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Teachers’ perceptions of value-sensitive AI in education: A case study of AI tutor 教师对教育中价值敏感的人工智能的认知：以人工智能导师为例
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-11 DOI: 10.1016/j.tate.2025.105253
Yuan Shen , Huixiao Le , Zhanghan Wang , Qiong Wang
{"title":"Teachers’ perceptions of value-sensitive AI in education: A case study of AI tutor","authors":"Yuan Shen ,&nbsp;Huixiao Le ,&nbsp;Zhanghan Wang ,&nbsp;Qiong Wang","doi":"10.1016/j.tate.2025.105253","DOIUrl":"10.1016/j.tate.2025.105253","url":null,"abstract":"<div><div>This study investigated teachers’ perspectives on ethical risks, human value characteristics, and value prioritisation of artificial intelligence (AI) in education. Grounded in value-sensitive design theory, 16 Chinese primary and middle school teachers discussed heuristic image storyboards which depicted scenarios of AI tutors in focus groups. Teachers envisioned collaborative relationships with AI systems that uphold critical human values, including respect for human autonomy, trustworthiness, explicability, social-emotional care, and pedagogical alignment. Perceptions of ethical risks and value priorities varied across educational scenarios. These findings highlight the importance of value-sensitive design for ethical and contextually appropriate AI integration in education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105253"},"PeriodicalIF":3.9,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269450","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
Cultivating teacher joy: Insights from outdoor learning experiences 培养教师快乐：来自户外学习经验的感悟
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-11 DOI: 10.1016/j.tate.2025.105260
Steph N. Dean, Stephany Griffin, Chelsea Prater Looper
{"title":"Cultivating teacher joy: Insights from outdoor learning experiences","authors":"Steph N. Dean,&nbsp;Stephany Griffin,&nbsp;Chelsea Prater Looper","doi":"10.1016/j.tate.2025.105260","DOIUrl":"10.1016/j.tate.2025.105260","url":null,"abstract":"<div><div>While much research on teacher well-being has focused on reducing stress and preventing burnout, less attention has been given to the emotional experiences that help support educators in their work. This study explores the role of teacher joy within the context of outdoor learning, offering a holistic perspective on professional well-being. Using reflexive thematic analysis, we analyzed 31 data sources from five previous studies involving 21 PreK–12 teachers across the United States. Findings highlight four key ways teachers experience joy through outdoor learning: (1) through watching students learn and grow; (2) facilitating connections in/with nature; (3) prioritizing flexibility and leaning into distractions; and (4) fostering collaborative explorations. These relational and context-specific experiences reveal how joy plays a powerful, sustaining role in teachers’ professional lives. This study contributes to a deeper understanding of joyful pedagogy and highlights the potential of outdoor learning to enhance teacher well-being and support professional sustainability.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105260"},"PeriodicalIF":3.9,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269456","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
Predictors and outcomes of teachers’ perceived social-emotional competence 教师感知社会情绪能力的预测因素与结果
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-10 DOI: 10.1016/j.tate.2025.105255
Rebecca J. Collie
{"title":"Predictors and outcomes of teachers’ perceived social-emotional competence","authors":"Rebecca J. Collie","doi":"10.1016/j.tate.2025.105255","DOIUrl":"10.1016/j.tate.2025.105255","url":null,"abstract":"<div><div>Prior research on teachers' beliefs has largely focused on instructional skills, overlooking social-emotional dimensions. Addressing that gap, this study examined perceived social-emotional competence (PSEC), which reflects teachers' beliefs that they are effective in their social-emotional undertakings. The study examined predictors (autonomy-supportive and autonomy-thwarting leadership) and outcomes (subjective vitality, behavioral engagement, professional growth striving) of teachers’ PSEC across one school term. Among 368 Australian teachers, structural equation modelling showed perceived autonomy-supportive leadership (Time 1) positively predicted PSEC assessed at Time 2. PSEC positively predicted well-being at Time 2. Findings have implications for better supporting teachers at work.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105255"},"PeriodicalIF":3.9,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269455","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
From pre-service to beginning teacher: Understanding how teacher self-efficacy develops during educational reform 从职前到初任教师：了解教育改革中教师自我效能感的发展
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-10 DOI: 10.1016/j.tate.2025.105257
Danielle Gordon, Terri Bourke, Reece Mills, Christopher N. Blundell
{"title":"From pre-service to beginning teacher: Understanding how teacher self-efficacy develops during educational reform","authors":"Danielle Gordon,&nbsp;Terri Bourke,&nbsp;Reece Mills,&nbsp;Christopher N. Blundell","doi":"10.1016/j.tate.2025.105257","DOIUrl":"10.1016/j.tate.2025.105257","url":null,"abstract":"<div><div>This study explores the development of teacher self-efficacy (TSE) during the transition from Initial Teacher Education (ITE) to beginning teaching, in a context impacted by curriculum and assessment reform. Using a longitudinal mixed methods design, data were collected from participants as they completed ITE and began teaching in secondary schools. Findings indicated that TSE significantly increased during the transition (<em>F</em> (2, 84) = 9.29, <em>p</em> &lt; .001, <em>η</em><sup>2</sup> = .18). Factors that affected TSE for teaching and assessing the reformed curriculum were investigated and recommendations to help increase and sustain TSE are provided.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105257"},"PeriodicalIF":3.9,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269457","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
Perezhivanie and professional becoming: Novice English teachers' emotional experiences and identity development under educational reform in China 学习与专业成长：中国教育改革背景下英语初任教师的情感体验与认同发展
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-10 DOI: 10.1016/j.tate.2025.105259
Xinxin Wu, Hanyue Zhang
{"title":"Perezhivanie and professional becoming: Novice English teachers' emotional experiences and identity development under educational reform in China","authors":"Xinxin Wu,&nbsp;Hanyue Zhang","doi":"10.1016/j.tate.2025.105259","DOIUrl":"10.1016/j.tate.2025.105259","url":null,"abstract":"<div><div>This study explores how three novice English teachers in China construct their professional identities amid the implementation of the “Double Reduction” policy. The data were analysed through the lens of <em>perezhivanie</em>, a sociocultural concept integrating emotion, cognition, and lived experience within specific social contexts. The findings reveal how emotional tensions arising from student management, parental expectations, and institutional demands triggered identity shifts from idealized roles (authoritative or devoted teachers) to more reflective, negotiated positions. These emotional struggles were not passive reactions, but dynamic meaning-making processes that mediated belief revision and professional growth. By foregrounding <em>perezhivanie</em> as an analytical lens, this study offers a nuanced account of how emotional experience functions not merely as a response to reform but as a mediating force in identity negotiation. It contributes to the literature by illustrating how emotion–cognition–environment interactions shape teacher development in policy-driven contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105259"},"PeriodicalIF":3.9,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269449","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
Classroom management for first-year pre-service teachers: What is difficult and why? 第一年职前教师课堂管理的难点是什么？为什么？
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-08 DOI: 10.1016/j.tate.2025.105235
Karin E.S. Street , Sigrun K. Ertesvåg , Siv M. Gamlem , Linda M. Rebni , Randi M. Sølvik , Grete S. Vaaland
{"title":"Classroom management for first-year pre-service teachers: What is difficult and why?","authors":"Karin E.S. Street ,&nbsp;Sigrun K. Ertesvåg ,&nbsp;Siv M. Gamlem ,&nbsp;Linda M. Rebni ,&nbsp;Randi M. Sølvik ,&nbsp;Grete S. Vaaland","doi":"10.1016/j.tate.2025.105235","DOIUrl":"10.1016/j.tate.2025.105235","url":null,"abstract":"<div><div>Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments of classroom management through abductive analysis and systematic observation. PSTs demonstrated competence in emotional support and classroom organization, while instructional support emerged as the most challenging domain. Teacher education should build on PSTs existing classroom management competencies to effectively support their further development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105235"},"PeriodicalIF":3.9,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269453","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 triadic support framework for reflective teacher identity: Peer, AI, and faculty collaboration within a community of practice 反思性教师身份的三合一支持框架：实践社区中的同伴、人工智能和教师合作
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-08 DOI: 10.1016/j.tate.2025.105239
Şakire Erbay-Çetinkaya
{"title":"A triadic support framework for reflective teacher identity: Peer, AI, and faculty collaboration within a community of practice","authors":"Şakire Erbay-Çetinkaya","doi":"10.1016/j.tate.2025.105239","DOIUrl":"10.1016/j.tate.2025.105239","url":null,"abstract":"<div><div>Responding to the recent calls to leverage Artificial Intelligence (AI) as a critical friend to transform the solitary nature of reflective practice, this study investigated 39 pre-service English teachers' views and suggestions on a triadic professional support framework engaging them in individual and collaborative reflections guided by peer, ChatGPT, and faculty advisor in Türkiye. Rooted in the researcher's commitment to update her teacher education practice, the current action research aimed at enhancing the reflective capacity of teacher training programs, foster 21st-century skills, and address feedback limitations in overcrowded programs. The qualitative data were gathered through six-item open-ended self-reports documenting experiences and views regarding their involvement in a 14-week multi-layered collaborative reflection process. The findings indicated the process cultivated a community of practice, enhancing teacher learning in a meaningful and contextually grounded manner, yet participants underlined the limitations of all layers, making room for bettering it as a sustainable model.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105239"},"PeriodicalIF":3.9,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269452","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
How do preservice mathematics teachers analyze and respond to student errors in solving probability problems using tree diagrams? 职前数学教师如何分析和回应学生在使用树形图解决概率问题时的错误？
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-07 DOI: 10.1016/j.tate.2025.105250
Shengqing He
{"title":"How do preservice mathematics teachers analyze and respond to student errors in solving probability problems using tree diagrams?","authors":"Shengqing He","doi":"10.1016/j.tate.2025.105250","DOIUrl":"10.1016/j.tate.2025.105250","url":null,"abstract":"<div><div>This case study examined the knowledge of preservice mathematics teachers (PMTs) in analyzing and responding to student errors. Participants were 41 master's level PMTs who had completed foundational mathematics education courses. They evaluated hypothetical student work solving a compound probability problem using a tree diagram. Through fine-grained qualitative analysis of written responses, researchers found PMTs proficiently identified and interpreted errors, employing both “show-tell” and “give-ask” response strategies. Key weaknesses included over-emphasis on procedures, low active utilization of errors, and communication barriers. The study highlights implications for enhancing PMTs' error-handling skills in teacher education and improving probability teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105250"},"PeriodicalIF":3.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269451","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
Meaningful learning over the course of teacher education: Students’ reflections 教师教育过程中的有意义学习：学生的反思
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-07 DOI: 10.1016/j.tate.2025.105241
Emma Kostiainen , Johanna Pöysä-Tarhonen
{"title":"Meaningful learning over the course of teacher education: Students’ reflections","authors":"Emma Kostiainen ,&nbsp;Johanna Pöysä-Tarhonen","doi":"10.1016/j.tate.2025.105241","DOIUrl":"10.1016/j.tate.2025.105241","url":null,"abstract":"<div><div>In teacher education (TE), meaningful learning (ML) allows pre-service teachers (PSTs) to understand both the content and how they construct their own learning. However, limited research explores these students' experiences of meaningful learning over the course of TE. This study examines 223 PSTs' reflections on meaningful learning during a 5-year master's program in Finland. Situational analysis, including situational, social world/arenas, and relational maps, highlighted the importance of authentic practices and relational and reflective processes in generating meaningful learning. Understanding these experiences is vital for developing pedagogical practices that are emotionally, relationally, and morally sound to better ensure meaningful learning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105241"},"PeriodicalIF":3.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269454","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 role of teacher attitudes and collaboration for inclusive teaching practices 教师态度和协作对包容性教学实践的作用
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-03 DOI: 10.1016/j.tate.2025.105240
Susanne Schnepel , Simon Luger , Maria Wehren-Müller, Elisabeth Moser Opitz
{"title":"The role of teacher attitudes and collaboration for inclusive teaching practices","authors":"Susanne Schnepel ,&nbsp;Simon Luger ,&nbsp;Maria Wehren-Müller,&nbsp;Elisabeth Moser Opitz","doi":"10.1016/j.tate.2025.105240","DOIUrl":"10.1016/j.tate.2025.105240","url":null,"abstract":"<div><div>This study examines the role of teachers' attitudes towards inclusion and collaboration on the implementation of inclusive teaching practices by looking at the frequency with which children are taught in a full-class context. Perspectives from both the general and the special education teacher (GET and SET) are considered. Data were collected from GET-SET pairs in 73 primary school classrooms using standardized questionnaires and structured interview ratings. Results indicate that SETs with positive attitudes support having a full-class context in mathematics. GETs’ attitudes affect collaboration satisfaction. Greater satisfaction with collaboration associated with stronger extra-curricular collaboration seems to increase teaching in a full-class context in mathematics and reading. The results highlight the importance of individual and team dynamics for fostering inclusive education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105240"},"PeriodicalIF":3.9,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222145","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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