Teaching and Teacher Education最新文献

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To plan or not to plan: Technology integration in student teachers' lesson plans and their relation to dimensions of instructional quality 策划与不策划：学生教师教案中的技术整合及其与教学质量维度的关系

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-27 DOI: 10.1016/j.tate.2026.105410

Florian Hebibi , Isabell Runge , Rebecca Lazarides

Technology integration is an important aspect of modern classrooms. However, research is scarce that empirically addresses the question of how technology can be integrated into classroom settings in ways that support high-quality teaching. This study uses lesson plans of student teachers to examine how the integration of digital technologies into teaching processes aligns with theoretical principles of technology integration and dimensions of instructional quality. We analysed 130 anonymized lesson plans from teacher training seminars in Germany, identifying 568 instances of technology integration. Each instance was coded using two frameworks: the SAMR model (Substitution, Augmentation, Modification, Redefinition) and dimensions of instructional quality (cognitive activation, student support, classroom management). Most technology integrations remained at lower SAMR levels, such as substitution or minor enhancement. Higher SAMR levels were more likely to be associated with dimensions of instructional quality, particularly student support. By combining different theoretical perspectives, this study provides knowledge on how student teachers integrate technology into their lessons. The findings call for more systematic support for meaningful and theoretically grounded planning practices in teacher training.

技术集成是现代课堂的一个重要方面。然而，很少有实证研究解决如何将技术以支持高质量教学的方式整合到课堂环境中的问题。本研究使用实习教师的教案来检验数位技术融入教学过程如何符合技术整合的理论原则和教学品质的维度。我们分析了来自德国教师培训研讨会的130个匿名教案，确定了568个技术整合的实例。每个实例都使用两个框架进行编码：SAMR模型（替代、增强、修改、重新定义）和教学质量维度（认知激活、学生支持、课堂管理）。大多数技术集成保持在较低的SAMR水平，例如替代或较小的增强。较高的SAMR水平更可能与教学质量的维度有关，特别是学生支持。本研究结合不同的理论观点，提供学生教师如何将科技融入课堂的知识。研究结果呼吁对教师培训中有意义和有理论基础的规划实践提供更系统的支持。

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引用次数: 0

Teachers as curriculum maker? Discourse on teacher professionalism in Korean national curriculum 教师作为课程制定者？论韩国国家课程中的教师专业化

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-27 DOI: 10.1016/j.tate.2026.105401

Sungyeol You , Bosun Min

This study analyzed the evolution of teacher curriculum authority in Korean national curriculum documents from the 6th (1992) to the 2022 Revised Curriculum using critical discourse analysis. Examining agent designation, modal expressions, and curriculum verbs across policy provisions, findings reveal that while practical authority has expanded, persistent linguistic constraints shape how teacher professionalism is conceptualized. Although policy language evolved from NC6’s obligatory “shall organize” to NC2022’s “autonomously design,” documents consistently employ “reconstruction” rather than “making,” positioning teachers as modifiers of predetermined materials rather than creators of educational experiences. From NC2009, a paradoxical discourse of mandated autonomy emerged—exemplified by “must autonomously design”—expanding practical authority while constraining conceptual possibilities. Documents designate “schools” rather than “teachers” as curriculum agents, subsuming individual professionals within collective entities. This framing fundamentally shapes how teacher professionalism is constructed in Korea’s centralized system, suggesting that genuine educational innovation requires policy language recognizing teachers as curriculum maker.

本研究运用批判话语分析法，分析韩国国家课程文件从第6版（1992年）到2022年修订课程中教师课程权威的演变。通过考察政策规定中的主体指定、情态表达和课程动词，研究结果表明，尽管实践权威已经扩大，但持续的语言限制塑造了教师专业主义的概念化方式。虽然政策语言从NC6的强制性“应组织”演变为NC2022的“自主设计”，但文件始终使用“重建”而不是“制作”，将教师定位为预定材料的修饰者，而不是教育经验的创造者。从NC2009开始，一种关于授权自主的矛盾话语出现了——以“必须自主设计”为例——在限制概念可能性的同时扩大了实践权威。文件指定“学校”而不是“教师”作为课程代理，将个别专业人员纳入集体实体。这一框架从根本上塑造了韩国中央集权体制中教师专业主义的构建方式，表明真正的教育创新需要政策语言承认教师是课程制定者。

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引用次数: 0

Neuromyths in education: Comparing perceptions between pre-service and in-service teachers 教育中的神经神话：职前教师与在职教师的观念比较

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-22 DOI: 10.1016/j.tate.2026.105400

Erika Wauthia, Romain Beauset, Denis Bertieaux, Natacha Duroisin

In this study, participants were presented with pedagogical scenarios and asked to rate the effectiveness of two teaching practices: one based on a neuromyth and the other on evidence-based findings. Analyses showed that in-service teachers favored evidence-based over neuromyth-based practices. This pattern was also observed among pre-service teachers. Yet, compared to pre-service teachers, in-service teachers demonstrated lower adherence to major neuromyths (learning styles, multiple intelligences, and brain gym), as well as stronger belief in evidence-based practices. Education level and teaching experience were negatively correlated with neuromyth endorsement and positively associated with recognition of effective teaching strategies. These findings suggest that Initial Teacher Education programs should explicitly address neuromyths early in training while facilitating knowledge exchange between experienced and novice teachers to accelerate pedagogical expertise development.

在这项研究中，参与者被展示了教学场景，并被要求对两种教学实践的有效性进行评估：一种基于神经神话，另一种基于循证发现。分析表明，在职教师更喜欢基于证据的实践，而不是基于神经神话的实践。在职前教师中也观察到这种模式。然而，与职前教师相比，在职教师对主要神经学神话（学习方式、多元智能和大脑健身）的坚持程度较低，对循证实践的信念更强。教育程度、教学经验与神经神话认同呈负相关，与有效教学策略认同呈正相关。这些发现表明，初级教师教育项目应在培训早期明确解决神经神话问题，同时促进经验丰富的教师和新手教师之间的知识交流，以加速教学专业知识的发展。

引用次数: 0

Enactment of racial literacies among early-career teachers with critical preparation 具有批判性准备的早期职业教师中种族素养的制定

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-21 DOI: 10.1016/j.tate.2026.105395

Margery Gardner

This study explores how early-career K–12 teachers with critical preparation backgrounds enact racial literacies. Racial literacy is a critical mindset that enables active resistance of racism through self-reflection and social analysis. A total of eight participants were selected for this study, and a qualitative data set was collected that included interviews and focus groups. A focused coding analysis revealed that the participants’ teaching featured three components of racial literacy: critical love, humility, and interruption. Participants affirmed BIPOC identities and collectively resisted curriculum and structures that privileged Whiteness, while positioning their work as a co-struggle grounded in love.

本研究探讨具有批判性准备背景的早期职业K-12教师如何制定种族扫盲。种族素养是通过自我反省和社会分析积极抵抗种族主义的批判心态。本研究共选取了8名参与者，并收集了定性数据集，包括访谈和焦点小组。一项集中的编码分析显示，参与者的教学具有种族素养的三个组成部分：批判性的爱、谦卑和打断。参与者肯定了BIPOC的身份，集体抵制特权白人的课程和结构，同时将他们的工作定位为基于爱的共同斗争。

引用次数: 0

Teacher educators’ mentoring competence—commonalities and distinctions in supporting learning to teach 教师教育者的师徒能力——支持学与教的共性与区别

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-21 DOI: 10.1016/j.tate.2026.105408

Xuewei Wang , J. Husu , A. Toom

Learning to teach during the teaching practicum is a cognitively demanding, emotionally charged, and identity-shaping process for student teachers, requiring meaningful changes that necessitate mentoring from both university-based teacher educators (UBTEs) and school-based teacher educators (SBTEs). Grounded in Transformative Learning Theory, this study examined the mentoring experiences of two groups of teacher educators in supporting learning to teach. Using a “difference-within-similarity” analytical approach, we identified nine common traits of mentoring competence (MC) across three dimensions (cognitive, social, and emotional). We revealed distinct tendencies in how UBTEs and SBTEs enact their MC. The findings not only highlight the richness and complexity of MC as a multidimensional construct, challenging the binary view that characterizes UBTEs' mentoring as theoretical and SBTEs’ as practical, but also offer practical implications for optimizing labor division and fostering more synergistic, complementary triadic mentoring.

在教学实习中学习教学对实习教师来说是一个认知要求、情感要求和身份塑造的过程，需要有意义的改变，这就需要来自大学教师教育者（UBTEs）和学校教师教育者（SBTEs）的指导。本研究以变革学习理论为基础，考察了两组教师教育工作者在支持“学而教”方面的指导经验。使用“相似中的差异”分析方法，我们在三个维度（认知、社会和情感）中确定了指导能力（MC）的九个共同特征。研究结果不仅突出了企业管理作为一个多维结构的丰富性和复杂性，挑战了将企业管理作为理论指导和企业管理作为实践指导的二元观点，而且为优化劳动分工和促进更协同、互补的三联指导提供了实践意义。

引用次数: 0

Transforming Physical Education teaching through “MotivaDosEF”: A circumplex model-based training program with benefits for teachers and students 用“MotivaDosEF”改造体育教学：一种对教师和学生都有利的复合型训练方案

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-21 DOI: 10.1016/j.tate.2026.105399

Javier García-Cazorla , Luis García-González , Javier Sevil-Serrano , Carlos Mayo-Rota , Zilia Villafaña-Samper , Ángel Abós

This study examined the benefits of a circumplex model-based training program for Physical Education (PE) teachers and their students. Seventeen PE teachers and their students (n = 813) were randomly assigned to the experimental or the control group as part of a three-wave longitudinal design. Improvements in (de)motivating teaching approaches and need-based experiences were found among both teachers and students. Additionally, positive changes were observed in students' outcomes both inside and outside PE classes, as well as in teachers' job-related outcomes. The results underscore the importance of developing motivational training programs not only for improving students’ motivational outcomes but also for teachers.

本研究考察了基于循环模型的体育教师和学生培训计划的好处。17名体育教师和他们的学生（n = 813）被随机分配到实验组和对照组，作为三波纵向设计的一部分。教师和学生在（去）激励教学方法和基于需求的体验方面都有所改善。此外，学生在体育课内外的成绩以及教师的工作相关成绩都发生了积极的变化。研究结果强调了开发动机培训项目的重要性，不仅对提高学生的动机效果，对教师也是如此。

引用次数: 0

Directional ordering of positive teacher emotions and sense of efficacy: Within- and between-person perspectives 教师积极情绪与效能感的定向排序：人内与人间视角

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-20 DOI: 10.1016/j.tate.2026.105394

Irena Burić , Barbara Balaž , Mara Šimunović

Previous research has mostly examined associations between teacher emotions and teacher sense of efficacy (TSE) from a between-person perspective, overlooking within-person dynamics. This study investigated links between positive teacher emotions (joy, pride, love) and TSE (efficacy for student engagement, instructional strategies, classroom management) in 1141 Croatian secondary school teachers across four waves. Both cross-lagged panel models (CLPMs) and random-intercept CLPMs (RI-CLPMs) were tested to capture both between-person differences and within-person dynamics. CLPMs indicated reciprocal relations between joy and all TSE dimensions, and between pride and love and efficacy for student engagement. Pride and love also predicted efficacy for instructional strategies and classroom management. RI-CLPMs revealed reciprocity only between joy and efficacy for student engagement, and unidirectional effects from pride to efficacy for student engagement and instructional strategies. Findings underscore differential between- and within-person processes in the relationship between teacher emotions and TSE.

以往的研究大多是从人与人的角度来考察教师情绪与教师效能感之间的关系，而忽略了人与人之间的动态关系。本研究调查了1141名克罗地亚中学教师的积极教师情绪（喜悦、骄傲、爱）与TSE（学生参与效能、教学策略、课堂管理）之间的联系。对交叉滞后面板模型（clpm）和随机截距clpm （ri - clpm）进行了测试，以捕获人与人之间的差异和人与人之间的动态。clpm显示快乐与TSE各维度之间的互惠关系，以及骄傲与爱与学生投入效能之间的互惠关系。骄傲和爱也预测了教学策略和课堂管理的有效性。ri - clpm仅显示快乐和效能对学生投入的互惠作用，而骄傲和效能对学生投入和教学策略的单向影响。研究结果强调了教师情绪与TSE之间关系的个人过程和个人过程之间的差异。

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引用次数: 0

Developing teacher AI competence: A systematic review of beliefs, professional learning, and cultural factors 培养教师人工智能能力：对信念、专业学习和文化因素的系统回顾

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-20 DOI: 10.1016/j.tate.2026.105384

Xinyan Zhou , Zsolt Lavicza , Thomas K.F. Chiu

Teacher AI competency is shaped by a complex interplay of individual, institutional, and cultural forces. This systematic review integrates existing teacher AI competency frameworks with Gibson et al.’s three-level theory of learning to examine how beliefs (micro), professional learning (meso), and cultural influences (macro) shape competency development. We identified and analysed 42 empirical studies (2015–2025) involving pre-service and in-service teachers engaged in both AI Education and AI in Education. A 6 × 3 matrix crossing six competency dimensions with three sociocultural levels guided inductive and deductive coding. The review identifies five key belief dimensions, four observed professional development approaches, and five cultural factors. Cross-group patterns show that career stage, subject culture, and regional context shape distinct developmental pathways for teacher AI competency. The review argues for integrated, contextually responsive professional learning pathways that move beyond technical training to address identity formation, disciplinary norms, and structural conditions in building teacher AI competency.

教师的人工智能能力是由个人、机构和文化力量的复杂相互作用形成的。本系统综述将现有的教师人工智能能力框架与Gibson等人的三级学习理论相结合，以研究信念（微观）、专业学习（中观）和文化影响（宏观）如何塑造能力发展。我们确定并分析了42项实证研究（2015-2025），涉及从事人工智能教育和人工智能教育的职前和在职教师。一个跨越六个胜任力维度、三个社会文化层次的6 × 3矩阵指导归纳和演绎编码。该综述确定了五个关键的信念维度、四个观察到的专业发展方法和五个文化因素。跨群体模式表明，职业阶段、学科文化和地域背景塑造了教师人工智能能力的不同发展路径。该报告主张建立综合的、适应环境的专业学习途径，超越技术培训，解决教师人工智能能力建设中的身份形成、学科规范和结构条件。

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引用次数: 0

Scaffolding and Triggering: Teachers’ questions and children’s response patterns during digital storytelling activities in preschool 脚手架与触发：幼儿数字化讲故事活动中教师提问与幼儿反应模式

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-19 DOI: 10.1016/j.tate.2026.105407

Sofije Shengjergji, Jenny Myrendal, Niklas Pramling

This study examines how preschool teachers support children’s narrative competence by using different types of questions during storytelling activities. Video data were generated from 13 sessions with five multilingual teachers and 22 bi-/multilingual children (ages 4–5) in two Swedish international preschools. Using Interaction Analysis and drawing on PRECEC theory, we investigated how teachers used scaffolding questions, which guide children toward coherent story development, and triggering questions, which invite imaginative expansion. Findings show that teachers flexibly shifted between question types to support plot development and coherence in children’s stories, highlighting the importance of responsive questioning practices in preschool teaching.

本研究探讨了幼儿教师如何在讲故事活动中使用不同类型的问题来支持幼儿的叙事能力。视频数据来自两所瑞典国际幼儿园与5名多语教师和22名双语/多语儿童（4-5岁）的13次会议。运用互动分析和借鉴precc理论，我们调查了教师如何使用脚手架问题，引导儿童进行连贯的故事发展，以及触发问题，激发想象力的扩展。研究结果显示，教师灵活地在问题类型之间转换，以支持儿童故事的情节发展和连贯性，突出了反应性问题实践在幼儿教学中的重要性。

引用次数: 0

Aspects of quality teaching for L2 students in Nordic lower secondary classrooms 北欧初中课堂中二语学生的质量教学

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-01-19 DOI: 10.1016/j.tate.2026.105406

Hermína Gunnþórsdóttir , Maria Ahlholm , Anna Lindholm , Line Krogager Andersen , Renata Emilsson Peskova , Anna Slotte

This study investigates quality teaching practices in lower secondary Nordic classrooms from the perspective of students who use Nordic languages as second languages (L2). The research question is: In what ways are Language Art Classrooms in Nordic schools supportive of L2 students? Grounded in multilingual education research, language awareness, scaffolding, and powerful disciplinary knowledge, the study employs the PLATO analytical tool to scrutinize highly scored examples of teaching segments in Denmark, Finland, Iceland, and Sweden. Findings emphasize the significance of context, modelling, and accommodations for language learning. Given growing linguistic diversity, teacher education must prioritize multilingual pedagogy to prepare educators to effectively support L2 learners.

本研究从以北欧语为第二语言的学生的角度探讨了初中北欧语课堂的质量教学实践。研究的问题是：北欧学校的语言艺术课堂在哪些方面支持第二语言学生？该研究以多语种教育研究、语言意识、框架和强大的学科知识为基础，采用PLATO分析工具仔细研究了丹麦、芬兰、冰岛和瑞典的高分教学案例。研究结果强调了语境、模型和适应对语言学习的重要性。鉴于语言多样性的增长，教师教育必须优先考虑多语言教学法，使教育者能够有效地支持第二语言学习者。

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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Teaching and Teacher Education

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