中国语境下教师专业发展参与的类别及其归因：对未来博士的启示

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-27 DOI:10.1016/j.tate.2025.105090

Mengting Liu , Jiali Huang , Guoyu Song

{"title":"中国语境下教师专业发展参与的类别及其归因：对未来博士的启示","authors":"Mengting Liu , Jiali Huang , Guoyu Song","doi":"10.1016/j.tate.2025.105090","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines teacher engagement in professional development (PD) through the conceptual lens of attribution. Four types of engagement are identified—striving, pragmatic, hesitating, and coping—each shaped by attributions to responsibility, ability, student, and environment. Drawing on qualitative data from a nine-month, school-based PD initiative involving 13 teachers in China, the study finds that internal attributions (responsibility, ability) foster deeper engagement, whereas external attributions (student, environment) lead to passive or superficial engagement. The findings highlight the interplay among perception, emotion, and behavior in shaping engagement. Additionally, teaching experiences, facilitator credibility, and teacher autonomy are found critical for effective PD.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105090"},"PeriodicalIF":4.0000,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Categories of teacher engagement in professional development and their attributions in the Chinese context: Implications for future PDs\",\"authors\":\"Mengting Liu , Jiali Huang , Guoyu Song\",\"doi\":\"10.1016/j.tate.2025.105090\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study examines teacher engagement in professional development (PD) through the conceptual lens of attribution. Four types of engagement are identified—striving, pragmatic, hesitating, and coping—each shaped by attributions to responsibility, ability, student, and environment. Drawing on qualitative data from a nine-month, school-based PD initiative involving 13 teachers in China, the study finds that internal attributions (responsibility, ability) foster deeper engagement, whereas external attributions (student, environment) lead to passive or superficial engagement. The findings highlight the interplay among perception, emotion, and behavior in shaping engagement. Additionally, teaching experiences, facilitator credibility, and teacher autonomy are found critical for effective PD.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"164 \",\"pages\":\"Article 105090\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25001672\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25001672","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究通过归因的概念视角考察了教师在专业发展中的参与。四种类型的参与被确定——努力、务实、犹豫和应对——每一种都是由责任、能力、学生和环境所决定的。根据一项为期9个月、涉及13名中国教师的以学校为基础的PD计划的定性数据，该研究发现，内部归因（责任、能力）促进更深层次的参与，而外部归因（学生、环境）导致被动或肤浅的参与。研究结果强调了感知、情感和行为在塑造参与度方面的相互作用。此外，教学经验、引导者可信度和教师自主性对有效的PD至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Categories of teacher engagement in professional development and their attributions in the Chinese context: Implications for future PDs

This study examines teacher engagement in professional development (PD) through the conceptual lens of attribution. Four types of engagement are identified—striving, pragmatic, hesitating, and coping—each shaped by attributions to responsibility, ability, student, and environment. Drawing on qualitative data from a nine-month, school-based PD initiative involving 13 teachers in China, the study finds that internal attributions (responsibility, ability) foster deeper engagement, whereas external attributions (student, environment) lead to passive or superficial engagement. The findings highlight the interplay among perception, emotion, and behavior in shaping engagement. Additionally, teaching experiences, facilitator credibility, and teacher autonomy are found critical for effective PD.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.