Pub Date : 2025-12-12DOI: 10.1016/j.tate.2025.105349
Nuodi Zhang , Fengfeng Ke , Chih-Pu Dai , Sherry A. Southerland , Alex Barrett
Dialogic teaching is an important pedagogical approach in which science and mathematics preservice teachers (PSTs) should develop competency and fluency. Generative artificial intelligence (AI)-powered virtual reality simulation holds the potential to increase dialogic teaching practice for PSTs. This multi-case study involved 34 PSTs participating in an AI-powered practice of inquiry-based approach in simulated teaching, coupled with field observations and semi-structured interviews to gather PSTs’ perceptions and experiences of the learning process. The findings of the study illuminate the potential of AI-powered simulation for teacher education and generate insights that inform the design of AI-powered virtual students to support and facilitate interactive teacher learning.
{"title":"Science and mathematics preservice teachers’ perceptions and experiences of practicing dialogic teaching in generative AI-powered virtual reality simulation","authors":"Nuodi Zhang , Fengfeng Ke , Chih-Pu Dai , Sherry A. Southerland , Alex Barrett","doi":"10.1016/j.tate.2025.105349","DOIUrl":"10.1016/j.tate.2025.105349","url":null,"abstract":"<div><div>Dialogic teaching is an important pedagogical approach in which science and mathematics preservice teachers (PSTs) should develop competency and fluency. Generative artificial intelligence (AI)-powered virtual reality simulation holds the potential to increase dialogic teaching practice for PSTs. This multi-case study involved 34 PSTs participating in an AI-powered practice of inquiry-based approach in simulated teaching, coupled with field observations and semi-structured interviews to gather PSTs’ perceptions and experiences of the learning process. The findings of the study illuminate the potential of AI-powered simulation for teacher education and generate insights that inform the design of AI-powered virtual students to support and facilitate interactive teacher learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105349"},"PeriodicalIF":3.9,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-09DOI: 10.1016/j.tate.2025.105341
Johanna Kainulainen, Mirja Tarnanen
This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the purpose, aims, strategies and practices of assessment. The data consists of longitudinal reflection assignments from 18 Finnish master's-level student teachers. Guided by the TALIP framework, the student teachers examined their own AL and factors supporting its development during the learning unit. The data were analysed using theory-informed and data-driven content analysis. The findings outline conditions for growth as an assessment-literate teacher. The study highlights integrating AL into teacher education, considering individual competencies, and recommends induction and collaborative professional development to strengthen AL across careers.
{"title":"Becoming an assessment-literate teacher in teacher education","authors":"Johanna Kainulainen, Mirja Tarnanen","doi":"10.1016/j.tate.2025.105341","DOIUrl":"10.1016/j.tate.2025.105341","url":null,"abstract":"<div><div>This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the purpose, aims, strategies and practices of assessment. The data consists of longitudinal reflection assignments from 18 Finnish master's-level student teachers. Guided by the TALIP framework, the student teachers examined their own AL and factors supporting its development during the learning unit. The data were analysed using theory-informed and data-driven content analysis. The findings outline conditions for growth as an assessment-literate teacher. The study highlights integrating AL into teacher education, considering individual competencies, and recommends induction and collaborative professional development to strengthen AL across careers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105341"},"PeriodicalIF":3.9,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-09DOI: 10.1016/j.tate.2025.105345
Xuhan Du , Xiao Lan Curdt-Christiansen
This paper presents the first systematic review connecting Teacher Agency (TA) and Practiced Language Policy (PLP) in English-medium instruction (EMI) within higher education (HE) across East and Southeast Asia. Following the PRISMA protocol, the review included twenty empirical studies published from 2010 to early 2025. Patterns of TA development and the pathways supporting them were identified through visualized co-occurrence. Findings show that agency is developmental and shaped by institutional arrangements, professional learning, and identity commitment. Classroom outcomes play a critical role in informing TA when implementing translanguaging, reassessing program and institutional contexts. A 3 × 3 Integrated Model was proposed viewing PLP as Context, TA as Action, and practiced policy as Outcomes across macro, meso, and micro levels. This model provides actionable insights for optimizing resource allocation at critical decision points, granting contextual autonomy at the program level, and integrating professional development with the cyclical process of policy interpretation, reframing, and enactment.
{"title":"Teacher agency in practiced language policy in higher education in East and Southeast Asia (2010–2025): A systematic review","authors":"Xuhan Du , Xiao Lan Curdt-Christiansen","doi":"10.1016/j.tate.2025.105345","DOIUrl":"10.1016/j.tate.2025.105345","url":null,"abstract":"<div><div>This paper presents the first systematic review connecting Teacher Agency (TA) and Practiced Language Policy (PLP) in English-medium instruction (EMI) within higher education (HE) across East and Southeast Asia. Following the PRISMA protocol, the review included twenty empirical studies published from 2010 to early 2025. Patterns of TA development and the pathways supporting them were identified through visualized co-occurrence. Findings show that agency is developmental and shaped by institutional arrangements, professional learning, and identity commitment. Classroom outcomes play a critical role in informing TA when implementing translanguaging, reassessing program and institutional contexts. A 3 × 3 Integrated Model was proposed viewing PLP as Context, TA as Action, and practiced policy as Outcomes across macro, meso, and micro levels. This model provides actionable insights for optimizing resource allocation at critical decision points, granting contextual autonomy at the program level, and integrating professional development with the cyclical process of policy interpretation, reframing, and enactment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105345"},"PeriodicalIF":3.9,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-06DOI: 10.1016/j.tate.2025.105304
Fabian Müller , Cristina Aelenei , Mickaël Jury
This research examines whether a student's special educational needs (SEN) status accompanied by accommodations influences teachers' evaluations of performance, and whether effects vary by student gender. Across three preregistered experimental studies (N = 1214) with pre-service and in-service teachers in France, we investigated whether students with SEN were devalued in grades and competence—a backlash effect—and whether fairness perceptions moderated this bias. We operationalized an SEN case as an ADHD-labeled student receiving reduced-exercise accommodations. In Studies 1–2, students with SEN received lower grades and competence ratings than non-SEN peers, regardless of student gender or relative performance. Study 3 introduced a cross-gender comparison, testing whether female students with SEN faced heightened backlash versus male non-SEN peers. A consistent backlash effect emerged across studies, unaffected by gender contrast. Notably, fairness perceptions consistently mitigated this bias. These findings highlight persistent SEN-related backlash and support fairness-focused teacher education to promote inclusive evaluation.
{"title":"When accommodations are not enough: A multi-study examination of teacher bias toward students with special educational needs across student gender","authors":"Fabian Müller , Cristina Aelenei , Mickaël Jury","doi":"10.1016/j.tate.2025.105304","DOIUrl":"10.1016/j.tate.2025.105304","url":null,"abstract":"<div><div>This research examines whether a student's special educational needs (SEN) status accompanied by accommodations influences teachers' evaluations of performance, and whether effects vary by student gender. Across three preregistered experimental studies (<em>N</em> = 1214) with pre-service and in-service teachers in France, we investigated whether students with SEN were devalued in grades and competence—a <em>backlash effect</em>—and whether fairness perceptions moderated this bias. We operationalized an SEN case as an ADHD-labeled student receiving reduced-exercise accommodations. In Studies 1–2, students with SEN received lower grades and competence ratings than non-SEN peers, regardless of student gender or relative performance. Study 3 introduced a cross-gender comparison, testing whether female students with SEN faced heightened backlash versus male non-SEN peers. A consistent backlash effect emerged across studies, unaffected by gender contrast. Notably, fairness perceptions consistently mitigated this bias. These findings highlight persistent SEN-related backlash and support fairness-focused teacher education to promote inclusive evaluation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105304"},"PeriodicalIF":3.9,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-06DOI: 10.1016/j.tate.2025.105344
Yinghua Ye, Yang Jiang, Manliu Wang
Teachers' stress and burnout in China is problematic. Hence, this questionnaire survey investigated stress and its underlying mechanisms among 5400 school teachers in China. Teachers' perceived stress was high, with student academic stress and technological stress especially important. Teacher stress positively predicted emotional labor and burnout, and negatively predicted work engagement. Emotional labor and burnout mediated teacher stress as a predictor of work engagement, while school support had a weaker inverse moderating effect. Accordingly, sources of pressure should be clarified, teacher evaluation mechanisms established, and teachers’ emotional labor assessed. Emotional support services should be provided to build a supportive environment.
{"title":"How stress predicts work engagement among primary and secondary school teachers: The mediating role of emotional labor and burnout, and the moderating role of school support","authors":"Yinghua Ye, Yang Jiang, Manliu Wang","doi":"10.1016/j.tate.2025.105344","DOIUrl":"10.1016/j.tate.2025.105344","url":null,"abstract":"<div><div>Teachers' stress and burnout in China is problematic. Hence, this questionnaire survey investigated stress and its underlying mechanisms among 5400 school teachers in China. Teachers' perceived stress was high, with student academic stress and technological stress especially important. Teacher stress positively predicted emotional labor and burnout, and negatively predicted work engagement. Emotional labor and burnout mediated teacher stress as a predictor of work engagement, while school support had a weaker inverse moderating effect. Accordingly, sources of pressure should be clarified, teacher evaluation mechanisms established, and teachers’ emotional labor assessed. Emotional support services should be provided to build a supportive environment.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105344"},"PeriodicalIF":3.9,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-06DOI: 10.1016/j.tate.2025.105346
Stephanie C. Sanders-Smith
Equity-focused family engagement requires that educators reject deficit-based views of families, that teachers and families co-design models of engagement, and that family engagement is at the core of effective educational practice (Mapp & Bergman, 2021). For novice teachers, building the equity-mindedness that would support equity-focused engagement is a process that should be central to teacher preparation programs. However, as new teacher preparation programs targeting currently working but unlicensed teachers expand, the experiences and already-developed habitus related to teaching may require a different approach for teacher educators.
This is a study of an online teacher education program designed for working adults and a “traditional” on-campus teacher education program at the same university. Both took a course on equity-focused family engagement at the start of their professional education program. But how the two cohorts interpreted the material differed, resulting from differences in their classroom experiences.
{"title":"Connecting with families: Online and on-campus teachers candidates views of equity-focused family engagement","authors":"Stephanie C. Sanders-Smith","doi":"10.1016/j.tate.2025.105346","DOIUrl":"10.1016/j.tate.2025.105346","url":null,"abstract":"<div><div>Equity-focused family engagement requires that educators reject deficit-based views of families, that teachers and families co-design models of engagement, and that family engagement is at the core of effective educational practice (Mapp & Bergman, 2021). For novice teachers, building the equity-mindedness that would support equity-focused engagement is a process that should be central to teacher preparation programs. However, as new teacher preparation programs targeting currently working but unlicensed teachers expand, the experiences and already-developed habitus related to teaching may require a different approach for teacher educators.</div><div>This is a study of an online teacher education program designed for working adults and a “traditional” on-campus teacher education program at the same university. Both took a course on equity-focused family engagement at the start of their professional education program. But how the two cohorts interpreted the material differed, resulting from differences in their classroom experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105346"},"PeriodicalIF":3.9,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-06DOI: 10.1016/j.tate.2025.105340
Francisco Yuste-Hidalgo , Federica Stefanelli , Ersilia Menesini , Vicente J. Llorent
This longitudinal study examined the association between teachers’ Social, Emotional, and Moral Competencies (SEMC) and their teaching of SEMC, considering the mediating effect of perception of the importance of promoting SEMC and planning of the teaching of SEMC. The sample included 731 teachers at Wave 1 and 1131 teachers at Wave 2, with 370 teachers participating in both waves. Results showed that teachers’ SEMC positively predicted their teaching of SEMC, mediated by perception of the importance of promoting SEMC and planning of the teaching of SEMC. Findings suggest the need to develop specific teacher training to promote these competencies among students.
{"title":"Longitudinal association between teachers’ social, emotional, and moral competencies and their teaching of social, emotional, and moral competencies: The mediating role of perceived importance and teaching planning","authors":"Francisco Yuste-Hidalgo , Federica Stefanelli , Ersilia Menesini , Vicente J. Llorent","doi":"10.1016/j.tate.2025.105340","DOIUrl":"10.1016/j.tate.2025.105340","url":null,"abstract":"<div><div>This longitudinal study examined the association between teachers’ Social, Emotional, and Moral Competencies (SEMC) and their teaching of SEMC, considering the mediating effect of perception of the importance of promoting SEMC and planning of the teaching of SEMC. The sample included 731 teachers at Wave 1 and 1131 teachers at Wave 2, with 370 teachers participating in both waves. Results showed that teachers’ SEMC positively predicted their teaching of SEMC, mediated by perception of the importance of promoting SEMC and planning of the teaching of SEMC. Findings suggest the need to develop specific teacher training to promote these competencies among students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105340"},"PeriodicalIF":3.9,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-05DOI: 10.1016/j.tate.2025.105330
Anniina Kettunen, Sonja Lutovac
This study focuses on work-related pressure emerging in pre-service teachers' identity co-construction through visual narratives. Five Finnish pre-service primary school teachers engaged in identity co-construction involving narrative and arts-based activities. Analysis of the visual narratives and the conversations they elicited revealed three sources of pressure: 1) the work environment and the expectation of “being everything to everyone,” 2) the expectation of continuous self-development, and 3) the challenge of being in the public eye. The findings demonstrate that work-related pressure complicates pre-service teachers’ identity construction and leads some to question their decision to pursue the teaching profession. The implications of these findings on teacher education are discussed.
{"title":"The emergence of work-related pressure in pre-service teachers’ identity co-construction through visual narratives","authors":"Anniina Kettunen, Sonja Lutovac","doi":"10.1016/j.tate.2025.105330","DOIUrl":"10.1016/j.tate.2025.105330","url":null,"abstract":"<div><div>This study focuses on work-related pressure emerging in pre-service teachers' identity co-construction through visual narratives. Five Finnish pre-service primary school teachers engaged in identity co-construction involving narrative and arts-based activities. Analysis of the visual narratives and the conversations they elicited revealed three sources of pressure: 1) the work environment and the expectation of “being everything to everyone,” 2) the expectation of continuous self-development, and 3) the challenge of being in the public eye. The findings demonstrate that work-related pressure complicates pre-service teachers’ identity construction and leads some to question their decision to pursue the teaching profession. The implications of these findings on teacher education are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105330"},"PeriodicalIF":3.9,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-05DOI: 10.1016/j.tate.2025.105335
Juliene Madureira Ferreira , Gwen Ineson
This study examines how integrating perceptual, sensorimotor, and reflective processes supports the learning of enactive cognition theory, demonstrating how student-teachers develop competencies for engaging with theory through lived, embodied experiences. We employed between-methods data triangulation, combining the PRISMA method, microgenetic, and thematic analysis of video and text data, revealing students' experiences. Findings describe how concepts of enactive theory become part of student-teachers' bodily experiences and reveal that reflective awareness of these bodily connections coupled with shared dialogue is pivotal for deep learning. This study's approach is a compelling demonstration of how enactive cognition can be operationalized in educational practice.
{"title":"Embodied learning in teacher education: Investigating student-teachers' experiences in engaging with embodied cognition theories","authors":"Juliene Madureira Ferreira , Gwen Ineson","doi":"10.1016/j.tate.2025.105335","DOIUrl":"10.1016/j.tate.2025.105335","url":null,"abstract":"<div><div>This study examines how integrating perceptual, sensorimotor, and reflective processes supports the learning of enactive cognition theory, demonstrating how student-teachers develop competencies for engaging with theory through lived, embodied experiences. We employed between-methods data triangulation, combining the PRISMA method, microgenetic, and thematic analysis of video and text data, revealing students' experiences. Findings describe how concepts of enactive theory become part of student-teachers' bodily experiences and reveal that reflective awareness of these bodily connections coupled with shared dialogue is pivotal for deep learning. This study's approach is a compelling demonstration of how enactive cognition can be operationalized in educational practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105335"},"PeriodicalIF":3.9,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-04DOI: 10.1016/j.tate.2025.105331
Tom Adams , Frank Crasborn
This exploratory study investigates preservice teachers' use of a mobile application to capture workplace learning moments as a resource for professional development. Conducted within a Dutch teacher education program, the study analyzed entries recorded in the app, complemented by a questionnaire on students' experiences. Participants considered the app accessible and useful for noticing learning moments that might otherwise remain unnoticed, which subsequently served as input for reflection on practice. Most of the recorded moments related to classroom management and were predominantly associated with positive emotions. These were largely triggered by preservice teachers’ own experiences in practice, with fewer stemming from interactions with others and very few linked to theoretical knowledge. The findings suggest that the mobile app can strengthen recognition of meaningful learning moments in the workplace when integrated into guided reflective practice. However, effective use requires embedding the tool within a structured and comprehensive mentoring framework.
{"title":"Preservice teachers’ use of a mobile app to capture learning moments in the workplace","authors":"Tom Adams , Frank Crasborn","doi":"10.1016/j.tate.2025.105331","DOIUrl":"10.1016/j.tate.2025.105331","url":null,"abstract":"<div><div>This exploratory study investigates preservice teachers' use of a mobile application to capture workplace learning moments as a resource for professional development. Conducted within a Dutch teacher education program, the study analyzed entries recorded in the app, complemented by a questionnaire on students' experiences. Participants considered the app accessible and useful for noticing learning moments that might otherwise remain unnoticed, which subsequently served as input for reflection on practice. Most of the recorded moments related to classroom management and were predominantly associated with positive emotions. These were largely triggered by preservice teachers’ own experiences in practice, with fewer stemming from interactions with others and very few linked to theoretical knowledge. The findings suggest that the mobile app can strengthen recognition of meaningful learning moments in the workplace when integrated into guided reflective practice. However, effective use requires embedding the tool within a structured and comprehensive mentoring framework.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"171 ","pages":"Article 105331"},"PeriodicalIF":3.9,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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