International Journal of Educational Research最新文献_第9页

“This makes me feel good”: Professional learning communities as a space for interpersonal emotion regulation among science teachers “这让我感觉很好”：专业学习社区作为科学教师人际情绪调节的空间

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102829

Corina González-Weil , Fabián Fernández Araneda , María Isabel Reyes-Espejo

Teachers’ interpersonal emotion regulation refers to the processes through which teachers manage both their own emotions and those of colleagues in ways that shape teacher well-being, student well-being, and student learning outcomes. Professional Learning Communities (PLCs) are collaborative spaces that can provide emotional support, reduce professional isolation, and enhance job satisfaction, yet the mechanisms through which they achieve this remain insufficiently understood. This study examined how participation in a PLC contributes to the interpersonal emotion regulation of Chilean science teachers. A qualitative interpretative methodology was employed, combining thematic and narrative analysis of five PLC sessions in which teachers shared pedagogical experiences and reflected on emotions and practices. The analysis identified several interpersonal emotion regulation strategies, including labeling, receptive listening, valuing, safety signals, and cognitive reappraisal. The findings underscore the importance of examining the emotional dimensions of teaching, particularly in Latin America, where working conditions require the integration of emotional education into pre-service and in-service teacher training, thereby strengthening relationships, collective agency, and professional development in unstable contexts.

教师的人际情绪调节是指教师通过管理自己和同事的情绪来塑造教师幸福感、学生幸福感和学生学习成果的过程。专业学习社区（plc）是一种协作空间，可以提供情感支持，减少专业隔离，提高工作满意度，但它们实现这一目标的机制仍未得到充分了解。本研究考察了参与PLC对智利科学教师人际情绪调节的影响。采用定性解释方法，结合专题和叙述分析五节PLC课程，教师分享教学经验，反思情感和实践。分析确定了几种人际情绪调节策略，包括标签、接受性倾听、重视、安全信号和认知再评价。研究结果强调了检查教学情感维度的重要性，特别是在拉丁美洲，那里的工作条件要求将情感教育纳入职前和在职教师培训中，从而在不稳定的环境中加强关系、集体代理和专业发展。

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引用次数: 0

Autonomy and its associations with persistence and competence: A longitudinal study of vocational students 自主性及其与坚持和胜任力的关系：对中职学生的纵向研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102858

Beifang Ma, Esther Winther

This study addresses three central research questions

(1) How do autonomy and related contextual factors—specifically social relatedness and competence recognition from Self-Determination Theory (SDT), and self-regulation capacity from ego-depletion theory—relate to educational outcomes, particularly given the conflicting predictions from these frameworks? (2) Do these associations differ between the two key educational outcomes: vocational competence and persistence (Outcome-Specificity)? (3) Do these associations vary depending on the domain-specific (company-level) versus domain-general (occupational-level) nature of the educational outcomes (Domain-Specificity)? The sample included 458 vocational education and training (VET) students in Germany (36 % male, 64 % female; M_age = 19.66 years), followed throughout their training programs. Four longitudinal regression models were estimated—based on two types of educational outcomes (competence and persistence) across two domain scopes (company-specific and occupation-wide). Models controlled for time effects and the nested structure of the data (students within classes and schools). Findings indicate that autonomy and related contextual factors—such as social relatedness and competence recognition— show significant positive associations with persistence, but not with vocational competence. Outcome-specific patterns were observed, while domain-specific versus domain-general distinctions were less clear. Despite the dual structure of VET, integration between company-based and school-based learning may blur the boundaries between company-specific and occupational wide learning effects. While the longitudinal design supports temporal analysis, reliance on self-report measures and the absence of experimental manipulation limit causal interpretations.

本研究解决了三个核心研究问题：(1)自主性和相关情境因素——特别是来自自我决定理论（SDT）的社会关系和能力认知，以及来自自我耗竭理论的自我调节能力——如何与教育成果相关，特别是考虑到这些框架的相互矛盾的预测？(2)职业能力和持久性这两个关键教育成果之间的关联是否不同（结果特异性）？(3)这些关联是否因教育成果的特定领域（公司级别）与一般领域（职业级别）性质（领域特异性）而有所不同？样本包括德国458名职业教育和培训（VET）学生（36%为男性，64%为女性；年龄为19.66岁），并在整个培训项目中进行跟踪。基于两种类型的教育成果（能力和持久性）在两个领域范围（特定公司和职业范围）估计了四个纵向回归模型。模型控制了时间效应和数据的嵌套结构（班级和学校中的学生）。研究结果表明，自主性和相关的环境因素（如社会关系和能力认可）与持久性有显著的正相关，但与职业能力没有显著的正相关。结果特定模式被观察到，而领域特定与领域一般的区别不太清楚。尽管职业教育教育具有双重结构，但基于公司和基于学校的学习之间的整合可能模糊了公司特定学习效果和职业广泛学习效果之间的界限。虽然纵向设计支持时间分析，但依赖自我报告测量和缺乏实验操作限制了因果解释。

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引用次数: 0

Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips 课堂视频评价中的情绪——视频片段中学生教师的喜怒与课堂管理质量的相互作用

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102539

Isabell Tucholka , Annette Busse , Dorit Bosse , Bernadette Gold

In teacher education, classroom videos are frequently used to promote student teachers’ professional competence and initiate reflection. However, observing classroom videos triggers not only cognitive but also emotional processes, which are closely interconnected and may influence each other. Evaluating the presented teaching quality, therefore, might initiate emotions while these emotions, at the same time, might inform the evaluation. Therefore, we aimed to investigate the relationship between the presented teaching quality (represented by classroom management) of classroom videos and student teachers’ evaluation thereof.

In this correlational study, 617 student teachers observed pre-selected videos showing either effective or improvable classroom management as assessed by experts, stated their emotions (joy/anger) and, subsequently, evaluated classroom management quality using rating items. Repeated-measures ANOVA revealed that student teachers felt significantly more joy and less anger when observing effective as opposed to improvable classroom management, indicating that participants’ emotions can at least partially be ascribed to teaching quality differences between the clips. Additionally, regression analyses showed that joy correlated positively, anger negatively with student teachers’ subjective classroom management evaluation and explained for significant amounts of variance therein regarding different classroom management aspects (R²: 15 % - 64 %).

Findings underline the need for conscious usage of videos in teacher education and indicate that student teachers’ emotions during video observation should be considered in designing video-based learning environments as they enlarge the range of possibilities regarding how to integrate videos into teacher education courses.

在教师教育中，课堂视频经常被用来提高学生教师的专业能力，引发反思。然而，观看课堂视频不仅会引发认知过程，还会引发情感过程，这两个过程密切相关，可能会相互影响。因此，评估当前的教学质量可能会引发情绪，而这些情绪同时可能会为评估提供信息。因此，我们旨在调查课堂视频呈现的教学质量（以课堂管理为代表）与学生教师评价之间的关系。在这项相关研究中，617名实习教师观看了预先选择的视频，这些视频显示了专家评估的有效或可改进的课堂管理，陈述了他们的情绪（喜悦/愤怒），随后使用评级项目评估课堂管理质量。重复测量方差分析显示，当观察到有效的课堂管理而不是改进的课堂管理时，实习教师明显感到更多的快乐和更少的愤怒，这表明参与者的情绪至少可以部分归因于视频之间教学质量的差异。此外，回归分析显示，喜悦与学生教师的主观课堂管理评价呈正相关，愤怒与学生教师的主观课堂管理评价负相关，并解释了不同课堂管理方面的显著差异（R²：15% - 64%）。研究结果强调了在教师教育中有意识地使用视频的必要性，并表明在设计基于视频的学习环境时应考虑学生教师在视频观察期间的情绪，因为它们扩大了如何将视频整合到教师教育课程中的可能性范围。

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引用次数: 0

Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education 女性学者对在高等教育中获得和继续担任领导角色的障碍的看法和经验

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102534

Bakil Ghundol , Abdulghani Muthanna

This paper explores the perceptions and experiences of female academics on the main barriers that face female academics in obtaining and continuing leadership roles at Yemeni higher education institutions. By following a case study design, and employing semi-structured, in-depth interviews with fifteen female academics, the findings revealed a multifaceted interplay of barriers facing female academics. The main barriers for obtaining leadership positions relate to socio-cultural barriers such as traditional gender roles, societal stereotypes and patriarchal norms, female academics’ struggle to balance between professional and family responsibilities, the violation of work ethics and less collaboration between colleagues, and the invisible barrier of glass ceiling. The findings also revealed the factors for demotivating female academics to continuing their leadership roles. The key factors associate with the lack of motivation and the experience of leadership as a stressful activity, and the spousal refusal toward interaction with male colleagues. The paper concludes with proposing clear measures and implications for promoting and empowering female academics, achieving both social justice and inclusive academic environment.

本文探讨了女性学者在也门高等教育机构获得和继续担任领导职务时所面临的主要障碍的看法和经验。通过案例研究设计，以及对15位女性学者进行半结构化的深度访谈，研究结果揭示了女性学者所面临的障碍是多方面的相互作用。获得领导职位的主要障碍与社会文化障碍有关，如传统的性别角色，社会刻板印象和父权规范，女性学者在职业和家庭责任之间的平衡上的挣扎，违反职业道德和同事之间的合作减少，以及无形的玻璃天花板障碍。研究结果还揭示了影响女性学者继续担任领导角色的因素。关键因素与缺乏动力和作为一项有压力的活动的领导经验，以及配偶拒绝与男性同事互动有关。最后，本文提出了促进和赋予女性学者权力，实现社会公正和包容性学术环境的明确措施和启示。

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引用次数: 0

Moving towards inclusive education: Policy evolution in Saudi Arabia 迈向全纳教育：沙特阿拉伯的政策演变

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102533

May Alrudayni

In recent decades, inclusive education has gained international attention and governments around the world have aspired to embrace it in their policies and reform agendas. In 2016 the Saudi Arabian Ministry of Education launched an inclusive education initiative that aimed to shift the education system away from special education and segregation towards inclusion. This initiative has been implemented in a number of schools across the country. The study presented in this paper focused on education policy evolution in Saudi Arabia and examined whether, and how, educational discourse has moved from exclusion towards inclusion, particularly in relation to students with disability. Critical policy analysis was employed to scrutinise government education policy documents and to critically examine the ways in which policy discourse perpetuates and reproduces exclusion and unequal power relations within the education system. The findings suggest that, despite some changes in policy language driven by the global push for inclusive education, special education in Saudi Arabia remains dominant and the education system exclusionary. Education policy also privileges charitable discourse over the politics of inclusiveness. A more profound transformation of education policy is required before the nation can claim to have enacted inclusive education. It is hoped that the findings of this study will contribute to a better understanding of how to implement inclusive education policy, particularly for students with disability, in Saudi Arabia.

近几十年来，全纳教育引起了国际社会的关注，世界各国政府都希望将其纳入其政策和改革议程。2016年，沙特阿拉伯教育部发起了一项全纳教育倡议，旨在将教育体系从特殊教育和隔离转向包容。这一举措已在全国多所学校实施。本文中提出的研究侧重于沙特阿拉伯的教育政策演变，并研究了教育话语是否以及如何从排斥转向包容，特别是与残疾学生有关。批判性政策分析被用来审查政府教育政策文件，并批判性地检查政策话语在教育系统中延续和再现排斥和不平等权力关系的方式。研究结果表明，尽管全球推动全纳教育的政策语言发生了一些变化，但沙特阿拉伯的特殊教育仍然占主导地位，教育系统排外。教育政策也将慈善话语置于包容性政治之上。在国家声称已经实施了全纳教育之前，需要对教育政策进行更深刻的变革。希望本研究的结果将有助于更好地理解如何在沙特阿拉伯实施包容性教育政策，特别是针对残疾学生。

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引用次数: 0

Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development 转型中的教师：应急远程教学对专业发展影响的定性探讨

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102548

Alejandro Acuyo Cespedes

This investigation examines the evolving landscape of professional development among higher education teachers, focusing on the long-term effects of the COVID-19 emergency-remote-teaching period. The aim is to better-understand how the pandemic has shaped current attitudes and practices in professional development. Using a qualitative approach, ten English for Academic Purposes teachers from a university in Kazakhstan were interviewed. Thematic analysis was used to determine how their experiences of professional development during the online pandemic have affected their perceptions and approaches to professional development in the current post-pandemic, and mostly face-to-face, teaching context. The findings indicate that COVID-19′s emergency-remote-teaching period has had a largely positive influence as teachers are now more likely to prioritize improving their technological competence, as well as engage in a wider variety of professional development topics and platforms. Professional development is also more likely to be flexible and individually tailored to the specific needs of each teacher. However, challenges including online fatigue as well as trauma caused by the pandemic have also emerged. The investigation makes significant contributions to the understanding of professional development under emergency-remote-teaching conditions in contrast with “non-emergency” operations. It also advances field knowledge on the increasing fluidity of the professional development landscape across both online and offline learning spaces. Lastly it enriches the understanding of how structured and unstructured forms of professional development can be balanced and tailored to individual teachers’ needs.

本调查考察了高等教育教师专业发展的演变情况，重点关注COVID-19紧急远程教学期间的长期影响。其目的是更好地了解大流行如何影响目前在专业发展方面的态度和做法。采用定性方法，对哈萨克斯坦一所大学的10名学术英语教师进行了访谈。使用专题分析来确定他们在在线大流行期间的专业发展经历如何影响他们在当前大流行后和主要是面对面的教学环境中对专业发展的看法和方法。调查结果表明，COVID-19紧急远程教学期间产生了很大的积极影响，因为教师现在更有可能优先考虑提高他们的技术能力，并参与更广泛的专业发展主题和平台。专业发展也更有可能是灵活的，并根据每个教师的具体需求量身定制。然而，包括上网疲劳和大流行造成的创伤在内的挑战也出现了。与“非紧急”行动相比，该调查对理解紧急远程教学条件下的专业发展作出了重大贡献。它还促进了关于在线和离线学习空间中专业发展前景日益增加的流动性的实地知识。最后，它丰富了对结构化和非结构化专业发展形式如何平衡和适应教师个人需求的理解。

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引用次数: 0

The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels 视频配音app对不同水平大学生口语能力的影响

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102521

Xiaoran Wang , Sangmin-Michelle Lee

Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.

口语技能对英语学习者来说是必不可少的，但口语技能的发展仍然存在挑战，特别是在传统教学方法难以有效吸引学生的英语作为外语（EFL）环境中。为了采取有效的方法来提高中国学生的外语听力，本研究探讨了英语视频配音应用程序在语言学习任务中的使用，并调查了它在提高外语听力方面的有效性。采用混合方法对两组不同熟练程度的学习者进行了稳健而全面的实证研究。前测和后测、学生反思论文和访谈结果表明，学生在配音任务中的高参与度导致学生的语义表达水平显著提高。特别是在口语方面，在发音、语调、流利度、语法和词汇使用方面都有了显著的进步。该研究还考察了学习者的英语水平与学习成果之间的关系。结果表明，配音任务对提高低水平学生的发音有更显著的影响，而高水平学生在流利度、语法和词汇使用方面有更大的改善。根据研究结果讨论了教学意义。

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引用次数: 0

Corrigendum to “Navigating the academic road with an empty tank? The impact of financial and time scarcity mindsets on students’ sense of agency” [International Journal of Educational Research 130 (2025) 102542] 对 "空着油箱在学术道路上航行？资金和时间稀缺心态对学生代入感的影响》[《国际教育研究杂志》130 (2025) 102542] 更正

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102555

Jessica Schulz, Ai Miyamoto, Matthias Nückles

引用次数: 0

Inclusive professional practices of primary school teachers in multigrade classes in France catering for pupils with special educational needs 法国小学教师在多年级班级的包容性专业实践，以满足有特殊教育需求的学生

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102598

Karine Birot-Gautron , Magdalena Kohout-Diaz , Marie-Christine Deyrich

This exploratory study examines interprofessional collaboration and the ethical issues and dilemmas encountered by teachers in multigrade classes in France, in the context of the schooling of pupils with special educational needs (SEN). The overarching hypothesis is that the implementation of teamwork and the incorporation of ethical considerations within the context of multigrade classrooms facilitate the education of students with SEN in such settings. This exploratory study was conducted through a questionnaire and five accounts of ethical dilemmas experienced by teachers in multigrade classes in an inclusive context. A thematic analysis was conducted to identify the preference of teachers in multigrade classes for teamwork arrangements and their feelings in terms of team cohesion. Additionally, the analysis aimed to assess the mobilisation of their knowledge and skills acquired in an inclusive context to deal with ethical situations and to highlight the effects of this knowledge and skills on their professional practices.

本探索性研究考察了法国多年级班级教师在特殊教育需求学生（SEN）教育背景下的跨专业合作、道德问题和困境。最重要的假设是，在多年级教室的背景下，团队合作的实施和伦理考虑的结合有助于在这种环境下对特殊教育学生的教育。本探索性研究采用问卷调查和五种不同类型的教师在包容性背景下在多年级课堂中所经历的伦理困境。本研究以专题分析的方式，探讨多年级班级教师对团队合作安排的偏好，以及他们对团队凝聚力的感受。此外，该分析旨在评估他们在包容性背景下获得的知识和技能的调动，以处理道德状况，并强调这些知识和技能对他们的专业实践的影响。

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引用次数: 0

Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners 揭示师生关系、情感和社会经济地位在塑造外语学习者主观幸福感中的动态作用

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102581

Lihong Ma , Banban Li , Jian Liu

The direct association between teacher-student relationships and subjective well-being among foreign language (FL) learners has been validated. Nevertheless, the indirect pathways through which teacher-student relationships impact the subjective well-being of FL learners remain less understood. Drawing from control-value theory, this research examined the mediating role of emotions such as enjoyment and boredom in this relationship, and further investigated how socioeconomic status (SES) influences these mediating effects, guided by social capital theory. A total of 4,004 Chinese secondary school students from grades 7 to 9 (M_age = 13.47, SD = 0.62) participated in this study. Data were collected using self-reported questionnaires on teacher-student relationships, FL enjoyment, FL boredom, and subjective well-being. Mediation analysis revealed that the link between teacher-student relationships and subjective well-being was partially mediated via enjoyment and boredom in FL learning. Additionally, compared to low SES learners, the effect of teacher-student relationships on reducing boredom and thereby improving subjective well-being was more pronounced among high SES learners. These findings offer practical insights for enhancing FL teaching and learning, as well as for refining FL teacher education programs.

师生关系与外语（FL）学习者主观幸福感之间的直接联系已经得到验证。然而，人们对师生关系影响外语学习者主观幸福感的间接途径仍然知之甚少。在社会资本理论的指导下，本研究借鉴控制价值理论，考察了愉快和无聊等情绪在这种关系中的中介作用，并进一步研究了社会经济地位（SES）如何影响这些中介效应。共有 4,004 名七至九年级的中国中学生（年龄 = 13.47，标准差 = 0.62）参与了本研究。研究使用自我报告问卷收集数据，内容包括师生关系、FL 乐趣、FL 厌烦和主观幸福感。中介分析表明，师生关系与主观幸福感之间的联系部分是通过FL学习中的乐趣和厌倦来中介的。此外，与社会经济地位低的学习者相比，高社会经济地位的学习者在师生关系对减少无聊从而提高主观幸福感方面的作用更为明显。这些发现为提高FL教学和学习效果，以及完善FL教师教育项目提供了实用的启示。

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引用次数: 0