过度劳累和缺乏创造力：中国中学教师的工作量、时间分配和创造性教学法——来自PISA 2022的证据

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-12 DOI:10.1016/j.tate.2025.105039

Yajing Wang

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引用次数: 0

摘要

本研究利用PISA 2022数据和层次线性模型，探讨了工作量和时间分配对中国中学教师创造性教学法优先级的影响。研究结果表明，工作量对创造性教学法没有直接影响。然而，教学相关任务的时间分配在教师层面呈u型关系，在学校层面呈倒u型关系。数字资源增强了创造性的教学方法，同时减轻了工作量和时间分配的影响。这些结果突出了平衡时间管理和战略性数字集成以培养教学创造力的必要性。讨论了局限性和未来的研究方向。

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Overworked and under-creative: Teacher workload, time allocation, and creative pedagogy in Chinese secondary schools - evidence from PISA 2022

This study explores the impact of workload and time allocation on Chinese secondary school teachers' prioritization of creative pedagogies using PISA 2022 data and hierarchical linear models. Findings reveal that workload has no direct effect on creative pedagogies. However, time allocation for teaching-related tasks follows a U-shaped relationship at the teacher level and an inverted U-shaped pattern at the school level. Digital resources enhance creative pedagogies while mitigating the effects of workload and time allocation. These results highlight the need for balanced time management and strategic digital integration to foster creativity in teaching. Limitations and future research directions are discussed.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.