The importance of character skills has been widely recognized as a crucial component of human capital over the past decades. However, effective strategies for cultivating these skills remain an area of ongoing exploration. This study introduces the use of Bayesian Model Averaging to identify key factors influencing children’s character skills within an investment framework. Drawing on survey data from China and evaluating nearly 50 potential factors, this research reveals that the social-relationship factors—including parenting styles, teacher-student interactions, peer relationships, and school bullying—show greater importance in influencing children’s character skills than the traditionally emphasized endowments and resource inputs. These results challenge the traditional resource-focused educational investment paradigm and underscore the pivotal role of relationships between children and their parents, teachers, and peers in character development. Moreover, this study highlights a promising pathway to breaking the cycle of intergenerational poverty by prioritizing social-relationship investments to improve children’s character skills.

The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote effective online professional development. Utilizing Research-Practice Partnerships (RPPs), this study adopts a case study approach, employing participatory observation, interviews, log data, and online discourses to analyze how interactions across various sectors and levels affect the transformation to blended programs and the professional development of the involved instructors. The findings reveal that the institution-initiated blended learning approach, resembling an apprenticeship model, effectively integrates teaching practice with online professional development. An in-depth analysis of two university courses shows that key events and task-oriented approaches significantly influence instructors' online engagement, enhancing their digital literacy. Teacher Handbooks, driven by real learner data, guide teaching practices effectively, while collaborative research meetings greatly enhance the use of data analytics in teaching. Although this top-down approach presents challenges, this study demonstrates that instructors can innovatively tackle these issues. Institutional support is more likely to foster collaborative learning communities across various sectors and hierarchies. This study contributes to the field by introducing a pioneering framework in the institution's innovative educational reform, creating online professional development communities for faculty members of all ages, and enabling them to quickly and easily adapt to the digital transformation of higher education.

As one of the leading experts in teacher education in China,Professor Zhu Xudong's pro-found research foundation and extensive practical experience have had a significant impact on the dis-cipline,academia,and practice of teacher education.He spearheaded the transition from traditional ed-ucation to teacher education in China,actively engaging in international comparisons,system design,theoretical research,and practical exploration.His efforts yielded fruitful results,significantly advan-cing teacher education in China.Professor Zhu is currently the director of the Teacher Education Re-search Center at Beijing Normal University,a key research institution in the field of Humanities and Social Sciences under the Ministry of Education.It is the sole key research base in China that specific-ally focuses on teacher education.Facing the mission and challenges in the construction of education modernization,Zhu Xudong pointed out that it is valuable to establish high-quality teacher education to deeply understand the connotation,mission,and development direction of teacher education.Profes-sor Zhu elaborated on the connotation,mission,and development direction of teacher education in the new era.He believed that teacher education is a three-dimensional training system focusing on the lifelong development of teachers.Teacher education should align with the national strategy for sci-ence,technology,education,and talent development.The development direction of teacher education in our country is to establish a balanced teacher education system with distinct characteristics.

Highlights China's global vision of education seeks to address various educational challenges from a global perspective. In terms of geopolitical education, China has geographical advantages for enhancing education collaboration with cultural and economic impact. Despite the global learning crisis, China will continue the opening-up of education and advancing of its global technology leadership. Amid unprecedented global change, driving innovation in education has become a pressing issue in China's education system. China is embracing the diverse opportunities arising from global changes and challenges, seeking to forge stronger international bonds through education.

教育学视野中学生运动学业发展是指在国家课程标准的要求下,体育(运动)教师根据学生生理、心理发展规律和运动技能学习规律设计运动学业,教会学生如何运动,从而使学生获得运动知识、运动技能、运动素质和运动伦理,并促进学生健康发展的综合成就变化过程,它具有孕育学生运动生命、提升学生体质健康、促进学生全面发展、落实体教融合和培育运动项目文化等多重价值意蕴.由于现实中学生运动学业发展存在"衔接不畅",缺乏科学布局和相关评价体系及机制尚未建立健全等问题,需要根据学生兴趣设立运动项目选修学习,优化完善学生运动学业发展的教育要素配置,建立健全学生运动学业发展评价和运动教育评价体系及体制机制.

Context-Specific Lens of Education Research for a Globalized WorldWe are delighted to receive numerous significant and insightful contributions to Beijing International Review of Education in recent years.Through a rigorous peer review, we select several timely and groundbreaking articles for the issue 3 of volume 5.Although the topics of the articles are independent of one another, a shared theme emerges when we take a closer look at them.We name the theme as "Context-Specific Lens of Education Research for a Globalized World".The articles in this issue imply, context-specific lens implies a comparative perspective that is essential for us to learn the complexities of educational issues in the rapidly changing and interconnected world.For instance, after comparing learning communities for postgraduate students across different regions and universities, Saito, Kwok and O'Donovan show the importance of context-specific factors in shaping the effectiveness of the learning communities.Moreover, Ma et al.'s article calls for international collaboration in addressing the challenges and difficulties facing higher education in China and the United States.The authors' analyses and discussions imply that studies need to conduct comparative analysis of sociocultural factors of the collaborating institutions to articulate the reasons why the collaborations can succeed and fail.In addition, Tsang is concerned about the importance of teacher emotions to stem education, which is a pedagogical practice draw many people attention across the globe in a recent decade, highlighting stem teachers' emotions are constructed at intrapersonal, interactional, and institutional levels.That means, stem teachers' emotions and quality are not only affected by psychological factors of individual teachers, but also organizational, national, and international factors.In other words, a comparative study of the context-specific factors at intrapersonal, interactional,

阐述了理论在学位论文写作中的重要作用,认为理论不仅能够深化学位论文的学术性,回应学位论文在学科性、科学性与创新性的要求,而且还能够降低学位论文作者与读者之间的沟通成本,增强可读性.指出理论在学位论文写作中具有三重价值指向:概念建构、解释与论证、逻辑建构,以此整合研究结果与相关论证材料并为其提供支持.学位论文写作在理论的表征方式上有两种不同取向,现有理论在学位论文写作中的表征方式主要有概念迁移、与现有理论的对话以及演绎逻辑的推进,而原创性理论在学位论文写作中的表征方式则是概念创新与对原创性理论的论证.

This study explores how to be a teacher of holistic profession from a perspective of transformative learning. Cultivating holistic profession in transformative learning involves the process of changes in communicative and instructional learning, the process of learning practical experience, and the process of critical reflection. These transformative learning processes contribute to the construction of teachers’ holistic profession contextually. The rationales of applying a perspective of transformative learning concentrate on three major reasons. Cultivating teachers’ profession as one type of adult learning is the core subject of transformative learning. Development serves as core idea of teachers’ holistic professional consciousness. The learning transformation occurred from semi-profession to holistic profession. In this sense, the transformative learning model for teachers’ profession is initially proposed to identify a special lens to shape an explicit pathway of being a teacher of holistic profession. In this model, transformative learning involves identifying “learning being professional”. Transformative relationship focuses on “teaching being professional”. Transformative context view concentrates on contenting being professional. Transformative context view involves contenting being professional. The conclusion and remarks are offered to summarize the rewards of being a teacher of holistic profession.

Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.

北京市西城区教育研修学院基于多年的课例研究实践,提出了"课例研修"这一概念.本研究具体阐述区域开展的课例研修与其传统的课例研究的区别、课例研修的意义价值以及北京西城区在区域层面开展课例研修的实践路径.区域层面的课例研修赋能教师自我成长,提升了教师群体的素养和学科育人品质,为促进新时代教学方式的变革寻求了一条可行之路,并在学理上丰富、创新和发展了传统的相对单一的课例研究.

Based on the logic of universities, colleges, and disciplines, the “double first-class” construction plan puts forward corresponding requirements for the construction of first-class university teacher education system. In this context, the construction of China’s first-class university teacher education system is faced with three dilemmas: weak colleges, single carrier, and absence of disciplines. The reasons are as follows: The vacancy of teacher education in the original function of university, the restriction of the adjustment of colleges and departments, and the impact of the evaluation of superior subjects on teacher education. Looking forward to the future, the construction of first-class university teacher education system under the background of “double first-class” needs to establish the first-class university to build the system of teacher education system of institutions of higher learning at the level of institutional, construct a multi-level teacher education professional college system at the level of colleges and universities, and explore the multi-mode of teacher education. At the disciplinary level, the coupling and symbiosis of first-class arts and sciences, education and teacher education should be strengthened for common development.

在面对人才自主培养、拔尖创新人才及其创新能力培养以及科技自主自立自强的中国式现代化推动社会主义现代化强国建设的背景下,我国师范教育的核心主题是建设一个均衡而有质量的特色化的教师教育体系. 建设一个均衡而有质量的特色化师范教育体系需要加强对地方师范院校的建设.我国师范院校体系存在着不均衡发展的境况,这是不争的事实.师范院校体系不均衡发展具体表现在经费投入的不均衡、师资队伍质量的不均衡、生源质量的不均衡、师范生专业学习的环境条件的不均衡等,这些不均衡境况与培养高质量教师的要求是不相称的.为此,需要加大力度建设地方师范院校,要形成中央和地方共担的师范院校建设经费投入机制,要切实提高地方师范院校的师资队伍质量,加快博士、博士后师资队伍的建设,建立师范生生源的基准线制度,保障师范生生源质量的均衡性,改善师范生专业学习的环境条件,为师范生学习提供基于互联网、信息技术的实验室学习环境等.

课堂教学是实施素质教育的主阵地.脑科学与教育科学的结合有助于推进课堂教学改革并提升课堂教学质量.以往研究重视课堂教学外显的行为表现或内隐的认知,而对课堂教学发生的重要媒介和生理基础——脑的关注不足.本文重点回顾了脑科学领域和课堂教学相关的学术研究成果,在此基础上,建构了脑科学视域下课堂教学的概念,归纳出脑科学视域下课堂教学的多脑互动本质和脑间同步机制,并据此提出学校课堂教学改进的实践策略.本文从脑科学视域重新审视课堂教学,更新和拓展了学界和实践者对课堂教学理解的范式,不仅为教育理论提供了脑科学的实证依据,而且促进脑科学研究成果在学校智育中的应用转化,以期最终为提升国民脑智水平奠定坚实基础.

"强师计划"是继教师教育振兴行动计划之后又一个推进教师队伍建设的纲领性文件.研究首先考察了"强师计划"政策价值分析的理论基础;其次,分析该政策所具有的元价值、工具性价值和发展性价值;再次,提出"强师计划"政策的价值实现主要受制于教师教育结构失衡、总体质量不高、教师教育体系不完善、教师队伍治理水平有限以及改革政策工具运用不充分;最后,从政治支持、理论资源、组织赋能和战略治理等方面提出实现"强师计划"政策价值的四点建议.

学科教师教育研究有助于拓展教师教育研究对象、推进新时代教师教育体系重构,为实现一流学科教师培养的目标提供学理支撑,有助于摆脱学科课程与教学论的自我矮化与双边缘化的困境,构建学术学科教育与科目学科教育的学科教师教育的互动关系.对此,提出学科教师教育学是专门研究各学科教师职前培养、入职培训和在职进修等阶段在内的连续的、可发展的、一体化教育,且具有跨学科属性的学科,具有作为中小学"教授科目"的教师教育以及作为师范院校培养师范生的"学术学科"的教师教育的双重学科内涵.本研究确定了学科教师教育研究的对象,明确了学科教师教育研究关涉的学科间关系,构建了学科教师教育研究的三螺旋生成路径模型,确立了学科教师教育作为国家事业、专业实践、研究领域的三重价值属性.需要对不同学科教师教育开展长期持续稳定的研究,充分关注并对接国际学科教师教育研究前沿,吸收前沿科学技术与文理学科自身学术成果,推动"双一流"建设高校参与学科教师教育.

Rural teachers remain disadvantaged due to the less favorable working conditions and multiple challenges they might encounter, and their career development trajectories vary. Based on interviews with fifteen rural experienced teachers from Gansu Province, China, this study reveals an ABC model of teachers with various valued functionings. Teachers’ valued functionings were shaped by resources, conversion factors and capabilities, and all further exerted influence over functionings through the mediation of agency. It is suggested that more attention should be given to rural experienced teachers to understand their various circumstances, and implement corresponding impulses to boost their agency and facilitate their functioning achievement.

循证教师教育研究日益成为影响教师教育政策制定的重要基础.基于教师教育政策研究的研究生产质量、研究使用选择、研究生产与使用之间的关系以及外在宏观背景四大关键因素,提出教师教育研究对教师教育政策的背景-介质影响模式.未来我国还应增强政策制定者的循证研究意识和学术敏感性,提升研究者的循证政策意识和质量水平,充分认识学术研究与政策制定之间互动的复杂性.

2021年11月29日正式发布的《教师法(修订草案)(征求意见稿)》是我国新时代教师队伍建设改革需要的产物.该修订草案紧扣我国教师队伍发展的时代脉搏,直面核心问题,回答了何谓法律意义上的"教师";回应实践关切,扩充了"教师职业"的规范内容;体现教师为本,为教师专业提供了制度保障.从法律文本内嵌的价值看,《教师法》修订通过营造尊师重教的法治环境和保障教师的合法权益,旨在为我国教师"保驾护航".在文本与实践的交叠中,彰显了法之理性与法之功能.于实践反观文本,《教师法》修订可以继续深入教师制度实践的具体事项,系统优化教师法制架构与内涵;减少使用不确定法律概念,适当调整必要的技术性、细节性规范;协调义务性条款与法律责任条款设置,为《教师法》实施提供多元化的追责路径.