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Integrating video analysis to enhance collaborative reflection in lesson study 整合视频分析，加强课堂学习中的协作反思
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-08-01 DOI: 10.1016/j.tate.2025.105167
Yang Lin
{"title":"Integrating video analysis to enhance collaborative reflection in lesson study","authors":"Yang Lin","doi":"10.1016/j.tate.2025.105167","DOIUrl":"10.1016/j.tate.2025.105167","url":null,"abstract":"<div><div>Improper implementation of classroom observation and analysis impairs lesson study (LS) effectiveness. This study explored whether integrating video analysis as a supplement to live observation can improve collaborative reflection in LS. A group of four fourth-grade mathematics teachers successively conducted one traditional LS and one video-based lesson study (VBLS). A comparison of teachers' post-lesson discussions revealed more exploratory talk in the VBLS, as teachers more frequently explained, challenged, and built on others’ ideas. The interview data revealed that teachers benefited from the focused observation of student learning, identification of crucial pedagogical problems, and integrated analysis of teaching in individual video analysis. Furthermore, the implications for enhancing teacher learning in LS were discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105167"},"PeriodicalIF":3.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750605","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}
引用次数: 0
A case study of teachers’ generative artificial intelligence integration processes and factors influencing them 教师生成式人工智能集成过程及影响因素的个案研究
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-30 DOI: 10.1016/j.tate.2025.105157
Zicong Song, Jingjing Qin, Fangzhou Jin, Wai Ming Cheung, Chin-Hsi Lin
{"title":"A case study of teachers’ generative artificial intelligence integration processes and factors influencing them","authors":"Zicong Song,&nbsp;Jingjing Qin,&nbsp;Fangzhou Jin,&nbsp;Wai Ming Cheung,&nbsp;Chin-Hsi Lin","doi":"10.1016/j.tate.2025.105157","DOIUrl":"10.1016/j.tate.2025.105157","url":null,"abstract":"<div><div>How schoolteachers integrate generative artificial intelligence (GenAI) into their teaching remains underexplored. This case study of 22 teachers from Guangdong delineates four GenAI user types, i.e., cautious adapters, efficiency enhancers, technology enthusiasts, and pedagogical innovators; groups teachers’ GenAI integration into five levels, from low to high; and examines how transformation of GenAI integration is influenced by individual, technological, and environmental factors. These findings extend the Substitution, Augmentation, Modification, and Redefinition (SAMR) model into PSAMR – the “P” stands for “Prohibition” – emphasizing GenAI’s dynamic, controversial nature. They also indicate that, during integration, educators should focus more on human factors than on tools’ functionalities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105157"},"PeriodicalIF":3.9,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144725027","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}
引用次数: 0
Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior 平衡行为：创业需求对教师情绪后果和创业行为的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-28 DOI: 10.1016/j.tate.2025.105165
Chun Sing Maxwell Ho, Junjun Chen
{"title":"Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior","authors":"Chun Sing Maxwell Ho,&nbsp;Junjun Chen","doi":"10.1016/j.tate.2025.105165","DOIUrl":"10.1016/j.tate.2025.105165","url":null,"abstract":"<div><div>This study examines the impact of Teacher Entrepreneurial Behavior (TEB) on teachers' emotions when launching new educational initiatives. Teachers (n = 303) from 10 schools in Hong Kong completed a longitudinal survey assessing TEB, teacher emotions, and duty overload at two-time points. Results indicate that TEB mediates the relationship between positive emotions and emotional climate among colleagues, while duty overload does not significantly mediate this relationship. Results suggest that fostering TEB through emotional support, reduced workload, and professional development can enhance teacher well-being and promote more effective adoption of innovation in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105165"},"PeriodicalIF":4.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144715746","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}
引用次数: 0
Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences 初任教师的创新工作行为与变革压力：适应性和情境影响的作用考察
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-26 DOI: 10.1016/j.tate.2025.105164
Yiwen Lin , Wei Liu
{"title":"Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences","authors":"Yiwen Lin ,&nbsp;Wei Liu","doi":"10.1016/j.tate.2025.105164","DOIUrl":"10.1016/j.tate.2025.105164","url":null,"abstract":"<div><div>This study examined how beginning teachers’ innovative work behavior and stress towards change are influenced by perceived autonomy support, time pressure, and adaptability. Data was collected from 269 first-year teachers and analyzed using a complementary variable- and person-centered approach. Variable-centered findings showed that perceived autonomy support was associated with (positively) innovative work behavior and (negatively) stress. Adaptability was positively associated with innovative work behavior, whereas time pressure was positively associated with stress. Person-centered findings revealed four distinct profiles and their unique associations with the outcomes. Together, the findings yield implications for supporting beginning teachers’ self-efficacy and well-being.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105164"},"PeriodicalIF":4.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704652","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}
引用次数: 0
Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review 重新考虑genai增强环境中的教师评估素养：范围审查
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-25 DOI: 10.1016/j.tate.2025.105163
Yu Cui, Yaru Meng, Lingjie Tang
{"title":"Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review","authors":"Yu Cui,&nbsp;Yaru Meng,&nbsp;Lingjie Tang","doi":"10.1016/j.tate.2025.105163","DOIUrl":"10.1016/j.tate.2025.105163","url":null,"abstract":"<div><div>Generative AI (GenAI) in educational assessment is an emerging field where the necessary competencies teachers need yet to be fully defined. This scoping review analyzes 70 papers to explore themes related to teacher assessment literacy (AL) in GenAI-enhanced environments (TALiGAI). The study identifies key competencies, including knowledge, cognition, emotion, and contextual factors, which are essential for integrating GenAI into assessment practices. It highlights the challenges and opportunities associated with GenAI, emphasizing the need for targeted professional development for teachers. The findings also provide insights into the necessary competencies and inform policy-making to support the effective use of GenAI in educational assessments.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105163"},"PeriodicalIF":4.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702948","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}
引用次数: 0
The impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development 微格教学对职前英语教师的影响：解决外语教学焦虑与专业发展
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-24 DOI: 10.1016/j.tate.2025.105153
Eun-Young Jeon
{"title":"The impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development","authors":"Eun-Young Jeon","doi":"10.1016/j.tate.2025.105153","DOIUrl":"10.1016/j.tate.2025.105153","url":null,"abstract":"<div><div>This study examined the impact of microteaching on reducing foreign language teaching anxiety, identified phase-specific sources of anxiety, and explored perceived learning outcomes among Korean preservice English teachers. Employing a mixed-methods design, data were collected from 43 participants through surveys, reflection papers, and interviews. Although the quantitative results were not statistically significant, large effect sizes suggested meaningful reductions in teaching anxiety. Notably, pre-teaching anxiety was most prominent. Qualitative findings highlighted the role of feedback and experiential learning in fostering professional growth. These results underscore the value of microteaching in teacher education, emphasizing the importance of phase-specific support and iterative practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105153"},"PeriodicalIF":4.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694701","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}
引用次数: 0
Chinese early childhood educators’ manifestations of social-emotional competence at work: A qualitative study 中国幼儿教育工作者社会情绪能力在工作中的表现：一项质的研究
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-19 DOI: 10.1016/j.tate.2025.105161
Yu Xu , Shiqi Qiu , Junjun Chen , Jin Sun , Jian-Bin Li
{"title":"Chinese early childhood educators’ manifestations of social-emotional competence at work: A qualitative study","authors":"Yu Xu ,&nbsp;Shiqi Qiu ,&nbsp;Junjun Chen ,&nbsp;Jin Sun ,&nbsp;Jian-Bin Li","doi":"10.1016/j.tate.2025.105161","DOIUrl":"10.1016/j.tate.2025.105161","url":null,"abstract":"<div><div>Drawing on the Collaborative for Academic, Social, and Emotional Learning (CASEL), this qualitative study explored how Chinese early childhood educators (ECEs) manifested their social-emotional competence (SEC) at work through interviews with 40 kindergarten teachers. Salient subthemes under each of the five CASEL elements were identified, including self-awareness (<em>self-efficacy and emotional awareness</em>), self-management (<em>emotional regulation and behavioral control</em>), social awareness (<em>perspective taking</em>, <em>empathy</em> and <em>compassion</em>, and <em>cultural awareness</em>), relationship skills (<em>building and maintaining positive relationships</em>, <em>cooperation</em>, and <em>conflict resolution</em>), and responsible decision-making (<em>problem-focused decision-making</em> and <em>professional morality-driven decision-making</em>). Of these subthemes, professional morality-driven decision-making emerged as a new subtheme in the Chinese context that had not been discussed by CASEL. Chinese ECEs were also found to prioritize self-efficacy over emotional awareness, emphasized relationship skills, and frequently used suppression as an emotional regulation strategy. These findings underscore the need to take cultural lens into account when SEC is examined internationally.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105161"},"PeriodicalIF":4.0,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665564","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}
引用次数: 0
Exploring the relationships between organizational support, teachers’ competency, emotion labor, and burnout in school-family collaboration 探讨学校家庭合作中组织支持、教师胜任力、情绪劳动与倦怠的关系
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-19 DOI: 10.1016/j.tate.2025.105158
Hailing Wei , Panpan Zhang
{"title":"Exploring the relationships between organizational support, teachers’ competency, emotion labor, and burnout in school-family collaboration","authors":"Hailing Wei ,&nbsp;Panpan Zhang","doi":"10.1016/j.tate.2025.105158","DOIUrl":"10.1016/j.tate.2025.105158","url":null,"abstract":"<div><div>This study explores the relationships between organizational support, teachers’ school-family collaboration competency, emotion labor strategies, and burnout in school-family collaboration. Drawing upon Grandey’s framework, we conducted a questionnaire survey with 675 Chinese primary and secondary school teachers. SEM results indicated that DA was the most frequently used emotion labor strategy, followed by ENFE and SA. Additionally, organizational support was significantly negatively relatehoded to burnout, with this relationship mediated by teachers’ school-family collaboration competency and emotion labor strategies. This enriches the understanding of teacher emotion labor beyond the classroom and offers practical insights for educators in handling school-family collaboration demands.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105158"},"PeriodicalIF":4.0,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662697","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}
引用次数: 0
Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis 职前小学教师与中学数学教师的数学相关教师认同特征：潜在阶级分析
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-17 DOI: 10.1016/j.tate.2025.105159
Okan Arslan , Kübra Çelikdemir , Çiğdem Haser
{"title":"Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis","authors":"Okan Arslan ,&nbsp;Kübra Çelikdemir ,&nbsp;Çiğdem Haser","doi":"10.1016/j.tate.2025.105159","DOIUrl":"10.1016/j.tate.2025.105159","url":null,"abstract":"<div><div>Mathematics-related teacher identity significantly impacts quality of teaching, yet research often relies on small samples and single group studies. This study examined identity profiles of 822 preservice teachers in Türkiye from elementary education and middle school mathematics programs. Latent class analysis of open-ended responses across five indicators (beliefs, self-efficacy, emotions, motivation, self-image) revealed three profiles. Profile 2 showed the most positive indicators, Profile 3 the least, and Profile 1 the moderate. Chi-square analysis indicated that Profile 2 included mostly preservice middle school teachers, while Profile 3 included preservice elementary teachers. Findings highlight the need for differentiated support in teacher education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105159"},"PeriodicalIF":4.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654353","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}
引用次数: 0
Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning 超越神经迷思：检视在职教师对教与学的误解
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-16 DOI: 10.1016/j.tate.2025.105132
Juan G. Fernández , Agustín Martínez-Molina , Miguel A. Vadillo , Marta Ferrero
{"title":"Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning","authors":"Juan G. Fernández ,&nbsp;Agustín Martínez-Molina ,&nbsp;Miguel A. Vadillo ,&nbsp;Marta Ferrero","doi":"10.1016/j.tate.2025.105132","DOIUrl":"10.1016/j.tate.2025.105132","url":null,"abstract":"<div><div>Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptions in topics unrelated to neuroscience remains largely unexplored. This study surveys the prevalence of a wide variety of misconceptions among educators, extending the analysis to underexplored myths in critical areas for daily teaching. The results not only support the popularity of an important number of erroneous ideas but also suggest that the educational level at which teachers operate is the main predictor of the endorsement of misconceptions. We propose specific interventions to align teaching practice with advances in educational research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105132"},"PeriodicalIF":4.0,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654352","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}
引用次数: 0
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