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Corrigendum to “Board games as a medium for civic education: Judging from knowledge and beliefs in teacher perceptions” [Teaching and Teacher Education, Volume 167, December 2025, 105229, Page 1–12] “桌游作为公民教育的媒介：从教师认知中的知识和信念判断”的勘误表[《教学与教师教育》，167卷，2025年12月，105229，第1-12页]
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-01 DOI: 10.1016/j.tate.2025.105237
Agustinus Tampubolon , Kokom Komalasari , Sapriya , Leni Anggraeni , Beti Indah Sari , Wibowo Heru Prasetiyo
{"title":"Corrigendum to “Board games as a medium for civic education: Judging from knowledge and beliefs in teacher perceptions” [Teaching and Teacher Education, Volume 167, December 2025, 105229, Page 1–12]","authors":"Agustinus Tampubolon , Kokom Komalasari , Sapriya , Leni Anggraeni , Beti Indah Sari , Wibowo Heru Prasetiyo","doi":"10.1016/j.tate.2025.105237","DOIUrl":"10.1016/j.tate.2025.105237","url":null,"abstract":"","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"167 ","pages":"Article 105237"},"PeriodicalIF":3.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266714","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 emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers 在为期两周的职前教师人工智能素养模块中探索新兴的AI- tpack能力
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-10-01 DOI: 10.1016/j.tate.2025.105231
Tugce Aldemir , Ali Bicer , Selcuk Kilinc , Jewoong Moon , Michelle Kwok
{"title":"Exploring emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers","authors":"Tugce Aldemir ,&nbsp;Ali Bicer ,&nbsp;Selcuk Kilinc ,&nbsp;Jewoong Moon ,&nbsp;Michelle Kwok","doi":"10.1016/j.tate.2025.105231","DOIUrl":"10.1016/j.tate.2025.105231","url":null,"abstract":"<div><div>This exploratory case study examined a two-week, ethics-integrated AI literacy module for preservice teachers (<em>n</em> = 29) in a required technology-integration course. Five standards-aligned activities were mapped to AI-TPACK (AI-TK, AI-TPK, AI-TCK, AI-CK, ethics) and AI-literacy dimensions (know, use, evaluate, ethical awareness, create). Analysis of reflections, tool-audit rubrics, lesson plans, and surveys revealed five patterns: (1) rapid gains in foundational AI knowledge and confidence, (2) movement from generic caution to teacher-directed ethical strategies, (3) a shift from generic caution to teacher-directed ethical strategies, (4) emerging subject-specific applications, and (5) nascent yet incomplete AI-TPACK integration: accuracy checks were routine, but bias detection remained weak. Findings indicate that even brief, carefully scaffolded professional development can initiate multidimensional AI competence when ethics is woven into every task. However, deeper bias-critical work and consecutive cycles are required to consolidate holistic, discipline-anchored AI practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105231"},"PeriodicalIF":3.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222918","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
Developing professional vision: Mathematics teacher candidates’ negotiation of knowledge when discussing model videos from classrooms 培养专业视野：数学教师候选人在讨论课堂模型视频时的知识谈判
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-30 DOI: 10.1016/j.tate.2025.105160
Håvard J. Evang
{"title":"Developing professional vision: Mathematics teacher candidates’ negotiation of knowledge when discussing model videos from classrooms","authors":"Håvard J. Evang","doi":"10.1016/j.tate.2025.105160","DOIUrl":"10.1016/j.tate.2025.105160","url":null,"abstract":"<div><div>Teachers' professional vision is a key component of teachers' professional competence. This study examines how teacher candidates’ intersubjective framing processes when discussing video-recorded classroom talk support their professional vision development. Inspired by a conversation-analysis approach to learning, the study analyzes video-anchored discussions among 20 candidates at a Norwegian university and identifies two normative patterns: one privileging professional knowledge in general didactical discussions, and another privileging personalized knowledge and accepting vague arguments in mathematics-specific discussions. The study highlights the need to foster explicit and evidence-based reasoning in teacher education to enhance professional vision development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105160"},"PeriodicalIF":3.9,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222147","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
Maintaining momentum: Teacher-leaders’ identity narratives about transforming school mathematics practice 保持势头：教师领导关于改变学校数学实践的身份叙述
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-29 DOI: 10.1016/j.tate.2025.105234
Karina J. Wilkie
{"title":"Maintaining momentum: Teacher-leaders’ identity narratives about transforming school mathematics practice","authors":"Karina J. Wilkie","doi":"10.1016/j.tate.2025.105234","DOIUrl":"10.1016/j.tate.2025.105234","url":null,"abstract":"<div><div>Recent research efforts have focussed on if/how teacher-leaders might stimulate improvements in their school's teaching practice through leading professional learning. This article draws on narrative-defined identity theory to investigate eight Australian teacher-leaders’ initiative to engage their mathematics students in conceptually-demanding problem-solving. The leaders narrated individual and collective efforts to address students' and colleagues' positive and negative reactions to the teaching-through-problem-solving approach. Their envisioning of future leading was found to focus on ways to sustain/improve the engagement of both students and teachers, evidenced across their individual and communal pedagogical discourses. Suggested implications for teacher-leaders and teacher educators are shared.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105234"},"PeriodicalIF":3.9,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222146","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 can AI be integrated into teacher professional development programs? A systematic review based on an adapted technology-based learning model 如何将人工智能融入教师专业发展计划？基于适应性的基于技术的学习模型的系统回顾
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-27 DOI: 10.1016/j.tate.2025.105219
Kexin Li, Pengjin Wang, Gaowei Chen
{"title":"How can AI be integrated into teacher professional development programs? A systematic review based on an adapted technology-based learning model","authors":"Kexin Li,&nbsp;Pengjin Wang,&nbsp;Gaowei Chen","doi":"10.1016/j.tate.2025.105219","DOIUrl":"10.1016/j.tate.2025.105219","url":null,"abstract":"<div><div>Guided by an analytical framework adapted from the technology-based learning model, this study systematically reviews 16 studies on AI-integrated teacher professional development published through 2024. Findings mapped the landscape of teacher participants, AI technologies, and TPD environments. The analysis revealed common practices in program design: (1) teacher-AI engagement often took an AI-empowered, teacher-as-leader mode that prioritizes teacher agency; (2) strategies typically integrated AI tools to deliver data-driven and personalized support; and (3) evaluation practices more often targeted individual outcomes than organizational change. This review offers actionable recommendations for practitioners and suggests directions for advancing future research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105219"},"PeriodicalIF":3.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159917","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
Teachers' engagement and occupational commitment in a centralised education system 集中教育系统中教师的参与和职业承诺
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-27 DOI: 10.1016/j.tate.2025.105233
Dennis Alonzo , Lynn Sheridan , Sijing Zhou , Hoa T.M. Nguyen , Xuesong Gao , Tracy L. Durksen
{"title":"Teachers' engagement and occupational commitment in a centralised education system","authors":"Dennis Alonzo ,&nbsp;Lynn Sheridan ,&nbsp;Sijing Zhou ,&nbsp;Hoa T.M. Nguyen ,&nbsp;Xuesong Gao ,&nbsp;Tracy L. Durksen","doi":"10.1016/j.tate.2025.105233","DOIUrl":"10.1016/j.tate.2025.105233","url":null,"abstract":"<div><div>This study examined the relationship between teachers’ personal and collective resources and their occupational commitment and engagement in a centralised system. Guided by the Job Demands-Resources theory, we distributed an online survey through our networks. Structural equation modelling using responses from 779 Filipino teachers revealed that collective efficacy was positively linked to personal resources, while adaptability was associated with self-efficacy and resilience. These personal resources, in turn, predicted higher levels of teacher commitment and engagement. The findings highlight the importance of developing both personal and collective capacities to promote teacher commitment and engagement in the profession.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105233"},"PeriodicalIF":3.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159921","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
Smile-selfie intervention reduces stress in preservice teachers: A three-month randomized controlled trial 微笑自拍干预减轻职前教师压力：一项为期三个月的随机对照试验
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-27 DOI: 10.1016/j.tate.2025.105232
Angyang Li , Shuo Wang , Lingyan Zhao , Shuyao Hua , Zhenhua Gu
{"title":"Smile-selfie intervention reduces stress in preservice teachers: A three-month randomized controlled trial","authors":"Angyang Li ,&nbsp;Shuo Wang ,&nbsp;Lingyan Zhao ,&nbsp;Shuyao Hua ,&nbsp;Zhenhua Gu","doi":"10.1016/j.tate.2025.105232","DOIUrl":"10.1016/j.tate.2025.105232","url":null,"abstract":"<div><div>This study examined the effectiveness of a <em>smile-selfie intervention</em> in reducing stress among preservice teachers. A three-month randomized controlled trial was conducted with 326 participants. Results indicated improvements in stress and related psychological outcomes for the intervention group. Specifically, the intervention (1) increased positive affect while reducing nervousness and expressive suppression, particularly the tendency to avoid emotional expression, and (2) buffered the negative impact of negative affect on both suppression and stress. These findings support the smile-selfie intervention as a practical, low-cost strategy for managing stress in preservice teacher populations.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105232"},"PeriodicalIF":3.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159918","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
Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being 引导起点：情感动机能力驱动初任教师的教学质量和职业幸福感
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-26 DOI: 10.1016/j.tate.2025.105217
Hannah Kirschning , Andrea Bernholt , Tabea Kauper , Jens Möller , Friederike Zimmermann
{"title":"Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being","authors":"Hannah Kirschning ,&nbsp;Andrea Bernholt ,&nbsp;Tabea Kauper ,&nbsp;Jens Möller ,&nbsp;Friederike Zimmermann","doi":"10.1016/j.tate.2025.105217","DOIUrl":"10.1016/j.tate.2025.105217","url":null,"abstract":"<div><div>This research examines the importance of affective-motivational competence components (constructivist beliefs, teaching enthusiasm, teaching reflection) at the end of teachers' induction program for instructional quality from students' perspective (cognitive activation, classroom management, student support) and well-being from teachers' perspective (work engagement, burnout) after 20 months in profession. German beginning teachers (<em>N</em> = 55) and their 2453 students (grades 5–12; 1–3 classes per teacher) were analyzed. Multilevel path analyses revealed teaching enthusiasm enhanced cognitive activation, student support and work engagement, and reduced burnout. Teaching reflection positively contributed to work engagement. Findings highlight the importance of beginning teachers’ enthusiasm and reflection for instructional behavior and well-being.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105217"},"PeriodicalIF":3.9,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159920","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
Reimagining teacher development in the era of generative AI: A scoping review 生成式人工智能时代教师发展的重新构想：范围回顾
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-26 DOI: 10.1016/j.tate.2025.105236
Qi Tan
{"title":"Reimagining teacher development in the era of generative AI: A scoping review","authors":"Qi Tan","doi":"10.1016/j.tate.2025.105236","DOIUrl":"10.1016/j.tate.2025.105236","url":null,"abstract":"<div><div>Generative AI has great potential to revolutionize teacher development, yet reviews of its integration in this field remain limited. This scoping review analyzes 22 empirical studies, highlighting the underrepresentation of in-service teachers and small sample sizes, which raises concerns about bias. Key applications include resource development, personalized support, and creating learning environments, with intervention durations of 4–16 weeks. Seven outcomes were identified: improved learning, teacher knowledge, higher-order thinking, lesson design and implementation, self-worth and self-confidence, positive attitudes and usage intentions, and <span>AI</span> literacy. These insights can help design training programs to prepare teachers for effectively integrating generative AI.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105236"},"PeriodicalIF":3.9,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159919","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
Developing colleagues through recognition: The role of international award-winning teachers in professional growth in Türkiye 通过认可发展同事：国际获奖教师在<s:1> rkiye专业成长中的作用
IF 3.9 1区 教育学
Teaching and Teacher Education Pub Date : 2025-09-25 DOI: 10.1016/j.tate.2025.105221
Aylin Akinlar , Turgay Ontas , Semahat Aysu , Taner Atmaca
{"title":"Developing colleagues through recognition: The role of international award-winning teachers in professional growth in Türkiye","authors":"Aylin Akinlar ,&nbsp;Turgay Ontas ,&nbsp;Semahat Aysu ,&nbsp;Taner Atmaca","doi":"10.1016/j.tate.2025.105221","DOIUrl":"10.1016/j.tate.2025.105221","url":null,"abstract":"<div><div>This qualitative study examines how internationally award-winning teachers in Türkiye facilitate colleagues' professional development. Through interviews with 20 teachers, the research investigates mentorship, collaboration, and innovative pedagogical practices in peer development contexts. Findings reveal that award-winning teachers employ student-centered approaches and demonstrate teacher leadership, particularly through platforms like eTwinning. Global recognition enhances professional visibility and strengthens teachers' leadership roles within educational communities. However, tensions emerge from neoliberal education policies and competitive award systems that simultaneously foster collaboration and generate competition among teachers. The study demonstrates that international awards significantly impact professional learning cultures by creating dual dynamics of support and rivalry. These findings contribute to understanding how recognition mechanisms shape teacher development within Türkiye's educational landscape, revealing the complex interplay between global acknowledgment and local pedagogical practices in professional growth.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105221"},"PeriodicalIF":3.9,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159922","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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