Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2152316
Mohammad Reza Anani Sarab, Fatemeh Mardian
ABSTRACT The present scoping review aimed to systematically review the corpus of data sources including 92 published papers, which were identified and retrieved based on the study criteria. The papers were coded using categories which were operational definitions of reflection and reflective practice, unit of analysis, theoretical frameworks, levels of reflection, research methods, data collection instruments, and the complexity of second/foreign language (L2) teacher reflection. The results indicate that (a) current definitions of teacher reflection are general and descriptive, (b) the focus is heavily on in-service teaching contexts, (c) there is a growing interest in qualitative methodological approaches and a need for principled mixed methods research is greatly felt, (d), there is an overriding emphasis on reflection-on-action approaches, (e) and most of the studies portray reflection at descriptive and comparative levels, failing to encourage teachers at the critical level. The findings also suggest a need for applying and extending the benefits of reflection to different real-life contexts where teachers work, and a call for new research orientations to address the complex dynamics of teacher reflection. The implications of the study are discussed in detail.
{"title":"Reflective practice in second language teacher education: a scoping review","authors":"Mohammad Reza Anani Sarab, Fatemeh Mardian","doi":"10.1080/02607476.2022.2152316","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152316","url":null,"abstract":"ABSTRACT The present scoping review aimed to systematically review the corpus of data sources including 92 published papers, which were identified and retrieved based on the study criteria. The papers were coded using categories which were operational definitions of reflection and reflective practice, unit of analysis, theoretical frameworks, levels of reflection, research methods, data collection instruments, and the complexity of second/foreign language (L2) teacher reflection. The results indicate that (a) current definitions of teacher reflection are general and descriptive, (b) the focus is heavily on in-service teaching contexts, (c) there is a growing interest in qualitative methodological approaches and a need for principled mixed methods research is greatly felt, (d), there is an overriding emphasis on reflection-on-action approaches, (e) and most of the studies portray reflection at descriptive and comparative levels, failing to encourage teachers at the critical level. The findings also suggest a need for applying and extending the benefits of reflection to different real-life contexts where teachers work, and a call for new research orientations to address the complex dynamics of teacher reflection. The implications of the study are discussed in detail.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"5 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78651025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2150535
Ismail Xodabande, Mostafa Nazari
ABSTRACT Over the past two decades, the pedagogical applications of corpus linguistics to language teaching have gained increased recognition. Consequently, there has been a growing interest in developing language teachers’ corpus literacy as a required knowledge base for the successful implementation of corpus-based pedagogy. Following this line of research, the current study reports on the impacts of a professional development (PD) course on six Iranian EFL teachers’ corpus literacy development. Data sources for the study included semi-structured interviews, reflective journals, and classroom observations. The findings revealed that despite some barriers for using corpora in the classroom, the PD was able to expand the teachers’ conceptual and pedagogical knowledge in relation to corpora and associated tools. Based on these findings, the study argues that for corpus-based pedagogy to become institutionalized, there is a need for embracing policies and practices that raise the awareness of teachers, teacher educators, and policymakers with respect to the affordances of corpora for informing language teaching.
{"title":"Developments in teachers’ corpus literacy following a professional development course","authors":"Ismail Xodabande, Mostafa Nazari","doi":"10.1080/02607476.2022.2150535","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150535","url":null,"abstract":"ABSTRACT Over the past two decades, the pedagogical applications of corpus linguistics to language teaching have gained increased recognition. Consequently, there has been a growing interest in developing language teachers’ corpus literacy as a required knowledge base for the successful implementation of corpus-based pedagogy. Following this line of research, the current study reports on the impacts of a professional development (PD) course on six Iranian EFL teachers’ corpus literacy development. Data sources for the study included semi-structured interviews, reflective journals, and classroom observations. The findings revealed that despite some barriers for using corpora in the classroom, the PD was able to expand the teachers’ conceptual and pedagogical knowledge in relation to corpora and associated tools. Based on these findings, the study argues that for corpus-based pedagogy to become institutionalized, there is a need for embracing policies and practices that raise the awareness of teachers, teacher educators, and policymakers with respect to the affordances of corpora for informing language teaching.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"29 1","pages":"167 - 170"},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82851728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2150964
Yuanfang Guo, Xiaowei Li
ABSTRACT Work-family conflict is prevalent in preschool teachers, which has increased the risk of turnover intention. However, the effect of work-family conflict on turnover intention may be different between beginning preschool teachers and experienced preschool teachers. The present study examined the mediating role of organisational commitment in the relationship between work-family conflict and turnover intention with a sample of 726 beginning preschool teachers and 603 experienced preschool teachers coming from China. Results indicated that (1) Chinese beginning preschool teachers’ organisational commitment played a partial mediating role in the relationship between work-family conflict and turnover intention; (2) organisational commitment fully mediated the relationship between work-family conflict and turnover intention among Chinese experienced preschool teachers. These findings have important implications for devising interventions separately to reduce the turnover intention of beginning and experienced preschool teachers.
{"title":"Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models","authors":"Yuanfang Guo, Xiaowei Li","doi":"10.1080/02607476.2022.2150964","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150964","url":null,"abstract":"ABSTRACT Work-family conflict is prevalent in preschool teachers, which has increased the risk of turnover intention. However, the effect of work-family conflict on turnover intention may be different between beginning preschool teachers and experienced preschool teachers. The present study examined the mediating role of organisational commitment in the relationship between work-family conflict and turnover intention with a sample of 726 beginning preschool teachers and 603 experienced preschool teachers coming from China. Results indicated that (1) Chinese beginning preschool teachers’ organisational commitment played a partial mediating role in the relationship between work-family conflict and turnover intention; (2) organisational commitment fully mediated the relationship between work-family conflict and turnover intention among Chinese experienced preschool teachers. These findings have important implications for devising interventions separately to reduce the turnover intention of beginning and experienced preschool teachers.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"49 1","pages":"695 - 710"},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80866752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2152655
Allan B. de Guzman, Belinda V. de Castro, Joel L. Adamos
{"title":"Locating Filipino social studies teachers’ preferred positionality, reasons, and practices in the teaching of controversial public issues","authors":"Allan B. de Guzman, Belinda V. de Castro, Joel L. Adamos","doi":"10.1080/02607476.2022.2152655","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152655","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"15 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72667470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2151881
Yi-Shuai Xie
{"title":"International student mobility: exploring identities and engagements","authors":"Yi-Shuai Xie","doi":"10.1080/02607476.2022.2151881","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151881","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"56 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78456941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2151882
Ann C. Jolly, Danielle Wysenski, Kristen D. Beach
ABSTRACT This pilot randomised controlled trial study investigated the impact of Reading Research to Classroom Practice professional development (PD) on elementary teachers’ knowledge of reading skills. This PD, developed by a United States’ state education agency, is accredited by the International Dyslexia Association. Teachers (n = 34) were randomly assigned to a treatment or wait-list control (WLC) group and participated in the 5-day, 30-hour in-person PD with up to 10 hours asynchronous application activities. Teachers completed pre- and post-knowledge surveys measuring the impact of the PD on their knowledge related to reading skills. Teachers completed a social validity survey examining their perceptions of the PD. After controlling for pre-test differences, teachers in the treatment group outscored WLC teachers on the knowledge measure at post-test. Following treatment, WLC teachers’ growth in knowledge was statistically equivalent to the growth that treatment teachers experienced. Teachers felt the PD improved their knowledge of effective reading practices. Implications for practice and suggestions for future PD are provided.
{"title":"Effects of a state’s effort to build elementary teacher knowledge in literacy","authors":"Ann C. Jolly, Danielle Wysenski, Kristen D. Beach","doi":"10.1080/02607476.2022.2151882","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151882","url":null,"abstract":"ABSTRACT This pilot randomised controlled trial study investigated the impact of Reading Research to Classroom Practice professional development (PD) on elementary teachers’ knowledge of reading skills. This PD, developed by a United States’ state education agency, is accredited by the International Dyslexia Association. Teachers (n = 34) were randomly assigned to a treatment or wait-list control (WLC) group and participated in the 5-day, 30-hour in-person PD with up to 10 hours asynchronous application activities. Teachers completed pre- and post-knowledge surveys measuring the impact of the PD on their knowledge related to reading skills. Teachers completed a social validity survey examining their perceptions of the PD. After controlling for pre-test differences, teachers in the treatment group outscored WLC teachers on the knowledge measure at post-test. Following treatment, WLC teachers’ growth in knowledge was statistically equivalent to the growth that treatment teachers experienced. Teachers felt the PD improved their knowledge of effective reading practices. Implications for practice and suggestions for future PD are provided.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"64 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81142134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2151880
Lisa Murtagh, Louisa Dawes
ABSTRACT This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators’ experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the Covid-19 pandemic. Data were collected via narrative conversations between the two teacher educators such that they could ‘pool their stories’. The findings suggest that during a time of unprecedented change, the teacher educators had contradictory experiences associated with two contrasting leadership approaches. The data reflects the impact of being immersed in an ITT programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a HEI. The authors examine what it feels like for teacher educators as they are torn between contrasting leadership approaches and discuss the potential of autonomy-supportive leadership approaches to support the achievement of agencies, particularly when decisions and actions require swift and careful attention.
{"title":"Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic","authors":"Lisa Murtagh, Louisa Dawes","doi":"10.1080/02607476.2022.2151880","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151880","url":null,"abstract":"ABSTRACT This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators’ experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the Covid-19 pandemic. Data were collected via narrative conversations between the two teacher educators such that they could ‘pool their stories’. The findings suggest that during a time of unprecedented change, the teacher educators had contradictory experiences associated with two contrasting leadership approaches. The data reflects the impact of being immersed in an ITT programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a HEI. The authors examine what it feels like for teacher educators as they are torn between contrasting leadership approaches and discuss the potential of autonomy-supportive leadership approaches to support the achievement of agencies, particularly when decisions and actions require swift and careful attention.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"3 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82134977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/02607476.2022.2150840
E. Rushton, Lisa Murtagh, Claire Ball-Smith, Bryony Black, Lynda Dunlop, Simon Gibbons, Kate Ireland, Rachele Morse, Catherine Reading, C. Scott
ABSTRACT In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.
{"title":"Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK","authors":"E. Rushton, Lisa Murtagh, Claire Ball-Smith, Bryony Black, Lynda Dunlop, Simon Gibbons, Kate Ireland, Rachele Morse, Catherine Reading, C. Scott","doi":"10.1080/02607476.2022.2150840","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150840","url":null,"abstract":"ABSTRACT In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"9 1","pages":"551 - 568"},"PeriodicalIF":4.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91135601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-27DOI: 10.1080/02607476.2022.2151343
A. Ljungblad
ABSTRACT How teachers relate to their students when they teach can contribute to a deeper and more coherent relational understanding of teaching as an interpersonal profession. This article presents a key indicators’ taxonomy of relational teaching. Within the theoretical perspective of teaching called Pedagogical Relational Teachership a taxonomy to inquiry the relational dimension of the teaching profession is developed. The concept of relational teaching is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. These six relational key indicators can be used by empirical researchers to capture and illuminate the ongoing relational processes between teachers and students on a micro-level, as well as support pre-service and in-service teachers to create sustainable and trustful relationships with their students. Finally, the article discusses how this nuanced taxonomy can be applied in practice and research to cultivate the relational proficiencies of teachers in the twenty-first century.
{"title":"Key Indicator Taxonomy of Relational Teaching","authors":"A. Ljungblad","doi":"10.1080/02607476.2022.2151343","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151343","url":null,"abstract":"ABSTRACT How teachers relate to their students when they teach can contribute to a deeper and more coherent relational understanding of teaching as an interpersonal profession. This article presents a key indicators’ taxonomy of relational teaching. Within the theoretical perspective of teaching called Pedagogical Relational Teachership a taxonomy to inquiry the relational dimension of the teaching profession is developed. The concept of relational teaching is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. These six relational key indicators can be used by empirical researchers to capture and illuminate the ongoing relational processes between teachers and students on a micro-level, as well as support pre-service and in-service teachers to create sustainable and trustful relationships with their students. Finally, the article discusses how this nuanced taxonomy can be applied in practice and research to cultivate the relational proficiencies of teachers in the twenty-first century.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"12 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78260512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-27DOI: 10.1080/02607476.2022.2150539
S. Aubrey, Art Tsang
ABSTRACT The present study investigated 69 local Hong Kong English language education students’ cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students’ knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching methods, testing methods, and public versus private education in international contexts; however, some students reflected more deeply on perceived cultural differences by challenging their own prior assumptions about English language education and, as a result, demonstrated cultural humility and enhanced empathy towards teachers in contexts outside of Hong Kong. This research suggests that teacher education programs should consider implementing IaH initiatives that capitalise on international student populations to satisfy program-level cross-cultural learning objectives.
{"title":"Capitalizing on international students to promote cross-cultural learning in an English language education program","authors":"S. Aubrey, Art Tsang","doi":"10.1080/02607476.2022.2150539","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150539","url":null,"abstract":"ABSTRACT The present study investigated 69 local Hong Kong English language education students’ cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students’ knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching methods, testing methods, and public versus private education in international contexts; however, some students reflected more deeply on perceived cultural differences by challenging their own prior assumptions about English language education and, as a result, demonstrated cultural humility and enhanced empathy towards teachers in contexts outside of Hong Kong. This research suggests that teacher education programs should consider implementing IaH initiatives that capitalise on international student populations to satisfy program-level cross-cultural learning objectives.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"7 1","pages":"341 - 344"},"PeriodicalIF":4.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78915897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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