【SSCI】教育学期刊《Teaching and Teacher Education》最新论文推送

学术 2024-11-25 00:00 新疆

【SSCI】教育学期刊《Teaching and Teacher Education》最新论文推送（2024年10月）

《Teaching and Teacher Education》共341篇，祝大家阅读愉快。

《Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test》

《学习如何成为一个自主支持的教师开始采取观点: 随机对照试验和模型测试》

作者：Johnmarshall Reeve · Sung Hyeon Cheon

英文摘要：Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers in the experimental, compared to the control, condition first learned perspective taking skill, then learned the three teaching practices of interest support, value support, and lesser teacher control, which then explained their students’ year-end gains in need satisfaction and declines in need frustration.

中文摘要：我们尝试以 self-determination theory 解释教师如何学习自主支援教学。我们随机分配了28名教师(35.3岁，7-9年级)和他们的1566名学生(13.4岁，50.8% 女性)参加或不参加自主支持教学研讨会。教师参与工作坊增加自主支援教学。多层次结构方程模型分析结果表明，实验中的教师与对照组相比，首先学习了视角采用技巧，然后学习了兴趣支持、价值支持和较少的教师控制这三种教学实践，从而解释了学生年终获得的需要满意度和需要挫折感的下降。

https://doi.org/10.1016/j.tate.2024.104702

《Early childhood teachers' emotional labour: The role of job and personal resources in protecting well-being》

《幼儿教师的情感劳动: 工作和个人资源在保护幸福中的作用》

作者：Samantha Carey · Anna Sutton

英文摘要：Emotional labour, the regulation and management of emotions, is a significant element of the teaching role yet it may damage teacher well-being. In this cross-sectional study (N = 320 New Zealand early childhood teachers), we examine whether job and personal resources may modify this relationship. Resources of perceived organisational support, hope, and optimism positively predicted well-being. Surface acting, a component of emotional labour requiring inauthentic display of emotions, was negatively associated with well-being and partially mitigated by optimism. We consider the extent to which emotional labour may contribute to teachers' personal growth and achievement versus constraining their work accomplishments.

中文摘要：情绪劳动是对教师情绪的调节和管理，是教师教学角色的重要组成部分，但也可能损害教师的幸福感。在这个横向研究(320名新西兰幼儿教师)中，我们研究了工作和个人资源是否会改变这种关系。感知到的组织支持、希望和乐观的资源对幸福感有积极的预测作用。表面行为是情绪劳动的一个组成部分，需要不真实的情绪表现，与幸福感呈负相关，乐观情绪部分减轻了表面行为。我们考虑情绪劳动在多大程度上可以促进教师的个人成长和成就，而不是限制他们的工作成就。

https://doi.org/10.1016/j.tate.2024.104699

《Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-COVID-19》

《大流行过山车: 大学生在新冠疫情前、疫情期间和疫情后的情绪衰竭、满意度、热情和辍学意图的轨迹》

作者：Josina Schriek · Bastian Carstensen · Renate Soellner · Uta Klusmann

英文摘要：The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 students indicated increased emotional exhaustion and dropout intentions in 2021–2023 compared to 2020. Study satisfaction initially rose during the 2021 lockdown but declined subsequently, while enthusiasm remained stable. These findings emphasize the need for ongoing university support to mitigate pandemic-related student distress.

中文摘要：2019冠状病毒疾病疫情可能会对大学生的幸福感和积极性产生持久的影响。然而，现有的关于学生幸福感和学习动机的研究并没有涵盖大流行前、期间和后期的整个时期。本研究调查了2020-2023年德国大学生的幸福感(情绪衰竭、学习满意度)和动机(辍学意图、学习热情)。与2020年相比，来自1967年学生的潜在变化得分模型显示，2021-2023年间情绪衰竭和辍学意图增加。研究满意度最初在2021年封锁期间上升，但随后下降，而热情保持稳定。这些研究结果强调需要持续的大学支持，以减轻与大流行有关的学生痛苦。

https://doi.org/10.1016/j.tate.2024.104709

《Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning》

《职前教师理解、观察和支持自主学习的方式》

作者：Jenni Latva‐aho · Piia Näykki · Saara Pyykkönen · Sirpa Laitinen‐Väänänen · Laura Hirsto · Marjaana Veermans

英文摘要：This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.

中文摘要：本研究探讨职前教师理解、观察、支持自主学习的方式。实施一个开放式问卷(N = 118)后，定性分析的基础上齐默尔曼的 SRL 框架。PST 反映了他们对 SRL 各个阶段的理解: 预想、性能和反思。专业英语教学对学生的学习策略有一定的理论认识，但对如何观察和支持学生的学习策略及其发展认识不足。研究结果对教师教育及教师专业发展有实际意义。

https://doi.org/10.1016/j.tate.2024.104719

《Identities of non-English-dominant teachers in transnational language teacher education: A systematic review》

《跨国语言教师教育中非英语系统综述教师的身份认同》

作者：Itsaraphap Moonthiya · Marie Stevenson

英文摘要：This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.

中文摘要：本文提供了1990年至2022年间发表的46篇实证研究的系统综述，这些研究探讨了在英语国家的大学中从事跨国语言教师教育的非英语主导型教师的身份。本研究以实践中的身份认同和话语中的身份认同为理论视角，对现有研究进行综合研究，以确定研究结果中的主题。研究结果表明，在现有研究中，关于语篇中的身份认同的主题比关于实践中的身份认同的主题更为突出，而关于语言教师身份认同与语言教师教育之间的关系的研究相对较少。

https://doi.org/10.1016/j.tate.2024.104707

《Teacher educators' views and responses to digital distraction in pre-service teacher education》

《教师教育工作者对职前教师教育中数码干扰的看法与应对》

作者：Oliver McGarr

英文摘要：Digital distraction is a growing problem as students' use of personal digital devices increases. This paper investigates teacher educators’ views of the issue and how they intervened when noticing incidents of it. Through a semi-structured interview, the study found that teacher educators recalled numerous examples of digital distraction with some seeing it as a sign of disrespect rather than an unconscious habit. Interventions to address digital distraction varied but tended to be non-disruptive in nature. This paper outlines a hierarchy of interventions employed and discusses the implications of how digital distraction is perceived and responded to by teacher educators.

中文摘要：随着学生使用个人数字设备的增加，数字分心是一个日益严重的问题。本文调查了教师教育工作者对这一问题的看法，以及他们在注意到这一问题时是如何进行干预的。通过半结构化访谈，研究发现，教师教育者回忆了大量的数字分心的例子，有些人认为这是一种不尊重的迹象，而不是一个无意识的习惯。解决数字分心问题的干预措施各不相同，但在本质上往往是非破坏性的。本文概述了所采用的干预措施的层次，并讨论了教师如何感知和应对数字分心的含义。

https://doi.org/10.1016/j.tate.2024.104701

《Becoming a secondary school teacher: Keys to a meaningful professional identity》

《教师教育工作者对职前教师教育中数码干扰的看法与应对》

作者：Alfredo Berbegal Vázquez · Lídia Daza Pérez · Lara Carapeto Pacheco · Ignacio Rivas Flores

英文摘要：This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination.

中文摘要：本研究旨在探讨教师职前培训与入职初期的身份建构。本文分析了十三位在西班牙巴塞罗那大学攻读中学教学硕士学位的不同性格的新教师的生活故事。研究结果确定了身份构建的四个维度(归因、投射、发展和转换) ，并分析了它们的关键组成部分。本研究旨在探讨专业培训课程的专业化模式与专业团体及教师个人专业自决的辩证关系。

https://doi.org/10.1016/j.tate.2024.104697

《Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown》

《探索教师的心理需求、激励方式、情绪调节和自我同情: 2019冠状病毒疾病封闭前后的比较研究》

作者：Idit Katz · Angelica Moè

英文摘要：This correlational study investigated the mediation of emotion regulation and self-compassion in the relationship between teacher need satisfaction/frustration and adoption of (de)motivating styles before and during the COVID-19. Two groups of Italian teachers tested in 2019 (n = 259) and 2020 (n = 233) completed a series of questionnaires. In both times, need satisfaction was positively associated with adoption of motivating styles (bright path), whereas need frustration was associated with demotivating styles (dark path). Before, emotion reappraisal mediated this relationship, whereas self-compassion was the mediating factor during the lockdowns, suggesting that coping mechanisms can differ in stressful circumstances. Theoretical and practical implications are discussed.

中文摘要：这项相关研究调查了情绪调节和自我同情在教师需要满意/挫折和采用(去)激励风格之间的关系中的中介2019冠状病毒疾病。在2019年和2020年分别对两组意大利教师进行了问卷调查(n = 259和 n = 233)。在这两个时期，需求满意度与采用激励方式(光明之路)呈正相关，而需求挫折则与消极方式(黑暗之路)呈正相关。在此之前，情绪重新评估调节了这种关系，而自我同情是封锁期间的中介因素，这表明应对机制在压力环境中可能有所不同。讨论了其理论和实践意义。

https://doi.org/10.1016/j.tate.2024.104706

《Teacher educators’ understanding of and activities for preparing preservice teachers to Teach for social transformation in K-12 educational settings》

《教师教育工作者对幼儿园教育背景下实习教师社会转型教学的认识与活动》

作者：Hosun Kang · Ji‐Won Lee · Ella Pohl Rose

英文摘要：This study explores teacher educators' (TEs) understanding of and pedagogical activities for preparing preservice teachers to teach for social transformation in K-12 educational settings. The participants were 17 TEs at a university-based teacher education program in the United States. Data were interviews, teaching artifacts, and observations. Using ideology-in-pieces framework (Philip, 2011), TEs' complex sensemaking and their enactments are analyzed focusing on cognitive, social and structural dimensions. The analyses reveal TE's uneven attention to structural dimension as well as the roles of their professional interactions and membership. Implications for providing programmatic, intentional, and coordinated experiences for preservice teachers are discussed.

中文摘要：本研究旨在探讨教师教育工作者对幼儿园至十二年级教育背景下实习教师社会转型教学的理解与教学活动。参与者是17名美国大学教师教育项目的教师。数据包括访谈、教学工件和观察。运用意识形态分析框架(Philip，2011) ，从认知维度、社会维度和结构维度分析了英语教师的复杂意义建构及其制定过程。这些分析揭示了教师对结构维度的不均衡关注，以及他们之间的专业互动和成员关系的作用。讨论了为职前教师提供程序化、有意识和协调的经验的含义。

https://doi.org/10.1016/j.tate.2024.104711

《Disentangling pre-service history teachers’ pedagogical content knowledge》

《职前历史教师教学内容知识的解构》

作者：Wouter Smets · Hanneke Tuithof

英文摘要：History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed.

中文摘要：深入了解教师的教学内容知识有助于历史教育。本研究采用思考出声方案，对比利时和荷兰的12名职前历史教师的 PCK 进行了深入研究。采用重构的课程计划过程来分离 PCK 的各个组成部分。并非所有的 PCK 成分同时发展，参与者表现出更多的知识教学策略比他们的学生或课程。一些参与者只能部分地建立某些 PCK 成分之间的关系，这种情况可以解释为认知过载的结果。讨论了对教师教育的启示。

https://doi.org/10.1016/j.tate.2024.104712

《Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform》

《评价指导、制约、支持与扼杀: 评价改革中教师评价观念的张力》

作者：Laura Ketonen · Juuso Henrik Nieminen

英文摘要：This study examines tensions in teachers' conceptions of assessment following an assessment reform in Finland, which has traditionally been a low-stakes assessment culture. There are no national examinations in comprehensive education; instead, teachers assign students' final grades. Recently, the country has introduced more detailed criteria for the final assessment to improve the comparability of grades. The analysis of 28 teacher interviews reveals that this relatively minor reform has created four significant tensions in teachers’ conceptions of assessment. We call for assessment reforms to be culturally sensitive, carefully considering the context in which they are implemented and paying attention to possible tensions.

中文摘要：这项研究考察了芬兰教师评估观念的紧张关系，芬兰的评估改革传统上是一种低风险的评估文化。综合教育没有全国性的考试，而是由老师给学生最后的分数。最近，国家出台了更加详细的最终评估标准，以提高成绩的可比性。对28名教师访谈的分析表明，这一相对较小的改革在教师的评价观念中产生了四个重要的张力。我们呼吁评估改革具有文化敏感性，认真考虑改革的实施背景，并注意可能出现的紧张局势。

https://doi.org/10.1016/j.tate.2024.104737

《What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics》

《合格教学的关键是什么? 教学实习评价标准的多国比较》

作者：Lee Rusznyak · Lisa Österling

英文摘要：Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.

中文摘要：实习评价标准通过其传递的标准对在职教师的学习产生反拨作用。这篇文章提出了一个文献分析，在六个国家: 南非，印度，英国，新加坡，加拿大和瑞典使用的十个标准。我们比较性情、知识、结果和推理。我们使用合法性代码理论(LCT)来说明实践评估是如何以不同的方式被合法化的。一些规定强调了职前教师的性格倾向以及他们是否正确地实施了教学方案。其他人则强调他们在上下文中进行推理的能力。这些立场要求教师教育工作者和政策制定者询问他们自己的评估重点在哪里。

https://doi.org/10.1016/j.tate.2024.104745

《Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers》

《媒介素养、数字公民及其关系: 职前教师的视角》

作者：Sam von Gillern · Matthew Korona · William R. Wright · Hillary Gould · Brandon Haskey-Valerius

《The initial field experiences of teacher candidates: Emotional challenges in a complex environment》

《教师候选人的初步实地经验: 复杂环境中的情感挑战》

作者：Jens Gardesten · Katarina Herrlin

英文摘要：This qualitative study focuses on how new teacher candidates reflect on teacher tasks such as moral education, care, and teaching. The candidates reflected on these experiences after being put in charge of starting a school day in front of the pupils, but also after having observed how mentor teachers started a school day. Thematic analysis was used to analyse the written reflections of the candidates. Our findings reveal that the candidates noted how micro rituals and school artefacts could support the way teachers work, but also how emotionally challenging it could be to handle such tasks as a novice. These findings are discussed in relation to how teacher education programs can promote openness and honesty when facing challenges and difficulties.

中文摘要：定性研究的重点是新教师候选人如何反映教师的任务，如道德教育，关怀和教学。候选人在负责在学生面前开始一天的学校生活之后，也在观察了导师如何开始一天的学校生活之后，对这些经历进行了反思。专题分析用于分析候选人的书面反馈。我们的研究结果表明，候选人注意到微型仪式和学校的人工制品如何支持教师的工作方式，但也注意到作为一个新手处理这类任务可能是多么具有情感挑战性。这些发现与教师教育计划在面对挑战和困难时如何促进开放和诚实有关。

https://doi.org/10.1016/j.tate.2023.104430

《Pupils’ experiences of affordances in school-based physical activity in Norway and Estonia》

《挪威和爱沙尼亚学生在校体育活动中的体验》

作者：Eirini Pardali · Ingrid Koni · Egle Säre · Getter Marie Lemberg · Evelin Mäestu · Merike Kull · Mathias Brekke Mandelid · Lise Katrine Jepsen Trangsrud · Solfrid Bratland‐Sanda · Lise Kjønniksen

英文摘要：This study explores the experiences of physical activity (PA) among pupils in Norwegian and Estonian schools. Thirty-eight pupils from five elementary and lower secondary schools provided 66 photos of their favorite places for PA during lessons and recess and participated in nine focus group interviews. The data were reflexively thematically analyzed using Gibson's theory of affordances. The findings indicate that pupils' PA experiences were influenced by physical and social affordances. Physical affordances refer to the PA opportunities offered by the physical school environment, while social affordances refer to the possibilities of the school environment for social interactions during PA.

中文摘要：本研究探讨挪威和爱沙尼亚学校学生的体育活动经验。来自5所小学和初中的38名学生在课间和休息时间为公共行政部门提供了他们最喜欢的地方的66张照片，并参加了9次焦点小组访谈。采用吉布森的启示理论对数据进行了自反性主题分析。研究结果表明，小学生的 PA 体验受身体负担和社会负担的影响。物质供给是指物理学校环境提供的 PA 机会，而社会供给是指学校环境在 PA 期间进行社会互动的可能性。

https://doi.org/10.1016/j.tate.2024.104500

《Teachers’ job crafting to support their work-related well-being during the COVID-19 pandemic – A qualitative approach》

《在2019冠状病毒疾病大流行期间，教师的工作能够支持他们与工作相关的幸福感——一种定性的方法》

作者：Anna-Mari Aulén · Eija Pakarinen · Marja‐Kristiina Lerkkanen

英文摘要：We aimed at studying the job crafting behaviours teachers took to support their work-related well-being during COVID-19 pandemic. Fourteen participants were interviewed and theoretical thematic analysis conducted. Teachers increased their structural resources through variety, autonomy, and opportunity for development, and their social resources through social support, feedback, and supervisory coaching. They decreased their hindering demands through minimising the demanding aspects of their work, reducing their workload, and making sure their work does not interfere with their private life. Job crafting behaviours can be taught in teacher education to support teacher well-being even during crises.

中文摘要：我们的目标是研究教师在2019冠状病毒疾病大流行期间，为了支持他们的工作幸福感而采取的工作塑造行为。我们访问了十四名参与者，并进行了理论主题分析。教师通过多样性、自主性和发展机会增加结构性资源，通过社会支持、反馈和督导辅导增加社会资源。他们通过尽量减少工作的要求，减少工作量，确保工作不干扰私人生活，从而减少阻碍他们的需求。在教师教育中可以教授工作制造行为，以支持教师的福祉，即使在危机期间。

https://doi.org/10.1016/j.tate.2024.104492

《Third space moments: Exploring a university-school partnership through collaborative action research》

《第三个空间时刻: 通过合作行动研究探索大学与学校的伙伴关系》

作者：Catharina Christophersen · Kari Holdhus · Ailbhe Kenny

英文摘要：This article explores multi-stakeholder practices of negotiating and delivering a partnership model, including pre-service teachers. The authors discuss how third spaces can be jointly created in teacher education partnerships including pre-service teachers. In particular, issues regarding expertise as well as possible disruption of existing knowledge, understandings, and practices are explored. Results show that third spaces could be difficult to establish and maintain as continuous and lasting experiences within fixed educational structures. Informed by ideas of place-based pedagogy, the authors suggest an expanded and temporal understanding of third space in teacher education, that of third space moments.

中文摘要：本文探讨了包括职前教师在内的多方利益相关者谈判和提供伙伴关系模式的实践。作者讨论了如何在包括职前教师在内的教师教育伙伴关系中共同创造第三空间。特别是，与专业知识有关的问题以及对现有知识、理解和实践的可能破坏都将被探讨。结果表明，在固定的教育结构中，第三空间可能难以建立和维持为持续和持久的经验。本文借鉴位置教育学的思想，对教师教育中的第三空间——第三空间时刻提出了一种扩展的、时间性的理解。

https://doi.org/10.1016/j.tate.2024.104499

《Evidence of transformative leadership for inclusive practice》

《具有变革性的领导力促进包容性做法的证据》

作者：Suzanne Carrington · Eunjae Park · Loraine McKay · Beth Saggers · Keely Harper-Hill · Tammy Somerwil

英文摘要：Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated leadership roles but the descriptions of their experience indicated teacher leadership in action. Our research draws on Transformative Leadership Theory and aims to identify how transformative leadership tenets and an additional tenet—Relatedness, are evident in descriptions of experience in professional learning to lead and support inclusive education. Each school site supports a different model of professional learning: Coaching, Collegial Partnership, Community of Practice (CoP), and Independent Learning. The findings were analysed to consider how the model of professional learning impacted on participant's perceptions of influence to operationalise inclusive practices. Our findings indicate that the Transformative Leadership Theory provided a comprehensive framework to elucidate the majority of the findings in this study. Relatedness as an additional tenet was an important consideration for leading transformative change for inclusive education. The majority of participants contributed to a school model of professional learning and fostered an environment, where teachers could expand their knowledge and skills, and work critically and collaboratively with their colleagues, to promote inclusive education practices in their school communities.

中文摘要：在全球范围内，学校领导表示需要持续的专业学习，以支持教师在全纳教育中的知识和技能。本文报告了从澳大利亚四所学校(四所学校)中担任不同角色的四位校长和18位教师所收集的访谈数据，了解他们为实施全纳教育而进行专业学习的经验。大多数教师没有领导头衔或指定的领导角色，但对他们经历的描述显示了教师在行动中的领导作用。我们的研究借鉴了变革型领导理论，旨在确定变革型领导原则和另一个原则ーー关联性是如何在对专业学习经验的描述中体现出来，从而引导和支持包容性教育的。每个学校网站都支持不同的专业学习模式: 辅导、学院合作、实践社区(CoP)和独立学习。研究结果分析考虑专业学习模式如何影响参与者对影响力的认知，以便将包容性实践付诸实施。我们的研究结果表明，变革型领导理论提供了一个全面的框架，以阐明本研究的大多数发现。关联性作为一个附加原则，是引导包容性教育变革的一个重要考虑因素。大多数参与者为学校的专业学习模式作出了贡献，并创造了一种环境，使教师能够扩大自己的知识和技能，并与同事进行批判性和协作性的工作，以促进学校社区的包容性教育做法。

https://doi.org/10.1016/j.tate.2023.104466

《Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy》

《自主支持感对农村大学生学业积极性和学业自我效能感的预测作用》

作者：Andrew Kingsford-Smith · Dennis Alonzo · Kim Beswick · Tony Loughland · Philip Roberts

英文摘要：Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy and academic self-efficacy. Multigroup structural equation modeling further identified that primary school students reported more adaptive school experiences than high school students. This research has implications for how teachers can best support students’ academic self-beliefs in rural schools.

中文摘要：学生的学业自信与他们的学业成绩和学习乐趣有关。然而，农村学校的学业自信心似乎较低。本研究以澳大利亚农村学校的974名学生为样本，探讨知觉自主支持(PAS)是否能预测两种重要的自我信念结构: 学业浮力和学业自我效能感。结果表明，PAS 正向预测学业浮力和学业自我效能感。多组结构方程模型进一步验证了小学生比高中生报告了更多的适应性学校经历。本研究对农村学校教师如何更好地支持学生的学业自信具有一定的启示意义。

https://doi.org/10.1016/j.tate.2024.104516

《Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools》

《教师教育工作者对中学职前教师参与行动研究教育的意见》

作者：Ben Smit · Dineke Tigelaar · Amanda Berry · Wilfried Admiraal

英文摘要：Participatory action research can prepare preservice teachers for collaborating with school students in research projects. In the current study, principles for pre-service teachers' participatory action research are examined based on teacher educators’ views and actions while they implement participatory action research in a teacher education program. Across three dimensions (cultural-discursive, material-economic, social-political), the findings shed light on how student participation and participatory action research can be implemented in a teacher education program and how preservice teachers can be prepared for and supported in collaborating with their school students.

中文摘要：参与行动研究可为职前教师与学生合作进行研究计划作好准备。在目前的研究中，教师职前教师参与行动研究的原则是根据教师教育工作者的意见和行动，在教师教育计划中实施参与行动研究。从三个维度(文化-话语、物质-经济、社会-政治)来看，研究结果揭示了如何在教师教育计划中实现学生的参与和参与行动研究，以及如何为职前教师与学生的合作做好准备并提供支持。

https://doi.org/10.1016/j.tate.2023.104460

《“If you are aware of something, you can do something about it”: Investigating the lasting effects of an implicit bias training activity.》

《“如果你意识到一些事情，你可以做一些事情”: 调查内隐偏见训练活动的持久影响。》

作者：Mattias Lindvall-Östling

英文摘要：Research indicates that teachers' implicit stereotypes might interfere with equity and equality goals highlighted in many national steering documents. However, since most implicit bias training deal with short-term changes the effectiveness and retention of such training has been questioned. This qualitative study seeks to fill this gap in its exploration of the long-term effects of a pedagogic activity designed to raise awareness of implicit linguistic stereotypes. The results indicate that many respondents demonstrate a heightened understanding of how their own stereotypes influence their perception and report concrete methods on how to better ensure equity in their teaching.

中文摘要：研究表明，教师的内隐刻板印象可能会干扰许多国家指导文件中强调的公平和平等目标。然而，由于大多数内隐偏见训练处理的是短期的变化，这种训练的有效性和持续性受到了质疑。这项定性研究旨在填补这一空白，探讨旨在提高对隐性语言陈规定型观念的认识的教学活动的长期影响。调查结果表明，许多受访者对自己的陈规定型观念如何影响他们的看法有了更深刻的理解，并报告了如何更好地确保教学公平的具体方法。

https://doi.org/10.1016/j.tate.2024.104484

《Toward a diagnostic toolkit for intervention in teachers' agency during curriculum reform: Groundwork for a Change Laboratory in Vietnam》

《课程改革期间教师机构干预的诊断工具包: 越南变革实验室的基础》

作者：Hien Sy Dinh · Annalisa Sannino

英文摘要：This study presents a diagnostic toolkit in support of teachers' agency during curriculum reform, potentially supported with a Change Laboratory intervention. The instrument was developed with a Vietnamese school undergoing an educational reform. Using cultural-historical activity theory core concepts, we examined the school's approach to its students, its orientation to overcome systemic contradictions, its engagement with expansive learning processes and transformative agency, and its future prospects. The findings suggest that a full-scale Change Laboratory is not necessary in this context, but a theme-focused intervention for specific concerns of teacher groups could benefit the practitioners.

中文摘要：本研究提出了一个诊断工具包，以支持教师的机构在课程改革，潜在的支持与变革实验室的干预。这种乐器是由一所正在进行教育改革的越南学校开发的。运用文化历史活动理论的核心概念，我们考察了学校对待学生的方式、克服系统性矛盾的方向、学校与扩展性学习过程和转换机构的关系，以及学校的未来前景。研究结果表明，在这种情况下没有必要建立一个全面的变革实验室，但是针对教师团体的具体关切的专题干预可以使实践者受益。

https://doi.org/10.1016/j.tate.2024.104494

《Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study》

《自闭症教学中教师自我效能感与调适意愿的干预研究》

作者：Clare Baek · Stephen J. Aguilar · Mark Warschauer

英文摘要：This study examined teachers' self-efficacy to teach students with autism and willingness to provide accommodations, as well as whether a short online intervention presenting a child's first-person experience with autism can improve these factors. Analysis of data from 180 international teachers in diverse settings indicated a high willingness to provide accommodations but limited confidence in doing so. Institutional support and gender were significant predictors of higher self-efficacy and willingness to provide accommodations. Those with experience of teaching special education exhibited higher self-efficacy than those with limited experience. The short online intervention improved teachers' self-efficacy to teach students with autism.

中文摘要：这项研究调查了教师在教育自闭症学生时的自我效能感和提供住宿条件的意愿，以及是否一个简短的在线干预能够提供孩子第一人称的自闭症经历来改善这些因素。对来自不同环境的180名国际教师的数据进行的分析表明，他们非常愿意提供住宿，但这样做的信心有限。机构支助和性别是自我效能感和提供便利意愿较高的重要预测因素。有特殊教育教学经验者的自我效能感显著高于有特殊教育教学经验者。简短的在线干预提高了教师教育自闭症学生的自我效能感。

https://doi.org/10.1016/j.tate.2024.104488

《“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education》

《“我们是不是跳进了一个鸿沟?”教师教育课堂学习团队注意推理过程中理论输入与实践知识的相互作用研究》

作者：Carien Bakker · K. de Glopper · Siebrich de Vries

英文摘要：Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Three times this process resulted in new understanding of subject-specific pedagogy. Our findings support the assumption that Lesson Study is an appropriate learning task to help student teachers relate theory to practice and develop their subject-specific pedagogical insights.

中文摘要：我们运用社会文化篇章分析，研究职前教师教育课程研习小组在推论学生的专科学习和教学时，如何把理论和实际知识结合起来。我们发现了10个推理序列，其中理论输入有助于学生教师实践知识的外化，反思实践知识与理论输入的关系。这一过程三次导致了对特定学科教学法的新理解。我们的研究结果支持这样的假设，即课堂研究是一个适当的学习任务，以帮助学生教师联系理论和实践，并发展他们的特定学科的教学见解。

https://doi.org/10.1016/j.tate.2023.104468

《Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being》

《教师候选人应对可能威胁学生健康的不同情况的准备程度》

作者：Anne‐Elina Salo · Anu Kajamies

英文摘要：Amid uncertainty, teacher candidates (TCs) face increasingly complex situations when encountering pupils. However, TCs' perceived preparedness to address pupils' well-being threats remains scarcely mapped. We examined this among Finnish classroom TCs (N = 112) through a questionnaire comprising 15 situations. TCs felt least prepared addressing threat- and crisis-related anxiety and addictions, and most prepared observing peer collaboration difficulties and responding to bullying. Distance teaching weakened perceived preparedness, overall. To enhance the realization of children's right to support and TCs' well-being, we call for adopting an ecosystemic approach to well-being and placing emotional–interactional competencies at the core of teacher education.

中文摘要：在不确定性中，教师候选人(TC)遇到学生时面临的情况越来越复杂。然而，教师对处理学生健康威胁的准备程度仍然很少被提及。我们通过一份包含15种情境的问卷调查，对芬兰教师进行了调查(N = 112)。技术人员感到在处理与威胁和危机有关的焦虑和成瘾方面准备不足，大多数人准备观察同伴协作困难和应对欺凌。总体而言，远程教学削弱了人们对准备工作的认知。为了加强实现儿童的支持权和乡村教师的福祉，我们呼吁采取一种生态系统的方法来实现福祉，并将情感互动能力置于教师教育的核心。

https://doi.org/10.1016/j.tate.2024.104470

《Evidence of teacher assessment work and its relationship to their assessment identity》

《教师评价工作的证据及其与评价认同的关系》

作者：Lenore Adie · Claire Maree Wyatt-Smith · Mary Ellen Finch · Christopher DeLuca

英文摘要：This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions. Results reveal three main influences on assessment identity: the policy context; teacher collaborative networks that build shared understandings and promote self-confidence in grading decisions; and inclusion of targeted resources. The findings can be used in the continuous development of assessment practices across pre- and in-service teaching.

中文摘要：本文通过对教师评价工作的实证分析，进一步理解教师评价身份的概念。数据来自十四次教师会议的成绩单，涉及四十名澳大利亚中学教师。利用篇章分析，我们研究教师对其评估实践的谈话，以提炼对集体和个人决策和行动的潜在影响。研究结果显示三个主要影响评估认同的因素: 政策环境、教师合作网络，以建立共同的理解和促进评分决策的自信心，以及目标资源的包容性。这些研究结果可用于持续发展职前及在职教学的评估实践。

https://doi.org/10.1016/j.tate.2024.104518

《Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching》

《研究以学生为中心和以教师为中心的教学方法在自主学习中的作用》

作者：Peter J. Woods · Yasemin Çopur-Genctürk

英文摘要：While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, lesson plans, and video observations from five teachers in elementary schools across the United States who varyingly engaged student-centered and teacher-centered pedagogies. Our analyses revealed that the participating teachers developed a wide breadth of teacher knowledge regardless of their pedagogical approach. However, the teachers who employed student-centered teaching reported more pedagogical content knowledge gains for themselves than the teachers who used direct teaching.

中文摘要：虽然研究表明学生受益于以学生为中心的教学方法，但很少有研究考虑到这种教学方法对教育工作者在教学中学习的好处。为了满足这一需求，我们分析了访谈、课程计划和视频观察，这些访谈来自美国各地的五名小学教师，他们采用了不同的以学生为中心和以教师为中心的教学方法。我们的分析显示，不论教学方法如何，参与的教师都能发展出广泛的教师知识。然而，采用以学生为中心的教学法的教师比采用直接教学法的教师有更多的教学内容知识收益。

https://doi.org/10.1016/j.tate.2023.104415

《Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms》

《我的学生认为我是种族主义者吗？文化差异对教师自我效能感、压力、工作满意度和支持学生的影响》

作者：Sophie I.E. Hölscher · Nadya Gharaei · Maja K. Schachner · Priscilla Krachum Ott · Sören Umlauft

英文摘要：Schools are an important context of intergroup contact between culturally diverse teachers and students, where intergroup anxiety may occur. Using survey data from school teachers in Germany, this study aimed to extend research on intergroup anxiety by investigating the concern about appearing racist as a potential risk factor for teachers' well-being and functioning in culturally diverse classrooms. The findings suggest that teachers who are more concerned about appearing racist also experience more stress and less self-efficacy teaching in culturally diverse classrooms. This can reduce their job satisfaction, and also affect their ability to support their students’ needs in the classroom.

中文摘要：学校是不同文化背景的教师和学生之间进行群体间接触的重要环境，在这种环境中可能出现群体间焦虑。本研究利用德国学校教师的调查数据，旨在通过调查在不同文化背景的课堂中，教师的幸福感和工作能力是否存在种族主义的潜在危险因素，来扩展对群体间焦虑的研究。研究结果表明，在文化多样性的课堂上，那些更担心自己显得种族主义的教师也会经历更多的压力和更少的自我效能感。这会降低他们的工作满意度，也会影响他们在课堂上满足学生需求的能力。

https://doi.org/10.1016/j.tate.2023.104425

《Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands》

《超越线性标准: 在澳大利亚、英国、日本和荷兰，循环模型可以告诉我们关于教师持续专业学习需求的什么》

作者：Rikkert M. van der Lans · Joost Jansen in de Wal · Remmert Daas · Tracy L. Durksen · Noriyuki Inoue · Elaine Wilson · Frank Cornelissen

英文摘要：Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, England, Japan, and the Netherlands were used to assess exemplar psychometric models for each methodological class. The circular-unfolding method was found to identify teachers’ CPL needs best. Outcomes are related to prior research and linked to cultural dispositions and educational policy contexts of the studied countries.

中文摘要：准确识别教师的持续专业学习(CPL)需要对于创造相关的专业发展机会至关重要。然而，如何才能最好地识别教师的 CPL 需求是一个经常没有得到解决的问题。这项研究介绍了不同类型的识别方法: 线性优势，线性展开，圆形展开。从澳大利亚、英国、日本和荷兰的小学教师收集的 TALIS 2018数据被用来评估每个方法学班级的范例心理测量模型。发现循环展开法能够最好地识别教师的 CPL 需求。成果与先前的研究有关，并与所研究国家的文化倾向和教育政策背景有关。

https://doi.org/10.1016/j.tate.2023.104413

《Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses》

《全纳教育中教师行为意向的预测因素及其随时间的变化: 假设的竞争性检验》

作者：Henrike Mentel · Natalie Förster · Boris Forthmann · Elmar Souvignier

英文摘要：Teachers' attitudes, self-efficacy, and subjective norm influence the realization of inclusive education. Recent educational changes in Germany may have affected these variables and their influence on behavioral intentions. Applying the Theory of Planned Behavior, this study examines how teachers' inclusive intentions and their predictors have evolved over eight years. We analyzed two samples of German teachers from 2014 (N = 211) and 2022 (N = 311) and performed a competitive test of hypotheses with different change patterns according to the information-theoretic approach. Results show that teachers' subjective norm increased and that teachers’ self-efficacy predicts their intentions more strongly in 2022.

中文摘要：教师的态度、自我效能感和主观规范影响着全纳教育的实现。德国最近的教育变化可能影响了这些变量及其对行为意图的影响。运用计划行为理论，本研究考察了教师的包容性意向及其预测因素在过去八年中是如何演变的。我们分析了2014年(N = 211)和2022年(N = 311)的两个德语教师样本，并根据信息论方法对具有不同变化模式的假设进行了竞争性测试。研究结果表明，2022年教师的主观常模增加，教师自我效能感对其意图的预测力增强。

https://doi.org/10.1016/j.tate.2024.104509

《Global citizenship education in a politically polarised country: Thai teachers’ perspectives》

《政治两极化国家的全球公民意识教育: 泰国教师的观点》

作者：Peson Chobphon

英文摘要：This study tracks how 12 Thai public secondary school teachers who participated in training on global citizenship education (GCED) cultivate students' global citizenship qualities and the challenges they face. Data were collected through semi-structured interviews. The findings identified participants' views of the training they received, their perspectives on the definition of a global citizen, and the ways they promote their students’ global citizenship. The factors that hinder their practices were also determined. This research sheds light on GCED practice in Thai public schools, contributing to knowledge in the GCED field and helping define ways to disseminate GCED into practice.

中文摘要：这项研究追踪了12名泰国公立中学教师如何参与全球公民意识教育培训，以培养学生的全球公民意识素质和他们所面临的挑战。数据通过半结构化访谈收集。调查结果确定了参与者对所接受培训的看法、他们对全球公民定义的看法，以及他们如何提升学生的全球公民意识。阻碍他们实践的因素也被确定。这项研究揭示了泰国公立学校普通教育水平测试的实践，有助于了解普通教育水平测试领域的知识，并帮助确定将普通教育水平测试传播到实践中的方法。

https://doi.org/10.1016/j.tate.2023.104428

《Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the COVID-19 pandemic》

《在2019冠状病毒疾病大流行期间，教师的集体效能、对日后关闭学校的预期准备程度，以及与工作有关的压力》

作者：Lauri Heikonen · Raisa Ahtiainen · Risto Hotulainen · Sanna Oinas · Arja Rimpelä · Satu Koivuhovi

英文摘要：Based on survey data collected from 2159 teachers, multilevel structural equation modelling was applied to explore associations between collective teacher efficacy, teachers' perceptions about the school's preparedness to confront school closure in the future and work-related stress in the teacher community during the COVID-19 pandemic. Higher levels of collective teacher efficacy in a school were associated with the teacher community perceiving school as better prepared for future challenges. Collective teacher efficacy was also related to lower levels of work-related stress in the teacher community.

中文摘要：根据从2159名教师收集的调查数据，采用多层次结构方程模型，探讨教师的整体效能、教师对学校未来面对停课的准备程度的看法，以及2019冠状病毒疾病大流行期间教师群体的工作压力之间的关系。学校教师的集体效能水平较高，与教师群体认为学校能更好地应对未来的挑战有关。教师集体效能感也与教师群体中较低水平的工作压力有关。

https://doi.org/10.1016/j.tate.2023.104399

《Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos》

《在职前教师中采用新技术。互动增强视频案例》

作者：Nicola Brocca

英文摘要：The use of educational videos, an increasingly common practice among students, represents a monodirectional communication that clashes with communicative approaches to foreign language teaching. In this study, impulse videos (iVs), videos designed to encourage learner interaction, were introduced to pre-service teachers (PSTs) (N = 44) who were asked to design a lesson using iVs in line with the communicative approach. The PSTs completed a questionnaire to evaluate this learning experience. The results, obtained through qualitative content analysis and descriptive statistics, show that the PSTs, far from being technology averse, were reluctant to adopt a communicative approach that reinterprets the use of videos.

中文摘要：教育录像的使用在学生中越来越普遍，它代表了一种单向交流，与外语教学的交际方法相冲突。在这项研究中，为鼓励学习者互动而设计的冲动视频(iVs)被介绍给职前教师(PST)(N = 44) ，他们被要求使用与交际方法一致的 iVs 来设计课程。专业技术人员完成了一份调查问卷，以评估这种学习经验。通过定性内容分析和描述统计学分析得出的结果显示，公共科技服务提供商非但不反对技术，反而不愿意采用重新解释视频使用的交流方式。

https://doi.org/10.1016/j.tate.2023.104427

《Personalized learning: The simple, the complicated, the complex and the chaotic》

《个性化学习: 简单的，复杂的，复杂的，混乱的》

作者：Maya Gunawardena · Penny A. Bishop · Kithmini Aviruppola

英文摘要：Personalized learning is touted to provide opportunities for learners to achieve their full potential while developing a love of learning. However, questions regarding the practicality of implementing it remain. This qualitative case study inquired into the perspectives of Australian secondary school teachers who reported interest in implementing personalized learning. Using complexity theory, the researchers examined participants' perspectives and used NVivo to code data according to the classifications of simple, complicated, complex, and chaotic. Findings included teachers’ enthusiasm and wariness. This study suggests that complexity theory helps navigating the issues to help teachers to evolve and sustain in managing the complexity.

中文摘要：个性化学习被吹捧为学习者提供机会，在发展学习爱好的同时充分发挥他们的潜能。然而，关于实施它的可行性的问题仍然存在。这项定性案例研究调查了澳大利亚中学教师对实施个性化学习的兴趣。使用复杂性理论，研究人员检查了参与者的视角，并使用 NVivo 根据简单、复杂、复杂和混沌的分类编码数据。调查结果包括教师的积极性及警觉性。本研究认为，复杂性理论有助于教师在管理复杂性过程中引导问题的发展和持续。

https://doi.org/10.1016/j.tate.2023.104429

《How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?》

《在苏格兰、芬兰和瑞典的学校中，教师如何运用关系代理来支持社会网络中的移民学生？》

作者：Nataša Pantić · Marc Sarazin · Thibault Coppe · Didem Oral · Eveliina Manninen · Kaisa Silvennoinen · Anna Lund · Hökkä Päivi · Katja Vähäsantanen · Shupin Li

英文摘要：This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to mobilise resources and tacit knowledge within their school communities. The findings point to the critical role of professional collaboration and suggest that social networks shape how teachers work with specialists to support migrant students.

中文摘要：本研究探讨教师如何运用关系代理-与其他行为者在其社会网络中灵活工作，以支持农民工学生。来自苏格兰、芬兰和瑞典的7所学校的教师和其他工作人员参加了社交网络调查(n = 1116) ，在线日志(n = 275)和访谈(n = 82)。一个混合方法的社会网络分析显示了网络如何促进关系代理，因为教师在他们的学校社区内接触到其他人来调动资源和隐性知识。研究结果指出了专业合作的关键作用，并建议社会网络塑造教师如何与专家合作，以支持移民学生。

https://doi.org/10.1016/j.tate.2023.104442

《Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement》

《职业教师学习迁移的影响因素: 基于工作安置的定量研究》

作者：Na Zhou · Dineke Tigelaar · Jiping Wang · Wilfried Admiraal

英文摘要：Work placement is an important way for vocational teachers to update their vocational knowledge and skills. In this study, we aimed to explore the factors predicting vocational teachers' transfer of learning from work placement to their school. Participants were 345 Chinese secondary vocational teachers. Path analysis results showed that work placement period, personal capacity, content relevance, peer support, and opportunity to use were positive predictors of transfer generalisation. Besides, transfer generalisation and perceived effects positively predicted teachers’ intentions to maintain what they transferred. No moderating effects of transfer period and perceived effects were found. Limitations and implications are discussed.

中文摘要：工作安置是高职教师更新职业知识和技能的重要途径。本研究旨在探讨影响职业教师从实习到学校学习转移的因素。参加者为345名中等职业教师。路径分析结果表明，工作安置时间、个人能力、内容相关性、同伴支持、使用机会是迁移泛化的正向预测因子。此外，迁移概括和感知效应对教师维持迁移的意图有正向预测作用。没有发现转移期和感知效应的调节作用。讨论了局限性和含义。

https://doi.org/10.1016/j.tate.2023.104467

《Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs: Initiatives and evidence of impact》

《吸引地区和农村地区的教师候选人参加初级教师教育(ITE)项目: 倡议和影响的证据》

作者：Melissa Barnes · Steve Murphy · Urmee Chakma · Bingqing Li · Farrukh Amina · Bernadette Walker-Gibbs

英文摘要：To address teacher shortages in regional and rural areas, a number of initiatives have been implemented to attract teacher candidates, particularly from regional and rural areas, to teach in these areas. This systematic literature review aims to identify such initiatives reported between 2000 and 2022 and the evidence of their impact. Of the 15 articles identified, this review revealed that federally and state-funded alternative pathways, as well as university–school partnerships, have initiated promising teaching pathways for teacher candidates from regional and rural areas. Despite this, however, there is limited systematic evidence of the impact of these initiatives.

中文摘要：为了解决区域和农村地区教师短缺的问题，实施了一些举措，以吸引教师候选人，特别是来自区域和农村地区的教师，在这些地区任教。本系统文献回顾旨在确定2000年至2022年期间报告的此类举措及其影响的证据。在确定的15篇文章中，本次审查显示，联邦和州资助的替代途径，以及大学与学校的伙伴关系，为来自地区和农村地区的教师候选人提供了有希望的教学途径。然而，尽管如此，有关这些举措影响的系统性证据仍然有限。

https://doi.org/10.1016/j.tate.2023.104458

《Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation》

《教师专业关系亲密度及其在学习知觉中的作用》

作者：Jesús Ribosa · Ingrid Noguera · Meritxell Monguillot · David Durán

英文摘要：Extant literature on reciprocal peer observation has reported teachers’ perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in this study. First, it provides pretest-posttest evidence of increased closeness of professional relationship, as well as exploratory teacher interpretations via group interviews. Educational stage might affect this increase. Second, it shows that, rather than initial closeness as a prerequisite, it is final closeness which significantly affects teacher learning perception. Statistical analyses also show the relevance of school time arrangement.

中文摘要：现有的关于互相观察的文献报道了教师对人际关系的积极影响的看法。然而，前后测证据缺失(第一个目标) ，其在教师学习中的作用尚未得到检验(第二个目标)。本研究共有364名教师参与。首先，它提供了前测-后测的证据增加亲密的专业关系，以及探索性的教师解释通过小组访谈。教育阶段可能会影响这种增长。第二，研究表明，最终的亲密度对教师的学习感知有显著的影响，而非最初的亲密度作为先决条件。统计分析亦显示学校时间安排的相关性。

https://doi.org/10.1016/j.tate.2024.104469

《The impact of observable and perceived features of instruction on student achievement》

《教学的可观察特征和可感知特征对学生成绩的影响》

作者：Michael Tengberg · Gustaf Bernhard Uno Skar · Alan Huebner

英文摘要：This study explored to what extent observable and perceived features of language arts instruction could explain variance in student reading achievement in lower secondary school. Data from classroom observations (using PLATO) and student surveys (using Tripod) were collected to examine the relationships between dimensions of teaching and student achievement gains (N=601). A combination of instructional features that provide coherence and consolidation of new knowledge were found to be positive predictors of reading achievement. The majority of features examined, however, did not significantly explain variance in achievement. We discuss the findings with respect to expected theoretical assumptions and potential measurement limitations.

中文摘要：本研究旨在探讨语言艺术教学的可观察性和感知性特征在多大程度上可以解释初中学生阅读成绩的差异。从课堂观察(使用 PLATO)和学生调查(使用 Tripod)收集数据，以检验教学维度和学生成就收益(N = 601)之间的关系。结果发现，提供连贯性和巩固新知识的教学特征组合对阅读成绩有积极的预测作用。然而，被检查的大多数特征并不能显著解释成绩的差异。我们讨论了关于预期的理论假设和潜在的测量限制的发现。

https://doi.org/10.1016/j.tate.2023.104457

《Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study》

《芬兰高中生对第二语言学习中反馈素养的认知——一个定性个案研究》

作者：Toni Mäkipää

英文摘要：The case study explores students’ perceptions of feedback literacy in second language learning in Finnish upper secondary education. Eleven Finnish students studying Swedish as a second language were interviewed. Deductive content analysis showed that students appreciated teacher feedback and that they were able to maintain emotional equilibrium during feedback processes. However, peer and self-assessments were seldom used, and students were not made aware of feedback strategies. The perceptions of high-achieving students were more positive than those of lower-achieving students regarding certain aspects of feedback literacy. More attention to feedback literacy in second language learning is required.

中文摘要：案例研究探讨了芬兰高中学生在第二语言学习中对反馈素养的感知。十一名学习瑞典语作为第二语言的芬兰学生接受了采访。演绎内容分析表明，学生欣赏教师的反馈，并能够在反馈过程中保持情绪平衡。然而，同伴评估和自我评估很少被使用，学生没有意识到反馈策略。在反馈素养的某些方面，成绩好的学生比成绩差的学生的看法更积极。在第二语言学习中，需要更多地关注反馈素养。

https://doi.org/10.1016/j.tate.2024.104554

《Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program》

《乘着科学、技术、工程、数学教育蓬勃发展的浪潮: 通过 K-12培训项目提高教学效能》

作者：Teresa Pozo-Rico · Ricardo Scott · Magdalena Bąk · Juan Luís Castejón Costa · Raquel Gilar Corbí

英文摘要：The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant improvements in students' academic performance and in all teacher variables in the experimental group. Targeting interventions towards K-12 educators has immense potential to profoundly influence students' academic growth by increasing their interest and competence in STEM disciplines.

中文摘要：本研究旨在分析 K-12教师培训计划在提高教师的工作成功感、工作满意度、工作意义和效能感以及学生学习成绩方面的有效性。研究对象包括147名中小学教师和3544名学生。采用“准实验”前后测方法，对照组设计。结果显示，实验组学生的学业成绩和所有教师变量均有显著改善。通过提高学生对 STEM 学科的兴趣和能力，针对 K-12教育者的干预具有深刻影响学生学业成长的巨大潜力。

https://doi.org/10.1016/j.tate.2024.104564

《Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices》

《新西兰土著学习者的文化可持续性评估: 从政策、研究和教育者的声音中得出的结论》

作者：Brigit Giovanna Kerr · Robin Averill

英文摘要：Understanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Māori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Māori perspectives and culturally sustaining pedagogy. Characteristics found essential for culturally sustaining assessment design and practice include attending to wellbeing; embracing learner aspirations; teacher self-awareness and positioning; conducive learning spaces; and purposeful dialogic practices. Implications of study findings include that policy, cultural understanding, and professional learning are needed for assessment that maximises the potential and wellbeing of Indigenous learners.

中文摘要：了解什么是文化上可持续的评估对公平的学校教育制度至关重要。采用政策、文献和半结构化访谈的方法，探讨了本土理论学习者的评估设计和实践，以及在文化上的可持续性。在文化建议的支持下，分析从 Māori 的角度和文化持续教学法进行。对文化持续性评估设计和实践至关重要的特征包括: 关注幸福感; 接受学习者的愿望; 教师的自我意识和定位; 有利的学习空间; 以及有目的的对话实践。研究结果的含义包括，评估需要政策、文化理解和专业学习，以最大限度地发挥土著学习者的潜力和福祉。

https://doi.org/10.1016/j.tate.2024.104567

《Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes》

《编织力量故事: 在道德上将土著内容纳入教师教育和专业发展方案》

作者：Tasha Riley · Troy Meston · Cecilia Cutler · Samantha Low‐Choy · Brittany A. McCormack · Eun-Ji Amy Kim · Sonal Nakar · Daniela Vasco

英文摘要：Teachers have professional obligations to incorporate Indigenous perspectives in their teaching but face challenges due to Western-centric priorities in schools, denying students the benefits gained from Indigenous knowledge. A study conducted with 16 Indigenous educators from Australia, New Zealand, Canada, and the United States offers unique insights into negotiating this problem. The Weaving Stories of Strength project synthesises Indigenous and Western qualitative research methods to reveal practical solutions to enhance teachers' confidence in incorporating Indigenous knowledge into classrooms. Our findings emphasise the importance of listening to Indigenous voices to ensure schools promote intercultural understanding and adequately serve all learners’ needs.

中文摘要：教师有将土著观点纳入教学的专业义务，但由于学校以西方为中心的优先事项，使学生无法从土著知识中获益，因此面临挑战。一项由来自澳大利亚、新西兰、加拿大和美国的16名土著教育工作者参与的研究为谈判这个问题提供了独特的见解。“编织力量的故事”项目综合了本土和西方的质性研究方法，提出切实可行的解决方案，以增强教师将本土知识融入课堂的信心。我们的研究结果强调了倾听土著人声音的重要性，以确保学校促进跨文化理解，并充分满足所有学生的需要。

https://doi.org/10.1016/j.tate.2024.104513

《Understanding practice architectures in food systems education: A case study》

《理解食品系统教育中的实践架构: 一个案例研究》

作者：Kerry Renwick · Lisa Jordan Powell · Gabrielle Edwards

英文摘要：Practice architectures provide a framework for understanding how educators transform theory into action. In a case study based in British Columbia, Canada, participant K-12 educators identified motivations for engaging in food systems education and how these influenced both the content and approaches used in their classrooms. Our study indicates a growing concern among educators for students to understand how food is implicated in a sustainable future and how it connects with an array of environmental, economic, and social issues. Findings from our case study suggest that teachers engage with practice architectures based on specific intentions that shape food systems education.

中文摘要：实践架构为理解教育者如何将理论转化为行动提供了一个框架。在加拿大不列颠哥伦比亚省的一个案例研究中，参与者 K-12教育者确定了参与食品系统教育的动机，以及这些动机如何影响课堂上使用的内容和方法。我们的研究表明，教育工作者越来越关注学生如何理解食品与可持续未来的关系，以及食品如何与一系列环境、经济和社会问题相联系。我们的案例研究结果表明，教师参与实践架构的具体意图，塑造食品系统的教育。

https://doi.org/10.1016/j.tate.2024.104531

《There are many communities here: Teaching in complex rural geographies》

《这里有许多社区: 在复杂的乡村地理环境中教学》

作者：Michael Corbett · Daniel A. d’Entremont

英文摘要：Contemporary theory focusses on globalization and standardization of educational governance and assessment as well as diverse identities and distinct yet connected rural, urban and suburban geographies. Dynamic sociopolitical change has rendered the rural-urban distinction increasingly complicated. The global phenomenon of rural school consolidation creates new educational geographies and puts new pressure on teachers in increasing large and diverse rural schools. We present an analysis of how 19 Atlantic Canadian educators in four rural, regional high schools respond to place, rurality, diversity, identity, and competing visions of inclusion.

中文摘要：当代理论关注教育治理和评估的全球化和标准化，以及不同的身份和不同但相互联系的乡村、城市和郊区地理。动态的社会政治变化使得城乡差别变得越来越复杂。农村学校合并的全球现象创造了新的教育地理环境，并给增加大型多样化农村学校的教师带来了新的压力。我们提出了一个分析如何19大西洋加拿大教育工作者在四个农村，地区高中反应的地方，乡村，多样性，身份，和竞争的愿景包容。

https://doi.org/10.1016/j.tate.2024.104544

《Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs》

《从封面判断一本书? 调查职前教师对有特殊教育需要的学生的刻板印象》

作者：Charlotte S. Schell · Charlotte Dignath · Hannah Kleen · Nathalie John · Mareike Kunter

英文摘要：Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses.

中文摘要：对有特殊教育需要的学生的定型观念在社会上以及在职教师和职前教师中普遍存在。然而，对于职前教师与自闭症学生、唐氏综合症学生和诵读困难学生之间的特定定型观念知之甚少。我们在两项研究中探讨了这些问题。研究1(N = 13)采用定性访谈的方式来确定潜在的刻板印象内容。研究2(N = 213)使用这些发现创建了一个问卷来量化这些刻板印象。我们发现三组学生都有明显的刻板印象。为了成功融入，教师必须认识到每个学生的独特性，包括那些有不同诊断的学生。

https://doi.org/10.1016/j.tate.2024.104526

《In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum》

《在瑞典职前教师教育方案中追求社会情感学习: 预期课程的定性研究》

作者：Blanka Rósa

英文摘要：This study aimed to investigate the intended curriculum of a K-3 pre-service teacher education programme at a large university in Sweden and its focus on social emotional learning. Regulatory documents and semi-structured interviews with course leaders were examined through abductive content analysis. An implicit focus on pre-service teachers' social learning was identified. Further research is needed to examine a) how successful social learning can be without an explicit focus on the development of emotional skills; and b) what pre-service teachers' own social emotional learning means when it comes to their readiness and ability to support pupils’ social emotional development.

中文摘要：本研究旨在探讨瑞典一所大型大学 K-3职前教师教育计画的预定课程及其对社会情绪学习的关注。通过溯因内容分析，对规范性文件和与课程负责人的半结构化访谈进行了审查。研究发现，职前教师的社会学习存在内隐焦点。需要进一步的研究来检验: a)在没有明确关注情绪技能发展的情况下，社交学习如何能够取得成功; b)在职前教师自己的社交情绪学习对支持学生社交情绪发展的准备和能力意味着什么。

https://doi.org/10.1016/j.tate.2024.104527

《Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter?》

《未来教师在教授实践性和算法性 ICT 能力时的自我效能感——背景重要吗？》

作者：Milla Kruskopf · Rekar Abdulhamed · Mette Ranta · Heidi Lammassaari · Kirsti Lonka

英文摘要：Future teachers need to be confidently equipped to teach 21st century ICT skills. We investigated teaching self-efficacy (TSE) in ICT competencies among teacher students. We confirmed distinct ICT competencies among two cohorts from teacher training programs (n = 347; n = 428): practical (i.e., device and data management), and algorithmic (i.e., programming, and data security). Regression analyses indicated TSE-biases regarding younger age, male gender, and a background in natural sciences, with significant interactions between age, gender, and having learned such ICT-skills already in school. The findings point to a need for tailored strategies in teacher education to mitigate TSE disparities.

中文摘要：未来的教师需要有信心教授21世纪的 ICT 技能。我们调查了教师学生在 ICT 能力方面的教学自我效能感(TSE)。我们确认了来自教师培训计划(n = 347; n = 428)的两个队列中不同的 ICT 能力: 实用(即设备和数据管理)和算法(即编程和数据安全)。回归分析表明，TSE 偏向于年轻化、男性化和自然科学背景，年龄、性别之间存在显著的相互作用，并且已经在学校学习了这种 ICT 技能。研究结果表明，教师教育需要有针对性的策略，以缩小教师教育成绩的差距。

https://doi.org/10.1016/j.tate.2024.104574

《Could you love your job again? Organisational factors to recover teacher enchantment》

《你会再次热爱你的工作吗? 组织因素恢复教师魅力》

作者：Inocencia María Martínez León · Isabel Olmedo Cifuentes · José Soria-García

英文摘要：This paper addresses enchantment among teachers, differentiating similar concepts and exploring the organisational conditions and critical aspects of teacher enchantment in an attempt to help schools manage them. The results, derived from a Delphi method, show that training, school facilities, school organisation and the changes and challenges stemming from COVID-19 are important factors in re-enchanting teachers in Spanish secondary and vocational training schools. Management teams, educational authorities and teacher educators can improve teacher enchantment by leveraging these factors. Some recommendations are proposed to re-enchant teachers, such as promoting training (mainly in leadership), investment, professional collaboration and cultural values.

中文摘要：本文旨在探讨教师的魅力，区分类似的概念，并探讨教师魅力的组织条件和关键方面，以协助学校管理教师魅力。研究结果显示，培训、学校设施、学校组织及2019冠状病毒疾病的改变和挑战，是西班牙中学及职业培训重新吸引教师的重要因素。管理团队、教育当局和教师教育工作者可以利用这些因素来提高教师的魅力。提出了一些重塑教师魅力的建议，如促进培训(主要是领导力)、投资、专业协作和文化价值观。

https://doi.org/10.1016/j.tate.2024.104580

《The role of research experiences in developing pre-service teachers’ epistemic beliefs》

《研究经验在职前教师认知信念发展中的作用》

作者：Liam Guilfoyle · Orla McCormack · Sibel Erduran

英文摘要：Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) contribute to epistemological development. These research experiences provided opportunities for ad-hoc epistemological development, even in the absence of intentional efforts. Epistemic beliefs sometimes appeared to be supplanted, counterproductively, from science to education. The implications for teacher education and research are discussed.

中文摘要：对理论-实践差距的持续关注和对“循证”教学职业的渴望促使人们研究教师的认知信念如何影响他们对教育研究的接受或拒绝。本研究分析了6位职前教师的纵向访谈资料，探讨了职前教师教育阶段在科学或教育领域进行研究的经验对认识论发展的影响。这些研究经验为临时性的认识论发展提供了机会，即使没有刻意的努力。从科学到教育，认知信念有时似乎被取代，但效果适得其反。对教师教育和研究的意义进行了讨论。

https://doi.org/10.1016/j.tate.2024.104599

《When outdoor school is experienced as a forced break from the power of habit》

《当户外学校体验到一种被迫打破习惯的力量》

作者：Katrine Bertelsen · Tine Hedegaard Bruun · Julie Dalgaard Guldager

英文摘要：During periods of COVID-19 Danish schools were forced to conduct the teaching outdoor. This study explored Danish primary school teachers' and social educators’ experiences with outdoor teaching and outdoor activities during this forced period of outdoor school. Drawing on the thematic analysis of seven group interviews (n = 18) from randomly selected schools, three themes of “outdoor teaching and outdoor activities – in a new disguise”, “another classroom, and “requirements, desire, and everyday things” emerged from the analysis. These forced experiences with outdoor education gave new perspectives on teaching and new opportunities for learning.

中文摘要：在2019冠状病毒疾病时期，丹麦学校被迫在户外教学。本研究探讨丹麦小学教师及社会教育工作者在户外教学及户外活动的经验。通过对随机抽取的7所学校的7组访谈(n = 18)进行主题分析，分析中出现了“户外教学和户外活动——新的伪装”、“另一个教室”和“要求、欲望和日常事物”这三个主题。这些户外教育的强制性经验为教学提供了新的视角和新的学习机会。

https://doi.org/10.1016/j.tate.2024.104594

《Eye-tracking research on teachers’ professional vision: A scoping review》

《教师专业视觉的眼动研究: 范围回顾》

作者：J Witt · Jörg Schorer · Florian Loffing · Ingo Roden

英文摘要：This scoping review examines N = 16 peer-reviewed quantitative and mixed-method eye-tracking studies on pre- and in-service teachers' noticing and reasoning in classroom contexts published 2014 to 2022. Eye-tracking results suggest in-service teachers’ noticing is characterised by more frequent, shorter fixations on relevant areas-of-interest in watching video-stimuli or during teaching, whereas pre-service teachers show less frequent, more dispersed, irrelevant fixations potentially leading to a lack of reasoning. Results, however, are inconclusive between all reviewed studies. The findings indicate the benefits of quantitative attention measures for future professional vision research especially in mixed-method designs, which are still only rarely applied.

中文摘要：本文对2014年至2022年发表的16份同行评议的关于职前和在职教师在课堂环境中的注意和推理的定量和混合方法的眼动跟踪研究进行了范围审查。眼动追踪结果显示，在职教师在观看电视刺激或教学过程中，对相关兴趣领域的注意力较频繁、较短，而职前教师的注意力较不频繁、较分散、较不相关，可能导致缺乏推理。然而，在所有审查的研究中，结果是不确定的。研究结果表明，定量注意测量对未来的专业视觉研究，特别是混合方法设计的好处，仍然很少应用。

https://doi.org/10.1016/j.tate.2024.104568

《Pre-service teachers’ relationship skills and beliefs about social-emotional learning》

《职前教师社会情感学习的关系技能与信念》

作者：Kirsty M. Choquette · Cassandra Pirraglia · Clarissa Wei Shuen Cheong · Christina M. Rinaldi

英文摘要：We examined (a) links between pre-service teachers’ relationship skills and beliefs about their future comfort with and commitment to social-emotional learning (SEL), and (b) whether skills and beliefs vary across years of training or gender. A battery of self-report questionnaires was completed by 197 pre-service teachers to examine these variables. Correlation and multiple regression analyses revealed comfort beliefs were related to initiation and emotional support skills. Commitment beliefs were not related to any skill. MANOVAs revealed that women reported higher commitment beliefs than men. Findings can inform teacher education programs providing interventions or curricula targeting relationship skills and SEL beliefs.

中文摘要：我们研究了(a)职前教师的人际关系技能与他们对未来的舒适度和对社会情绪学习(SEL)的承诺的信念之间的联系，以及(b)技能和信念是否因多年的培训或性别而异。197名职前教师完成了一系列自我报告问卷，以检验这些变量。相关分析和多元回归分析显示，安慰信念与启动和情绪支持技能有关。承诺信念与任何技能无关。MANOVA 显示，女性的承诺信念高于男性。调查结果可以告知教师教育方案，提供针对人际关系技能和 SEL 信念的干预措施或课程。

https://doi.org/10.1016/j.tate.2024.104578

《Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers》

《调节个人因素对教师自我照顾和正念干预有效性的影响》

作者：Inga Wagner · Teresa Noichl · Malte Cramer · Gabriele E. Dlugosch · Ingmar Hosenfeld

英文摘要：The current study investigated whether teachers' years of working experience and their initial level of mindfulness, self-care, stress, and emotional exhaustion moderated the effects of a self-care- and mindfulness-based seminar on their stress and emotional exhaustion using a repeated measures design. The analyses of the data from 122 primary, secondary, vocational, and special school teachers (83% female) revealed comparably larger positive effects for teachers with lower initial self-care and mindfulness and higher initial stress and exhaustion levels. However, positive effects were detected across all groups of teachers, indicating mindfulness and self-care to be resources for promoting teachers’ mental health.

中文摘要：目前的研究调查了教师多年的工作经验以及他们最初的正念、自我照顾、压力和情绪衰竭水平是否通过重复测量设计来调节基于自我照顾和正念的研讨会对他们的压力和情绪衰竭的影响。对122名小学、中学、职业学校和特殊学校教师(83% 为女性)的数据分析显示，初始自我照顾和正念程度较低、初始压力和精疲力竭程度较高的教师的积极效应相对较大。结果显示，正念与自我照顾是促进教师心理健康的重要资源。

https://doi.org/10.1016/j.tate.2024.104576

《Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development》

《促进者的特定话语策略构建促进教师专业发展中合作与对话的社会情感动态》

作者：Javier Onrubia · Marta Minguela · Begoña Roca

英文摘要：Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio-emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strategies that an expert facilitator used to promote socio-emotional dynamics during a one-year PD process. We identified nine facilitator's specific discourse strategies intended to promote mutual trust and egalitarian inclusion among the participants. We also found that the facilitator's use of these strategies varied in different moments of the PD process.

中文摘要：教师之间的合作和对话导向是有效的专业发展的关键特征。为了使这种取向出现，需要建立安全的社会情感动态。采用描述性数据分析观察性研究，研究专家在一年的个人发展过程中，如何运用具体的话语策略来促进社会情绪动态的发展。我们确定了九个主持人的具体话语策略，旨在促进相互信任和平等包容的参与者。我们还发现，在 PD 过程的不同时刻，促进者对这些策略的使用也有所不同。

https://doi.org/10.1016/j.tate.2024.104581

《Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education》

《通过社会戏剧剧本创作的倡导: 在线语言教师教育中多语言的图形世界》

作者：Amber N. Warren · Fares J. Karam

英文摘要：Advocacy is increasingly acknowledged as a critical component of language teachers’ work. Yet, how we prepare teachers for such work, particularly in online language teacher education, is underexamined. This article contributes to investigations into the dialogic nature of teacher advocacy by exploring student-created fictional scripts and discussion of 49 teacher candidates over two semesters. Findings illustrate how participants tried out arguments for multilingualism and presented emergent counterarguments to monoglossic language ideologies, shared insights they learned from one another, yet still missed other opportunities for advocacy– with implications for supporting the development of language teacher advocacy.

中文摘要：宣传越来越被认为是语言教师工作的重要组成部分。然而，我们如何为教师准备这样的工作，特别是在网络语言教师教育，是不充分的审查。本文通过对49名教师候选人的两个学期的讨论，探讨了教师倡导的对话性。研究结果说明了参与者如何尝试多语言的论点，并提出新的反对意识形态的单一语言的语言，分享他们从彼此学到的见解，但仍然错过了其他的宣传机会-与支持发展的语言教师宣传的影响。

https://doi.org/10.1016/j.tate.2024.104587

《How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China》

《教师身份究竟是如何在学习旅行中发展的? ——一个来自我国的扎实的理论研究》

作者：Yuanyan Wei · Li Yan · Yanru Yang

英文摘要：This study aimed to explore the identity development of Chinese teachers in study travel activities. The grounded theory method was used for qualitative research, and 51 primary school teachers were selected to conduct semi–structured interviews and focus group interviews through theoretical sampling methods. The research results demonstrated that most teachers were in a pseudo-developmental state, and the core feature causing this phenomenon was the mismatch between teachers’ value recognition of study travel activities and their actual engagement. This study had relevant conclusions and application significance for understanding and promoting teachers’ identity development in different situations.

中文摘要：本研究旨在探讨语文教师在学习旅游活动中的身份发展。本研究以踏实理论为质性研究，选取51名小学教师进行半结构式访谈及焦点小组访谈。研究结果表明，大多数教师处于伪发展状态，导致这一现象的核心特征是教师对学习旅游活动的价值认知与实际参与不匹配。本研究对于理解和促进不同情境下的教师身份发展具有相关结论和应用意义。

https://doi.org/10.1016/j.tate.2024.104605

《Using longitudinal models to describe preservice science teachers’ development of content knowledge and pedagogical content knowledge》

《采用纵向模型描述职前科学教师内容知识和教学内容知识的发展》

作者：Daniela Mahler · Denise Bock · Stefan K. Schauber · Ute Harms

英文摘要：Cross-sectional studies have revealed the importance of university teacher education for science teachers' professional knowledge. However, a detailed understanding of the development of this knowledge is lacking. Our analysis addresses this gap by applying longitudinal models to elucidate how preservice science teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) evolve. Our results revealed a nonlinear growth for CK and PCK. We found that both interact during their development and that this interaction changes over the course of teacher education. Also, individual (grade point average) and institutional (teacher education program, second science subject) factors are related to their development.

中文摘要：横断面研究揭示了大学教师教育对科学教师专业知识的重要性。然而，对这种知识的发展缺乏详细的了解。本研究采用纵向模型分析职前科学教师的内容知识(CK)与教学内容知识(PCK)的演变。我们的结果揭示了 CK 和 PCK 的非线性增长。我们发现两者在发展过程中相互作用，并且这种作用在教师教育过程中发生了变化。此外，个人(平均成绩)和机构(教师教育计划，第二科学)因素与他们的发展有关。

https://doi.org/10.1016/j.tate.2024.104583

《Understanding teachers' perceptions of geomedia: Concerns about students’ critical literacy》

《了解教师对几何媒体的看法: 关注学生的批判素养》

作者：Anne Pellikka · Tua Nylén · Virpi Hirvensalo · Laura Hynynen · Sonja Lutovac · Petteri Muukkonen

英文摘要：This study examines Finnish geography teachers' (n = 16) perceptions of the significance of geomedia and geomedia teaching. Thematic analysis was applied. The findings reveal teachers' concerns about students' cursory critical geomedia literacy as well as the potential of geomedia to enhance students' management of information overflow. Teachers' perceptions of digital geomedia teaching were diverse. The significance teachers associated with geomedia was not aligned with their perceptions of digital geomedia teaching. This study suggests that diversity and incoherence regarding teachers’ perceptions of geomedia should be addressed in teaching and teacher education research internationally.

中文摘要：本研究调查了芬兰地理教师(n = 16)对地理媒体和地理媒体教学重要性的认知。采用主题分析法。研究结果显示教师关注学生的草率批判性地理媒介素养，以及地理媒介对加强学生管理资讯溢出的潜力。教师对数位几何媒体教学的认知有所不同。教师对数字化地理媒体教学的认知与其对地理媒体教学的重视程度不一致。本研究认为，在国际教学与教师教育研究中，教师对几何媒体的认知存在多样性和不一致性。

https://doi.org/10.1016/j.tate.2024.104607

《ICT integration by teachers: A basic model of ICT use, pedagogical beliefs, and personal and contextual factors》

《教师的信息和通信技术整合: 信息和通信技术使用、教学信念、个人因素和情境因素的基本模型》

作者：Gonzalo Almerich Cerveró · Pablo-Antonio Gargallo-Jaquotot · Jesús M. Suárez-Rodríguez

英文摘要：The aim of this study is to determine the influence of pedagogical beliefs on non university teachers’ technological resources use because both constructs contribute to ICT integration. A quantitative correlational study was conducted with a sample of 1002 Primary and Secondary Education teachers. The results show that the designed model relates the constructivist conception, and not the traditional one, to technological resources use with students in the classroom. Likewise, personal-professional use is a predictor of such use. Therefore, teachers plan technological resources use for teaching from a constructivist conception and then integrate them into the classroom.

中文摘要：本研究旨在探讨教学信念对非大学教师科技资源使用的影响，因为两者都有助于信息通信技术的整合。本研究以1002名中小学教师为样本，进行量化相关研究。结果表明，所设计的模型将建构主义的概念而非传统的概念与学生在课堂上使用技术资源联系起来。同样，个人-专业使用是这种使用的预测因素。因此，教师从建构主义的观点出发，规划教学中技术资源的使用，并将其融入课堂。

https://doi.org/10.1016/j.tate.2024.104617

《Unlocking in-depth forum discussion and perceived effectiveness: Teaching and social presence categories in online teacher communities》

《开启深度论坛讨论和感知有效性: 在线教师社区中的教学和社会存在类别》

作者：Katerina Kourkouli

英文摘要：Online teacher communities constitute pivotal professional development contexts. Yet, there is no conclusive evidence on how best to conduct in-depth forum discussion for meaningful learning outcomes. This study combines qualitative comparative analysis of communities' forum transcripts to specify the teaching and social presence categories that promote in-depth forum discussion with teachers’ questionnaires for perceived effectiveness. Findings identify a successful online coordination and participation framework: teaching presence characterized by strong direct instruction combined with social presence exhibiting high levels of affective and cohesive discourse. This framework provides actionable insights for online professional learning communities with implications for educational research and practice.

中文摘要：在线教师群体构成了关键的专业发展环境。然而，关于如何最好地开展深入的论坛讨论以取得有意义的学习成果，目前还没有确凿的证据。本研究结合社区论坛成绩单的定性比较分析，通过教师问卷调查，明确了促进深度论坛讨论的教学和社会存在类别。研究结果确定了一个成功的在线协调和参与框架: 教学拥有属性具有强烈的直接教学法，社交活动表现出高水平的情感和凝聚力。该框架为在线专业学习社区提供了可操作的见解，并对教育研究和实践产生了影响。

https://doi.org/10.1016/j.tate.2024.104630

《Unpacking Chinese Mingshi’s (expert teachers) career trajectories》

《解读我国名师(专家型教师)的职业轨迹》

作者：Wei Liao · Hu Yan · Jia Liu · Miao Liu · Lan Zhao

《Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure》

《为什么不是所有受害者都告诉老师他们被欺负了？关于直接和间接欺负以及师生关系质量如何与欺负信息披露相关的混合方法研究》

作者：Ylva Bjereld · Robert Thornberg · Jun Sung Hong

《Teachers’ views on gameful practices – A scoping review》

《教师对游戏练习的看法-范围检讨》

作者：Borbála Bacsa-Károlyi · Anikó Fehérvári

《Are satisfied teachers better teachers? International evidence from the TALIS video study》

《满意的教师是更好的教师吗? 来自 TALIS 视频研究的国际证据》

作者：John Jerrim

《Finding the sweet spot of physically active learning: A need for co-ownership by public health and education》

《找到身体活动学习的最佳点: 需要公共卫生和教育的共同所有权》

作者：Anna Chalkley · Mathias Brekke Mandelid · Miranda Thurston · Hege Eikeland Tjomsland · Jade L. Morris · Jouni Kallio · Victoria S.J. Archbold · Geir Kåre Resaland · Andy Daly-Smith

《TEC-Q: A tool to sort out teacher emotions in the classroom》

《TEC-Q: 理清教师课堂情绪的工具》

作者：Athip Thumvichit

《Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times》

《21世纪20年代学习教学: 四位教师候选人在充满挑战的时代的经历》

作者：Jessica Masterson · Chloe James Carr · E. R. PETTY · H. H. Stevenson · Abigail Yaromich

《Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training》

《通过对基于身份的动机的张力: 探索人工智能强化教师培训中的教师专业身份》

作者：Yanzhen Lan

《Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model》

《流行病网络教学中个人知识和学校领导影响心理健康的情绪劳动中介机制研究》

作者：Zixun Hua · Yangang Li · Huang Zuo · Rui Ma · Ruixiang Gao

《Amplifying teachers’ voices in the coaching partnership: An inductive exploration of teacher motivation and perceived learning》

《扩大教师在教练合作伙伴关系中的声音: 教师动机和感知学习的归纳探索》

作者：Evthokia Stephanie Saclarides · Ryan Gillespie

英文摘要：To date, much of the research on coaching has been coach-centered as coaches' actions, behaviors and beliefs have been the focus of the extant research base. The current study seeks to amplify the voices of teachers in the coaching partnership by exploring what motivates teachers to engage in coaching, as well as what they perceive they learn from their engagement in coaching. As coaching is assumed to be a responsive professional learning structure in which a teacher's learning interests shape the focus and goals of coach-teacher interactions, our exploration of motivation and perceived learning seems critical. As part of the current study, we partnered with nine elementary teachers who were engaged in coaching cycles with their school-based coach and conducted 16 semi-structured interviews to better understand why they were motivated to engage in coaching, what they reported learning from the experience, and the extent to which there was parity between teachers' motivating reasons and their perceived learning. Qualitative analyses indicate that teachers were primarily motivated to engage in coaching and reported learning about content and pedagogy. Furthermore, analyses showed three overarching trends when exploring motivation and perceived learning parity and illustrative teacher cases are provided to demonstrate two of these overarching trends. Implications for practice and future research are discussed.

中文摘要：迄今为止，许多关于教练员的研究都是以教练员为中心的，因为教练员的行为、行为和信念一直是现有研究基础的重点。目前的研究旨在通过探索教师从事教练工作的动机，以及他们从教练工作中学到的东西，来扩大教师在教练合作伙伴关系中的声音。由于辅导被认为是一种反应性的专业学习结构，其中教师的学习兴趣决定了教师与教师互动的重点和目标，因此我们对动机和感知学习的探索似乎至关重要。作为当前研究的一部分，我们与9名小学教师合作，他们与校内教练一起进行教练周期，并进行了16次半结构化访谈，以更好地了解他们为什么会有参与教练的动机，他们从经验中学到了什么，以及教师的激励原因和他们感知到的学习之间的平等程度。质量分析表明，教师主要被激励参与辅导，并报告了对内容和教学法的学习情况。此外，分析表明，在探讨动机和感知学习平等时，有三个总体趋势，并提供了说明性教师案例来说明其中两个总体趋势。讨论了对实践和未来研究的启示。

https://doi.org/10.1016/j.tate.2024.104773

《Teachers' professional growth in teaching students’ social scientific reasoning》

《社会科学推理教学中的教师专业成长》

作者：Thomas Klijnstra · Gerhard Stoel · Geerte M. Savenije · Carla van Boxtel

英文摘要：This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The results indicate that teachers developed a deeper understanding of the complexity, difficulty, and subject-specific nature of social scientific reasoning. The subject-specific educative curriculum materials served as a catalyst for teachers’ professional growth in teaching social scientific reasoning.

中文摘要：本研究旨在探讨荷兰社会科学教师在教授社会科学推理课程时，如何利用特定学科的教育课程资料，促进其专业成长。采用访谈前、访谈后和问卷调查的方法，对10名教师的专业成长进行了调查。分析的重点是教师的知识、信念和教学实践的变化。研究结果显示，教师对社会科学推理的复杂性、困难性及学科特定性有较深入的认识。在社会科学推理教学中，专题教育课程材料是促进教师专业成长的催化剂。

https://doi.org/10.1016/j.tate.2024.104783

《Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany》

《有问题的文化反应教学: 一个多案例研究，检查复杂性和相互作用的教师做法，信仰，和微攻击在德国》

作者：Judith Kehl · Priscilla Krachum Ott · Maja K. Schachner · Sauro Civitillo

英文摘要：Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT practices varied, while teachers perpetuated deficit- and racist ideologies and often overlooking structural causes. Classroom microaggressions perpetrated by teachers went unrecognized (as problematic) in post-interview reflections. Our research emphasizes the need to reposition critical thinking as its foundation for promoting equity in classrooms.

中文摘要：文化反应教学被认为是促进公平的，但批评者认为它可能是象征性的，类似于自由主义的多元文化政策，但不鼓励批判性思维和反种族主义。为了理解 CRT 的复杂性，一项多个案例研究设计，包括结构化观察和对德国五名中学教师的访谈，探索了 CRT 实践、教师信念和微攻击的相互作用。CRT 的做法多种多样，而教师则长期存在赤字和种族主义意识形态，往往忽视结构性原因。在面试后的反思中，教师在课堂上的微攻击行为没有被认识到(是有问题的)。我们的研究强调需要重新定位批判性思维，将其作为促进课堂公平的基础。

https://doi.org/10.1016/j.tate.2024.104772

《Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree》

《谁想过退学，为什么？学生教师的认知和情感动机特征可以解释他们退学意愿的差异》

作者：Andrea Westphal · Annelie Schulze · Juliane Schlesier · Hendrik Lohse-Bossenz

英文摘要：This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low self-efficacy, average scores on other indicators). Student teachers with an engaged mindset reported lower intentions to quit their teaching degree. The main push factors were course demands and low perceived relevance of contents.

中文摘要：本研究采用混合方法对395名实习教师进行了认知和情感-动机特征的不同组合研究，并追踪其退学意向。潜在的个人资料分析导致了三个概况: (1)具有参与心态的教师(除知识以外的所有指标的高分) ，(2)具有所有指标的平均分数的平衡概况，和(3)低心态概况(低自我效能，其他指标的平均分数)。具有专注心态的实习教师表示，他们退出教学学位的意愿较低。主要的推动因素是课程需求和知觉内容的相关性低。

https://doi.org/10.1016/j.tate.2024.104718

《Mapping the landscape: A scoping review of 21st century skills literature in secondary education》

《绘制风景图: 21世纪中等教育技能文献的范围回顾》

作者：Christina Kain · Corinna Koschmieder · Marlies Matischek-Jauk · Sabine Bergner

英文摘要：21st century skills prepare students to adapt to a rapidly changing world, ensuring their capability of continuous learning and problem-solving. This review provides a systematic overview of how 21st century skills are addressed in research. It focuses on the context of secondary education and uses a PRISMA flow diagram to analyze 82 research articles. Results reveal that research on 21st century skills focuses on educational stakeholders’ opinions and attitudes, their potential effects and how they are implemented or assessed. The findings highlight a need for research to enhance the implementation of 21st century skills in secondary education.

中文摘要：21世纪的技能使学生能够适应迅速变化的世界，确保他们不断学习和解决问题的能力。这篇综述提供了21世纪技能在研究中是如何处理的一个系统的概述。它着眼于中等教育的背景，并使用 PRISMA 流程图来分析82篇研究论文。结果表明，21世纪技能研究的重点是教育利益相关者的意见和态度，他们的潜在影响，以及如何实施或评估他们。研究结果突出表明，需要开展研究，以加强21世纪中等教育技能的实施。

https://doi.org/10.1016/j.tate.2024.104739

《Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university》

《批判性思维在教师专业实践准备中的应用——以瑞典某大学政策文件中的批判性思维概念为例》

作者：Iulian Cananau · Silvia Edling · Björn Haglund

英文摘要：This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.

中文摘要：本文以瑞典一所大学的教师教育项目为例，探讨了国家和地方教师安置政策文件中批判性思维的概念。这个概念是基于当代教育中批判性思维的三种理论模式: 批判性思维运动、批判性教学和“批判性”运动。在瑞典，教师职业的社会伦理范围比批判性思维运动的个人认知技能更广泛。批判反思和自我反思是批判存在教育的批判理想的两个概念。

https://doi.org/10.1016/j.tate.2024.104816

《What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education》

《社会心理学中的“社会”发生了什么? 探索教师教育中的认知实践和治疗文化》

作者：Gro Mathias · Øyvind Førland Standal

英文摘要：This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characterised by a diagnosing gaze on individual pupils; and the societal level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.

中文摘要：本文探讨的作用，心理社会作为一个有影响力的认识范畴在一个全球化的治疗文化的背景下。根据挪威一家教师教育机构实地调查的经验数据，我们将心理社会学概念化为认知实践，并分析了三个相互关联的社会层面: 个人层面，关注教师作为社会照顾者的表现; 社区层面，以诊断性地注视个别学生为特征; 社会层面，被理解为对幸福的结构性威胁。我们的研究表明，这些认知实践有利于心理诊断和个人保护，而不是共享知识和更广泛的社会意识。

https://doi.org/10.1016/j.tate.2024.104818

《Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?》

《学会自律课外专业工作: 新手教师的资源？》

作者：Jessica Bodensteiner · Johannes Bauer · Doris Lewalter

英文摘要：Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true change models show that improved cognitive self-regulation strategy use can positively affect emotional exhaustion (at follow-up) and leisure satisfaction (at post-test and follow-up). The study results should encourage teacher educators to include such interventions in teacher induction to mitigate teacher attrition.

中文摘要：工作压力对于许多新手教师来说是一个重大的挑战，常常导致离职意向的增加。这项纵向准实验涉及189名新手教师，调查短暂的认知自我调节训练(两个4小时的训练课程)是否能改善应对工作量压力(通过问卷评估表明情绪衰竭减少和闲暇满意度增加)。潜在真变化模型的结果表明，改善的认知自我调节策略的使用对情绪衰竭(随访)和休闲满意度(后测和随访)有正向影响。研究结果应鼓励教师教育工作者将此类干预措施纳入教师入职培训，以减轻教师流失。

https://doi.org/10.1016/j.tate.2024.104824

《Exploring the stress management and well-being needs of pre-service teachers》

《职前教师压力管理与幸福感需求的探讨》

作者：Stephanie Zito · Julia Petrovic · Bilun Naz Böke · Isabel Sadowski · Dana Carsley · Nancy L. Heath

英文摘要：Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula.

中文摘要：尽管有证据显示教师的压力及其对学生的影响，但职前教师接受的压力管理训练有限。本研究采用多方利益相关者的方法对 PST，在职教师，学校管理者和教师准备主任进行半结构化访谈，通知加拿大 PST 的定量调查: (1)确定预期压力源，(2)确定支持/策略，(3)优先考虑压力管理传递选项。主题和描述性分析表明，教师教育应包括压力管理、自我照顾、正念和有效沟通的准备。为了最好地支持 PST，教师培训计划应该考虑在课程中实施压力管理。

https://doi.org/10.1016/j.tate.2024.104805

《Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore》

《教师空间能力观的变化: 新加坡专业学习的个案研究》

作者：Marian Mahat · Chin Ee Loh

英文摘要：While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

中文摘要：学习环境对教与学的作用越来越受到重视，但对教师空间能力的研究却很少。本研究以深入个案研究法为基础，探讨新加坡一所公立中学教师专业学习与行动研究试验计画对提升教师空间能力之影响。研究结果表明，专业学习可以提高教师的知识、自我效能感和思维框架，使教师更主动、更有意地利用教学空间。本研究对多层次专业学习计划如何支持教师空间能力的发展进行了明确的联系。

https://doi.org/10.1016/j.tate.2024.104797

《The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent》

《实习工作需求与资源对职前教师职业承诺与工作意向的影响》

作者：Jiann‐I Pan · Tony Loughland · Rebecca J. Collie · Andrew A. Kingsford-Smith · Mary Ryan · Caroline Mansfield · Ronnie Davey · Chrissy Monteleone · Miriam Tanti

英文摘要：Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.

中文摘要：世界各地都有需要了解如何透过职前教师教育支援职前教师。本研究运用工作需求-资源理论考察了澳大利亚职前教师的工作需求与资源之间的关系。结构方程模型发现，自主支持感、与同事和学生的关系与职业承诺和工作意向的工作结果呈正相关。相反，诸如破坏性学生行为和时间压力等因素与这些结果负相关。这些研究结果显示，为职前教师提供支援机制，以加强他们在信息技术教育方面的重要阶段，是切合实际的。

https://doi.org/10.1016/j.tate.2024.104841

《Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement》

《轨道布置和教师对儿童学业技能的知觉对儿童动机性自信和成就发展的影响》

作者：Satu Koivuhovi · Alexander J. Jung · Elina Kilpi‐Jakonen · Todd D. Little · Mari–Pauliina Vainikainen

英文摘要：In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.

中文摘要：在本研究中，我们分析了来自1065名芬兰小学生的纵向数据，以考察教师对学生学业技能和跟踪安置的认知如何影响儿童的动机自信和成就。研究结果显示，教师对学生的认知因学生的性别、母亲的教育程度及班级类型而有显著差异，教师对学生的认知对学生的学习动机及学习成绩有显著影响。老师们对女孩、受教育程度较高的母亲的孩子以及课堂上的学生的看法更为积极。此外，在一个特别强调学习的班级里学习与在成就和能力信念方面更积极的发展有关。

https://doi.org/10.1016/j.tate.2024.104847

《Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?》

《挪威初中的数字野心与课堂现实: 随着时间的推移，学生正在发展什么样的数字能力？》

作者：Astrid Elisabeth Kure · Marte Blikstad‐Balas · Lisbeth M. Brevik

英文摘要：Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.

中文摘要：尽管政治雄心勃勃，但初中数字技术的使用日益增加，几乎没有迹象表明数字技能得到了高级应用。这项研究借鉴了挪威五所学校的录像课程(N = 29) ，跨越两个国家的课程，绘制了学生在英语课堂上发展数字技能的机会。这些发现为高度数字化学校的数字技能教学提供了细致入微的洞察力。尽管2020年改革后数字技能略有提高，但我们的研究结果表明，课程中的数字雄心并未反映在课堂现实中。

https://doi.org/10.1016/j.tate.2024.104843

《Teaching and AI in the postdigital age: Learning from teachers’ perspectives》

《后数字时代的教学与人工智能: 从教师角度学习》

作者：Rachel Moylan · Jillianne Code · Heather L. O'Brien

英文摘要：This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.

中文摘要：这项基于访谈的研究旨在了解教师如何在人工智能(AI)和其他数字技术方面理解他们的工作和他们自己，并被认为是与教师一起学习和向教师学习的一种方式。导航最近的人工智能发展提出了问题的思考，创造力，生产和人类的意义和价值，以及更多的实际关注教学和评估。创造政策和持续的教师教育机会，承认教师的专业判断能力，同时提供支持，将鼓励人工智能的深思熟虑和创造性使用，并避免迫使教师草率地推进人工智能的实施。

https://doi.org/10.1016/j.tate.2024.104851

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