The COVID-19 outbreak led to widespread school closures and the shift to remote teaching, potentially resulting in lasting negative impacts on teachers\' psychological well-being due to increased workloads and a perceived lack of administrative support. Despite the significance of these challenges, few studies have delved into the long-term effects of perceived instructional leadership on teachers\' psychological health. To bridge this research gap, we utilized longitudinal data from 927 primary and secondary school teachers surveyed in two phases: Time 1 in mid-November 2021 and Time 2 in early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions of instructional leadership, especially the \"perceived school neglect of teaching autonomy\" at Time 1 were positively correlated with burnout levels at Time 2. Additionally, burnout at Time 2 was positively associated with psychological distress and acted as a mediator between the \"perceived school neglect of teaching autonomy\" and psychological distress. In light of these findings, we recommend that schools prioritize teachers\' teaching autonomy and take proactive measures to mitigate burnout and psychological distress, aiming for the sustainable well-being of both teachers and students in the post-pandemic era.

The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue \'Minds in movement: embodied cognition in the age of artificial intelligence\'.

暂无摘要。

BACKGROUND: Teachers as delivery agents within school-based mindset programmes is a potential intervention strategy for improving pupils\' outcomes. The Mindset Teams programme, utilises teachers as delivery agents, with an aim to improve learning resilience for health and attainment outcomes among schools in Scotland. This study examined the perceived impacts of the programme to develop a programme theory of change and refine an earlier co-produced logic model.
METHODS: Across six intervention schools, one-to-one interviews were conducted with teachers (N = 18) and focus groups were conducted with 23 pupils aged 8-11-years. Fourteen stakeholders involved in programme provision, secondary school delivery, funding decisions or policy-related areas also participated in a one-to-one interview. Qualitative data were analysed using thematic analysis with a combined deductive and inductive coding approach.
RESULTS: Themes were identified in relation to impacts on teachers (five themes), pupils (eight themes), and broader outcomes (two themes), with most themes discussed by teachers and wider stakeholders. Across data, findings highlighted the proposed mechanisms by which the programme was intending to produce impacts, largely through increasing teacher knowledge and facilitating a positive school environment. Themes demonstrated the breadth of perceived programme impacts, highlighting both attainment and wellbeing outcomes among pupils.
CONCLUSIONS: Findings provide support for Mindset programmes focusing on the development of teachers\' mindsets, highlighting the resultant perceived impacts this can have on both teachers and pupils alike. Future research should seek to capture health and wellbeing measures alongside attainment data to fully explore programme impacts.

BACKGROUND: Globally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children\'s PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers\' perspectives, including facilitators, barriers, and teachers\' recommendations.
METHODS: Fifteen kindergarten teachers (age range: 28-50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes.
RESULTS: The study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children\'s personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers\' training and children\'s PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships).
CONCLUSIONS: Various factors at different levels can influence kindergarten-aged children\'s PA. The study\'s findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.

UNASSIGNED: Vaccines are the basis of health of our communities since they prevent severe infectious diseases. However vaccination rates continue to decrease due to the spread of misinformation about their side effects, which enhances vaccine hesitancy and puts at risk public health. Introducing vaccines from the One Health approach can help to develop an integral understanding of their role and to apply critical ignorance as part of criticality to avoid vaccine hesitancy and raise trust in science. This paper presents a design on vaccination for secondary-education teacher training developed toward this goal.
UNASSIGNED: The design presented in this paper draws from previous studies on critical thinking, on vaccine rejection, and the One Health approach on other health issues in Secondary Education. The focus of this design is engaging secondary-education pre-service teachers in the practice of critical ignorance and criticality to assess diverse pieces of information on vaccination from the One Health approach.
UNASSIGNED: This study discusses the design principles and the activities of an original design that aims to provide Secondary Education teachers with some tools to introduce critical ignorance and criticality for addressing misinformation on vaccines by using the One Health approach.
UNASSIGNED: If secondary science teachers are going to successfully confront misinformation on vaccination in their science instruction, we need to develop and test designs and approaches that prepare them for this purpose. Critical ignorance plays a central role in managing misinformation; thus, such instruction should engage future teachers in critical evaluation of information on vaccination, as well as in the application of the One Health approach to take responsible actions.