社会——尤其是统治的英国东印度公司——是如何导致马德拉斯（1832-1833）和阿格拉（1836-1838）饥荒的。最新的气候再分析和重建数据表明，1833年的两次火山爆发与El Niño气候振荡相结合，引发了灾难性的季风失败。当雨水不足时，受殖民地环境恶化和过度征税影响的脆弱民众，就会任由一家公司摆布，这家公司对利润和收入比对臣民的福祉更感兴趣。加上自由市场意识形态、地方垄断者和殖民偏见，这使危机失控，导致疾病、饥饿和可怕的生命损失。因此，作为一个历史案例研究，马德拉斯和阿格拉的饥荒与当代关于气候变化、经济、粮食系统和饥荒政策的讨论特别相关。

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引用次数: 0

Using the body and material artefacts for spatial reasoning in classroom programming activities 在课堂程序设计活动中使用身体和物质人工制品进行空间推理

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-04-01 Epub Date: 2026-02-06 DOI: 10.1016/j.linged.2026.101502

Kreeta Niemi , Teppo Jakonen , Susanne Roos

We use multimodal conversation analysis to investigate programming activities as embodied and interactional phenomena. Drawing on the theory of embodied cognition, we analyse video-recorded interactions of Finnish pupils aged 9–10 years who are programming block-based codes for educational robots for a collaborative story animation project. The analysis focuses on how the pupils negotiate directional instructions, transform them into code, and implement their programming. The analysis reveals i) how the coding platform and its features constitute a situated problem and material space that the participants structure through embodied and social negotiation, ii) how the participants use their bodies as resources for cognitive reasoning and communicating the contingencies of the activity and iii) engage in object manipulation for testing and accommodating what is possible with the space and materials. The findings also indicate that a trial-and-error approach in which pupils test, observe and refine their code is essential to activity engagement and for developing programming and computational thinking skills.

我们使用多模态会话分析来研究编程活动作为具体的和交互的现象。根据具身认知理论，我们分析了9-10岁芬兰学生的互动视频，这些学生正在为一个合作故事动画项目编写基于块的教育机器人代码。分析的重点是学生如何处理定向指令，将其转换为代码，并实现他们的编程。分析揭示了i)编码平台及其特征如何构成参与者通过具体化和社会协商构建的情境问题和物质空间；ii)参与者如何使用他们的身体作为认知推理和交流活动偶然事件的资源；iii)参与对象操作以测试和容纳空间和材料的可能性。研究结果还表明，学生测试、观察和改进代码的试错方法对参与活动、培养编程和计算思维技能至关重要。

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引用次数: 0

Antimatter in astronomy and cosmology: the early history. 天文学和宇宙学中的反物质：早期历史。

IF 0.5 3区哲学 Q2 HISTORY & PHILOSOPHY OF SCIENCE

Annals of Science

Pub Date : 2026-04-01 Epub Date: 2025-01-09 DOI: 10.1080/00033790.2025.2449861

Helge Kragh

So-called antimatter in the form of elementary particles such as positive electrons (antielectrons alias positrons) and negative protons (antiprotons) has for long been investigated by physicists. However, atoms or molecules of this exotic kind are conspicuously absent from nature. Since antimatter is believed to be symmetric with ordinary matter, the flagrant asymmetry constitutes a problem that still worries physicists and cosmologists. As first suggested by Paul Dirac in 1933, in distant parts of the universe there might be entire stars and galaxies made of antiparticles alone. Why not? This paper examines how the concepts of antiparticles and antimatter slowly migrated from particle physics to astronomy and cosmology. At around 1970 a few physicists speculated about an anti-universe separate from ours while others looked for the charge asymmetry in quantum processes in the early big-bang explosion of the universe. Others again proposed a 'plasma cosmology' that kept our world and the hypothetical world of antimatter apart. Soviet physicists and astronomers were no less interested in the problem than their colleagues in the West. The paper details the development up to the late 1970s, paying attention not only to mainstream scientific works but also to more speculative ideas, some of them very speculative. By that time the antimatter mystery remained mysterious - which is still the situation.

所谓的反物质以基本粒子的形式存在，如正电子（反电子别名正电子）和负质子（反质子），物理学家们已经研究了很长时间。然而，这种奇异的原子或分子显然不存在于自然界中。由于反物质被认为与普通物质是对称的，这种明显的不对称构成了一个仍然困扰着物理学家和宇宙学家的问题。正如保罗·狄拉克在1933年首次提出的那样，在宇宙的遥远部分，可能存在完全由反粒子组成的恒星和星系。为什么不呢?本文探讨了反粒子和反物质的概念是如何从粒子物理学慢慢迁移到天文学和宇宙学的。大约在1970年，一些物理学家推测存在一个与我们的宇宙分离的反宇宙，而另一些物理学家则在宇宙早期大爆炸的量子过程中寻找电荷的不对称性。其他人再次提出了“等离子宇宙论”，将我们的世界和假设的反物质世界分开。苏联物理学家和天文学家对这个问题的兴趣不亚于他们在西方的同事。本文详细介绍了到20世纪70年代末为止的发展情况，不仅关注主流科学著作，而且还关注更多的思辨思想，其中一些非常思辨。到那时，反物质之谜仍然是个谜——现在的情况也是如此。

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引用次数: 0

Not all it seems are the same: A systemic functional and pragmatic approach to evidentiality and mitigation 并不是所有的看起来都是一样的：一个系统的功能和务实的方法来证明和减轻

IF 1.7 1区文学 0 LANGUAGE & LINGUISTICS

Journal of Pragmatics

Pub Date : 2026-04-01 Epub Date: 2026-02-04 DOI: 10.1016/j.pragma.2026.01.007

Jesus David Guerra-Lyons , Valentina Concu , Johan Alberto De La Rosa Yacomelo

This study investigates the English extra-clausal appearance construction it seems as a discourse-sensitive resource for epistemic stance, integrating insights from Systemic Functional Linguistics and Interpersonal Pragmatics. Using corpus data from COCA, BAWE, and MICASE, the analysis explores how evidential, modal, and subjective meanings are shaped by discourse context—particularly mode and register—and by speakers’ relational strategies. Four semantic-pragmatic categories—perceptual, circumstantial, generic, and conjectural—are identified and situated along a continuum ranging from experiential to epistemically marked uses. Personalization through to me clusters overwhelmingly in conjectural contexts, highlighting its role as a stance-taking strategy that foregrounds subjectivity while mitigating face-threat. The study provides an empirically grounded account of it seems as a flexible interpersonal construction shaped by contextual, epistemic, and relational work. The findings contribute to our understanding of how grammatical constructions function within discourse to manage epistemic stance and interpersonal alignment.

本研究结合系统功能语言学和人际语用学的观点，探讨了英语从句外外观结构作为认知立场的话语敏感资源。利用来自COCA、BAWE和MICASE的语料库数据，本分析探讨了证据意义、模态意义和主观意义是如何被话语语境（特别是模态和语域）和说话者的关系策略所塑造的。四种语义-语用范畴——知觉的、环境的、一般的和推测的——被识别出来，并沿着从经验到认识论标记的连续体分布。对我来说，个性化主要集中在推测的背景下，突出了它作为一种立场采取策略的作用，这种策略在减轻面子威胁的同时突出了主观性。该研究提供了一种基于经验的解释，它似乎是一种由语境、认知和关系工作塑造的灵活的人际关系结构。这些发现有助于我们理解语法结构如何在话语中发挥作用，以管理认知立场和人际关系。

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引用次数: 0

Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching 教师专业发展的焦点：处理学生在网络教学中的聊天贡献

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-04-01 Epub Date: 2026-02-05 DOI: 10.1016/j.system.2026.103978

Semih Ekin , Fatma Badem

This study aims to document teacher professional development by integrating online post-observation feedback sessions (oPOFs) into online classroom interactional practices of an English as a foreign language (EFL) teacher within a cyclical teacher professional development (TPD) process. The study focuses on two main components: (i) online teaching sessions (OTS) of a teacher and (ii) online post-observation feedback sessions (oPOFs) conducted with peer teachers. Procedural unfolding of the cycle designed within a collaborative action research framework involved the focal teacher who was teaching English to tertiary level learners in a series of online teaching sessions. These sessions were interspersed with three oPOFs where two peer teachers provided feedback based on a conversation analytic examination of the recorded OTS. The screen-recorded data from each step of this TPD cycle was analyzed using the tools of multimodal conversation analysis. The findings demonstrated how the focal teacher enacted peer feedback in subsequent teachings: although he initially overlooked students’ chat-based contributions, he later asked elaboration questions and built new discussions upon those chat-based contributions, thereby leveraging the affordances of this cyclical TPD process. The study contributes to the growing body of research on longitudinal tracking of teaching and teacher development practices by documenting teacher learning in situ.

本研究旨在通过将在线观察后反馈会议（oPOFs）整合到英语作为外语（EFL）教师在周期性教师专业发展（TPD）过程中的在线课堂互动实践中来记录教师的专业发展。该研究集中于两个主要组成部分：(i)教师的在线教学会议（OTS）和（ii）与同行教师进行的在线观察后反馈会议（oPOFs）。在协作行动研究框架内设计的循环程序展开涉及在一系列在线教学课程中向高等教育学习者教授英语的重点教师。这些课程中穿插了三次课外交流，两名同行教师根据记录的课外交流进行对话分析，提供反馈。使用多模态会话分析工具对TPD周期中每个步骤的屏幕记录数据进行分析。研究结果表明，重点教师如何在随后的教学中制定同伴反馈：尽管他最初忽略了学生基于聊天的贡献，但他后来提出了详细的问题，并在这些基于聊天的贡献的基础上建立了新的讨论，从而利用了这种周期性TPD过程的功能。该研究通过记录教师的实地学习，为教学和教师发展实践的纵向跟踪研究做出了贡献。

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