Teaching and Teacher Education最新文献

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Facilitating debriefing conversations within one-on-one coaching cycles: Productive practices for mathematics specialists 促进一对一指导周期内的汇报对话：数学专家的生产性实践

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-14 DOI: 10.1016/j.tate.2026.105434

Ryan Gillespie , Adam Hanan , Jennifer Kruger , Julie M. Amador

This study investigated changes in the discursive actions of 12 mathematics specialists during debriefing conversations with teachers in content-focused coaching cycles, following their engagement with a debriefing conversational structure. We compared each specialist's initial debrief conversation, which was conducted prior to learning about the conversational structure, to a subsequent conversation after learning about the conversational structure. Analysis revealed eight productive practices that emerged in the second conversation, including anchoring discussion in the instructional and learning goals, establishing shared clarity about those goals, examining specific instances and patterns of student thinking through a structured approach, connecting those observations to lesson design and implementation, and identifying both general and content-specific implications for future teaching. These findings extend prior research on effective facilitation practices that mathematics specialists use in planning conversations and broader teacher interactions, offering implications for the professional development of mathematics specialists and future research on debriefing conversations within coaching cycles.

本研究调查了12名数学专家在以内容为中心的指导周期中与教师进行述职对话时，在他们参与述职对话结构之后，话语行为的变化。我们比较了每个专家在了解会话结构之前进行的初步汇报对话，以及在了解会话结构之后进行的后续对话。分析揭示了在第二次对话中出现的8个富有成效的实践，包括在教学和学习目标中进行锚定讨论，建立关于这些目标的共同清晰度，通过结构化方法检查学生思维的具体实例和模式，将这些观察与课程设计和实施联系起来，并确定对未来教学的一般和特定内容的含义。这些发现扩展了先前对数学专家在计划对话和更广泛的教师互动中使用的有效促进实践的研究，为数学专家的专业发展和未来对教练周期内的述职对话的研究提供了启示。

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引用次数: 0

Nonlinearity in innovative work behavior in educational systems: The dynamic interplay between creative self-efficacy and burnout 教育系统中创新工作行为的非线性：创新自我效能与职业倦怠之间的动态相互作用

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-14 DOI: 10.1016/j.tate.2026.105445

Julie Vaiopoulou , Angelos Gkontelos , Dimitrios Stamovlasis

Employees’ Innovative Work Behavior (IWB) is a significant challenge in workplace and crucial for quality outcomes. Considering the vital role of educational systems in societal advancement, an in-depth examination of teachers’ IWB is necessary, focusing on environmental and personal resources, which facilitate the outcomes, and moderator variables, which impede them. This original research, conducted within the Complexity and Dynamical Systems framework, employed data from 2437 teachers to predict IWB from Creative Self-Efficacy (CSE) and Burnout (i.e., Disengagement and Exhaustion). The findings illustrate the nonlinear effects of CSE, Disengagement, and Exhaustion, as the two cusp catastrophe models proved superior to their linear and logistic alternatives. The cusp models suggest that, if a critical value the bifurcation factor exceeds, sudden changes occur in the IWB, highlighting the significant role of burnout that causes chaos and unpredictability in human behavior within educational systems. Theoretical and practical implications are discussed.

员工的创新工作行为（IWB）是工作场所的一个重大挑战，对质量结果至关重要。考虑到教育系统在社会进步中的重要作用，有必要对教师的IWB进行深入研究，重点关注促进结果的环境和个人资源以及阻碍结果的调节变量。本研究在复杂性和动力系统框架内进行，采用来自2437名教师的数据，从创造性自我效能（CSE）和倦怠（即脱离参与和疲惫）两方面预测IWB。研究结果说明了CSE、脱离和枯竭的非线性效应，因为这两种尖端突变模型证明优于它们的线性和逻辑替代方案。尖端模型表明，如果分岔因素超过临界值，IWB就会发生突然变化，这突出了倦怠的重要作用，它会导致教育系统中人类行为的混乱和不可预测性。讨论了理论和实践意义。

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引用次数: 0

Critical digital literacy for teachers: Evaluating pedagogical models, support systems, and policy implications in a hybrid learning era 教师的关键数字素养：评估混合学习时代的教学模式、支持系统和政策影响

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-13 DOI: 10.1016/j.tate.2026.105437

Syahruddin, M. Agus

This article presents a systematic literature review of CDL in teacher education, emphasizing hybrid and multimodal learning environments. Drawing on sociocultural theory, multiliteracies pedagogy, and critical pedagogy, the study examines 78 peer-reviewed articles published between 2016 and 2025. The analysis identifies six core themes: pedagogical innovations, teacher competencies and professional development, institutional support and policy, equity and inclusion, hybrid learning challenges, and psycho-affective impacts. Findings show that while CDL fosters reflective, ethical, and participatory engagement with digital tools, its implementation is hindered by infrastructural disparities, inconsistent policies, and limited teacher preparation. The study highlights the need for context-responsive frameworks, professional support systems, and culturally inclusive practices. It offers theoretical and practical insights for advancing CDL as a transformative component of teacher education in the digital era.

本文对教师教育中的CDL进行了系统的文献回顾，强调了混合和多模式的学习环境。该研究借鉴了社会文化理论、多元素养教学法和批判教学法，研究了2016年至2025年间发表的78篇同行评议文章。该分析确定了六个核心主题：教学创新、教师能力和专业发展、机构支持和政策、公平和包容、混合学习挑战以及心理情感影响。调查结果表明，虽然CDL促进了对数字工具的反思、道德和参与性参与，但其实施受到基础设施差异、政策不一致和教师准备有限的阻碍。该研究强调了对环境响应框架、专业支持系统和文化包容性实践的需求。它为推动CDL作为数字时代教师教育的变革组成部分提供了理论和实践见解。

引用次数: 0

Student teachers' and experienced teachers’ situation awareness and professional vision in real-life classrooms 实习教师和经验教师在现实课堂中的情境意识和专业视野

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-13 DOI: 10.1016/j.tate.2026.105428

Maikki Pouta , Erno Lehtinen , Tuire Palonen

We developed the integrated model of teacher's attention to examine teachers' a) situation awareness of the overall classroom and b) professional vision of individual pupils. Using mobile eye tracking in real classrooms, we analyzed teachers' eye movements using a novel metric, the Gaze Relational Index. The findings indicated that situation awareness involves shorter and more frequent gazes, while professional vision requires fewer but longer gazes. Experienced teachers showed faster and more varying visual attention compared to student teachers. This study provides valuable insights into visual processing in real-life classrooms, addressing the gap left by previous studies.

我们开发了教师注意力的综合模型来检验教师a)对整个课堂的情境意识和b)对个别学生的专业视野。在真实的教室中使用移动眼动追踪，我们使用一种新颖的指标——凝视关系指数来分析教师的眼球运动。研究结果表明，情境意识需要更短、更频繁的注视，而专业视觉需要更少、更长的注视。与实习教师相比，经验丰富的教师表现出更快、更多样化的视觉注意。这项研究为现实生活中的课堂视觉处理提供了有价值的见解，填补了以往研究留下的空白。

引用次数: 0

Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality: A path analysis of the mediating role of teacher self-efficacy in multicultural classrooms 多元文化专业发展和英语学习者比例对STEM教师教学质量的影响：多元文化课堂中教师自我效能感中介作用的路径分析

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-12 DOI: 10.1016/j.tate.2026.105438

Qiang Cheng , Xuan Zhou , Lina Shu , Xuan He

Teacher self-efficacy in multicultural classrooms (TSMC) plays an important role in supporting effective STEM instruction, particularly in diverse classroom settings. Drawing on nationally representative U.S. data from the 2018 Teaching and Learning International Survey (TALIS), this study examined 649 lower secondary STEM teachers through path analysis to assess the direct or indirect effects of professional development in multicultural education (PD in ME), TSMC, and the percentage of English Learner (EL) students on instructional quality. Results showed that PD in ME had a significant effect on TSMC, which in turn had a positive effect on instructional clarity, classroom management, and cognitive activation. However, the percentage of EL students had no significant direct or indirect effects on TSMC or instructional quality. These findings contribute to research on culturally responsive pedagogy by underscoring the mediating role of TSMC and highlighting the need for targeted PD to support STEM teachers in multicultural classrooms.

多元文化课堂中的教师自我效能感（TSMC）在支持有效的STEM教学中起着重要作用，特别是在不同的课堂环境中。本研究利用2018年教学与学习国际调查（TALIS）中具有全国代表性的美国数据，通过路径分析对649名初中STEM教师进行了调查，以评估多元文化教育（ME中的PD）、台积电和英语学习者（EL）学生百分比的专业发展对教学质量的直接或间接影响。结果显示，PD对ME的TSMC有显著影响，进而对教学清晰度、课堂管理和认知激活有积极影响。然而，英语学习者的比例对TSMC或教学质量没有显著的直接或间接影响。这些发现强调了台积电的中介作用，并强调了有针对性的PD支持STEM教师在多元文化课堂中的必要性，从而有助于文化响应教学法的研究。

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引用次数: 0

Predicting in-service teachers’ AI readiness from emotions in teaching and mindsets about teaching ability: Testing the direct and moderating effects 从教学情绪和教学能力心态预测在职教师的人工智能准备：检验直接和调节效应

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-10 DOI: 10.1016/j.tate.2026.105433

Yonghe Ti , Yawen Sun , Xiaoming Li

Enhancing in-service teachers' preparation for AI-assisted education is important in the era of AI. This study investigated how emotions in teaching, mindsets about teaching ability, and their interactions predict AI readiness among 424 Chinese teachers (315 females, Mean age = 38.76 years). Regression analyses revealed that positive emotions and a growth teaching mindset positively predicted AI readiness across cognition, ability, vision, and ethics dimensions. Moderation analyses indicated that the interplay between emotions and mindsets was significant in predicting AI readiness. These findings demonstrate the effects of teaching-related emotions and mindsets on teachers’ AI readiness. The implications and limitations are discussed.

在人工智能时代，加强在职教师对人工智能辅助教育的准备是非常重要的。本研究调查了424名中国教师（女性315人，平均年龄38.76岁）的教学情绪、教学能力心态及其相互作用对人工智能准备程度的影响。回归分析显示，积极情绪和成长型教学心态在认知、能力、愿景和伦理维度上对人工智能准备程度有积极的预测作用。适度分析表明，情绪和心态之间的相互作用在预测人工智能准备程度方面具有重要意义。这些发现证明了与教学相关的情绪和心态对教师人工智能准备的影响。讨论了其含义和局限性。

引用次数: 0

Developing pre-service physical education teachers’ competencies and attitudes: A quasi-experimental study in inclusive education 职前体育教师胜任力与态度的培养：全纳教育的准实验研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-10 DOI: 10.1016/j.tate.2026.105431

Elif Top , Mustafa Demir

Inclusive education requires teachers to be prepared for diverse student needs, yet pre-service physical education teachers lack competencies in disability-focused pedagogy. This study examined the impact of a 14-week program on competencies, self-efficacy, and attitudes of pre-service teachers in Türkiye. Participants were assigned to EG1 (theoretical-practical), EG2 (theoretical), and CG (control). Data were collected using the Teacher Efficacy for Inclusive Practice Scale (TEIP), the Self-Efficacy Scale for Physical Education Teacher Education Majors Towards Inclusion (SE-PETE-D), and the Attitudes Towards Inclusive Education Scale (AIES). Results indicated significant improvements for EG1 across all measures: TEIP total (+9.66), inclusive instruction (+3.31), collaboration (+3.45); SE-PETE-D subscales: intellectual (+6.21) and physical disabilities (+6.76); AIES total (+14.00), inclusive school culture (+4.55), and inclusive education practices (+5.31) (p < .01). The findings highlight the effectiveness of combining theoretical-practical training. Teacher education programmes should include disability-specific content, strengthen pedagogical preparation, and integrate field-based experiences early in undergraduate education.

全纳教育要求教师为学生的多样化需求做好准备，然而职前体育教师缺乏以残疾为重点的教学能力。本研究考察了为期14周的课程对 rkiye职前教师胜任力、自我效能感和态度的影响。参与者被分配到EG1（理论-实践），EG2（理论）和CG（控制）。采用教师全纳实践效能量表（TEIP）、体育教育专业教师全纳自我效能量表（SE-PETE-D）和全纳教育态度量表（AIES）收集数据。结果表明，EG1在所有测量中都有显著改善：TEIP总数（+9.66），包容性指导（+3.31），协作（+3.45）；SE-PETE-D分量表：智力（+6.21）和身体残疾（+6.76）；AIES总分（+14.00）、全纳学校文化（+4.55）和全纳教育实践（+5.31）（p < .01）。研究结果突出了理论与实践相结合的有效性。教师教育方案应包括针对残疾的内容，加强教学准备，并在本科教育早期纳入实地经验。

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引用次数: 0

Negotiating agency at the intersection of culture and accountability: Exploring the emotional labor of novice teachers in China 文化与责任交叉点上的谈判代理：中国初任教师情绪劳动研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-09 DOI: 10.1016/j.tate.2026.105436

Yanjie Diao, Chao Cheng

This study examines how novice primary school teachers in China negotiate agency through emotional labor amid the dual bind of culture and institution. Drawing on interviews with 13 novice teachers, the analysis highlights two native terms from teachers’ everyday discourse: liangxin huo (“work of conscience”), reflecting moralized ideals of teaching, and ku chaishi (“bitter tasks”), expressing the strains of accountability regimes. Findings show that novices neither simply complied with nor resisted these pressures but engaged in subtle negotiations—recalibrating care, setting emotional boundaries, and reframing performance as professional competence. Such strategies reveal emotional labor as the management of feeling through which agency is both constrained and enabled, moving beyond a resistance–compliance binary. By situating novices’ experiences within the intersection of institutional accountability and cultural ideals, the study contributes to international debates on teacher emotions and professional socialization.

本研究考察了在文化与制度双重约束下，初任小学教师如何通过情绪劳动进行代理谈判。通过对13名新教师的采访，分析强调了教师日常话语中的两个本土术语：“良心活”（“良心的工作”），反映了教学的道德化理想，以及“苦差事”（“苦差事”），表达了问责制度的压力。研究结果表明，新手既不是简单地服从也不是抵制这些压力，而是参与微妙的谈判——重新调整护理，设定情感界限，并将表现重新定义为专业能力。这些策略揭示了情绪劳动是一种对感觉的管理，通过这种管理，能动性既受到约束，又得以实现，超越了抗拒-顺从的二元对立。通过将新手的经历置于制度问责制和文化理想的交集中，该研究有助于国际上对教师情感和专业社会化的讨论。

引用次数: 0

Decolonization and curriculum: Representations of Chilean indigenous teachers 非殖民化与课程：智利土著教师的陈述

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-04 DOI: 10.1016/j.tate.2026.105413

Raúl Bustos González , Carlos Mondaca Rojas , Trevor Driscoll , Elizabeth Sanchez Gonzalez

Research on intercultural education, which traditionally focused on the curriculum, has rarely explored the cultural integration present in Indigenous teachers who implement the national educational curriculum based on Eurocentric Western epistemologies in their classrooms. In Chile's Intercultural Bilingual Education (IBE) program, the principal state program for decolonizing education, approximately 650 traditional educators from Indigenous communities teach Indigenous languages and culture. In contrast to those teachers, this paper analyses the representations of the teaching roles of teachers from the estimated 30,000 teachers who identify as Indigenous but are not part of the IBE program. The methodology is a qualitative study of an exploratory, descriptive-interpretative type. Data collection was through eleven semi-structured interviews and a six-subject focus group. The thematic mixed-coded analysis revealed that the national curriculum forms the central node of the representation of the teachers' role, relegating their commitment to their Indigenous ancestry to the background.

传统上对跨文化教育的研究主要集中在课程上，很少探讨土著教师在课堂上实施以欧洲为中心的西方认识论为基础的国家教育课程时所呈现的文化整合。在智利的跨文化双语教育（IBE）项目中，大约650名来自土著社区的传统教育工作者教授土著语言和文化。与这些教师相比，本文分析了大约30,000名原住民教师的教学角色表现，这些教师认为他们是原住民，但不属于IBE计划的一部分。该方法是一种探索性、描述性-解释性的定性研究。数据收集是通过11次半结构化访谈和6个主题的焦点小组。主题混合编码分析显示，国家课程构成了教师角色表现的中心节点，将他们对土著祖先的承诺置于背景之下。

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引用次数: 0

Navigating emotion-informed tensions in school-family collaboration: A longitudinal triadic case study 在学校-家庭合作中导航情绪信息紧张：纵向三位一体案例研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-02-04 DOI: 10.1016/j.tate.2026.105409

Panpan Zhang , Yang Gao , Gaiting Zhao , Hailing Wei , Yanhua Zhang

This study explores how emotion-informed tensions emerged and evolved in school-family collaboration. Using Cultural-Historical Activity Theory (CHAT), it follows a teacher-student-parent triad over three years, drawing on interviews, observations, and artifacts. Four key tensions were identified: student idealism vs. teacher authority, teacher discipline vs. family expectations, collective fairness vs. individualized care, and proactive communication vs. avoidant coping. These tensions reflected deeper contradictions in rules, roles, and emotional norms. Over time, the three-way relationship shifted from a focus on control to more emotionally aware and supportive approaches, facilitated by efforts to repair and rebuild trust. The study highlights the transformative potential of emotional trust and role negotiation in fostering more responsive and sustainable school-family partnerships beyond the classroom. These insights may apply to other educational contexts where emotion-informed tensions between teachers, students, and parents are prevalent.

本研究探讨了在学校-家庭合作中，情绪影响下的紧张关系是如何产生和演变的。利用文化历史活动理论（CHAT），它通过采访、观察和文物，追踪了一个教师、学生和家长的三位一体，历时三年。我们确定了四个关键的紧张关系：学生理想主义vs教师权威，教师纪律vs家庭期望，集体公平vs个性化护理，主动沟通vs回避应对。这些紧张反映了规则、角色和情感规范中更深层次的矛盾。随着时间的推移，三方关系从注重控制转变为更多的情感意识和支持方式，通过努力修复和重建信任来促进。该研究强调了情感信任和角色谈判在课堂之外促进更具响应性和可持续性的学校-家庭伙伴关系方面的变革潜力。这些见解可能适用于其他教育环境，在这些环境中，教师、学生和家长之间的情绪紧张是普遍存在的。

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