{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T10:55:34Z","timestamp":1781607334695,"version":"3.54.5"},"reference-count":56,"publisher":"Springer Science and Business Media LLC","issue":"16","license":[{"start":{"date-parts":[[2025,7,5]],"date-time":"2025-07-05T00:00:00Z","timestamp":1751673600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,7,5]],"date-time":"2025-07-05T00:00:00Z","timestamp":1751673600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Teaching Development Grant, Hong Kong Research Grants Council","award":["17605221"],"award-info":[{"award-number":["17605221"]}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Acquiring strong classroom-talk skills is vital to pre-service teachers\u2019 future career success. However, they often find this challenging, and their classroom talk tends to be limited to simple phrases that seldom facilitate students\u2019 reasoning. One widely used pedagogical approach to developing pre-service teachers\u2019 classroom-talk competency is microteaching. Therefore, we designed a training programme that integrated microteaching with video-visualisation technology, peer review, and self-reflection, and implemented it among 67 pre-service teachers. The role of the interactive and process-focused video-visualisation platform, which was also designed by the authors, was to facilitate detailed investigation of classroom discourse and of how teachers and students contributed to dynamic classroom-interaction processes. A mixed-methods approach was adopted, combining quantitative classroom-talk data, survey data, reflection reports, and interviews. Our qualitative results, derived from semi-structured interviews with a randomly selected subsample of 22 participants, showcase variation and common themes in their microteaching discourse. Our questionnaire results, meanwhile, indicate that after the training, the 67 participants improved significantly on multiple measures of teacher self-efficacy. The qualitative results, and reflection reports collected from all 67 teacher candidates, suggest that video visualisation enhanced their perceptions of both classroom talk and of academic productive-talk strategies, while helping them to take holistic and analytical views of classroom talk. In short, the intervention was a valuable part of their preparation for internships.<\/jats:p>","DOI":"10.1007\/s10639-025-13663-w","type":"journal-article","created":{"date-parts":[[2025,7,5]],"date-time":"2025-07-05T00:26:40Z","timestamp":1751675200000},"page":"23241-23270","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Video visualisation of classroom talk in a pre-service teacher-training programme: Design and implementation"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4730-0671","authenticated-orcid":false,"given":"Chin-Hsi","family":"Lin","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gaowei","family":"Chen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lanfang","family":"Sun","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lanqing","family":"Li","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sau Yan","family":"Hui","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Miao-ju Louisa","family":"Yen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,7,5]]},"reference":[{"key":"13663_CR1","doi-asserted-by":"crossref","unstructured":"Abdullah, M. N. L. Y. (2020). Student-centered philosophies and policy developments in Asian higher education. In S. Hoidn, & M. Klemen\u010di\u010d (Eds.), The Routledge international handbook of student-centered learning and teaching in higher education (pp. 581\u2013596). Routledge.","DOI":"10.4324\/9780429259371-43"},{"key":"13663_CR2","unstructured":"Affolter, R. (2020). Building capacity for academically productive talk: The development of teacher leaders in science professional development. Doctoral Dissertation, University of Massachusetts Amherst."},{"key":"13663_CR3","doi-asserted-by":"crossref","unstructured":"Ahmed, A. A., & Montecillo Leider, C. (2024). Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk. TESOL Journal, Article e838.","DOI":"10.1002\/tesj.838"},{"issue":"5","key":"13663_CR4","doi-asserted-by":"publisher","first-page":"561","DOI":"10.1080\/02671522.2018.1481140","volume":"33","author":"R Alexander","year":"2018","unstructured":"Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561\u2013598.","journal-title":"Research Papers in Education"},{"issue":"3","key":"13663_CR5","doi-asserted-by":"publisher","first-page":"348","DOI":"10.1080\/02607476.2021.2006043","volume":"48","author":"G Bas","year":"2022","unstructured":"Bas, G. (2022). Effect of student teachers\u2019 teaching beliefs and attitudes towards teaching on motivation to teach: Mediating role of self-efficacy. Journal of Education for Teaching, 48(3), 348\u2013363.","journal-title":"Journal of Education for Teaching"},{"issue":"1","key":"13663_CR6","first-page":"90","volume":"5","author":"G Blomberg","year":"2013","unstructured":"Blomberg, G., Renkl, A., Gamoran Sherin, M., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90\u2013114.","journal-title":"Journal for Educational Research Online"},{"key":"13663_CR7","doi-asserted-by":"publisher","first-page":"100450","DOI":"10.1016\/j.lcsi.2020.100450","volume":"28","author":"R B\u00f6heim","year":"2021","unstructured":"B\u00f6heim, R., Schnitzler, K., Gr\u00f6schner, A., Weil, M., Knogler, M., Schindler, A. K., Alles, M., & Seidel, T. (2021). How changes in teachers\u2019 dialogic discourse practice relate to changes in students\u2019 activation, motivation and cognitive engagement. Learning Culture and Social Interaction, 28, 100450.","journal-title":"Learning Culture and Social Interaction"},{"key":"13663_CR8","doi-asserted-by":"publisher","first-page":"Article103335","DOI":"10.1016\/j.tate.2021.103335","volume":"102","author":"J Bosica","year":"2021","unstructured":"Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, Article103335.","journal-title":"Teaching and Teacher Education"},{"key":"13663_CR9","doi-asserted-by":"crossref","unstructured":"Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.","DOI":"10.1037\/13620-004"},{"key":"13663_CR10","doi-asserted-by":"publisher","first-page":"Article 103670","DOI":"10.1016\/j.compedu.2019.103670","volume":"144","author":"G Chen","year":"2020","unstructured":"Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers\u2019 beliefs, self-efficacy, and classroom talk practice. Computers & Education, 144, Article 103670.","journal-title":"Computers & Education"},{"key":"13663_CR11","doi-asserted-by":"publisher","first-page":"100609","DOI":"10.1016\/j.lcsi.2022.100609","volume":"33","author":"G Chen","year":"2022","unstructured":"Chen, G., & Chan, C. K. (2022). Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning Culture and Social Interaction, 33, 100609.","journal-title":"Learning Culture and Social Interaction"},{"issue":"4\u20135","key":"13663_CR12","doi-asserted-by":"publisher","first-page":"642","DOI":"10.1080\/10508406.2020.1783269","volume":"29","author":"G Chen","year":"2020","unstructured":"Chen, G., Chan, C. K., Chan, K. K., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 29(4\u20135), 642\u2013680.","journal-title":"Journal of the Learning Sciences"},{"issue":"2","key":"13663_CR13","first-page":"85","volume":"10","author":"G Chen","year":"2015","unstructured":"Chen, G., Clarke, S. N., & Resnick, L. B. (2015). Classroom discourse analyzer (CDA): A discourse analytic tool for teachers. Technology Instruction Cognition and Learning, 10(2), 85\u2013105.","journal-title":"Technology Instruction Cognition and Learning"},{"key":"13663_CR14","unstructured":"Chen, G., & Wang, P. (2023). Enhancing dialogic teaching in English as a second language classrooms through video-based professional development. In The 3rd Annual Meeting of the International Society of the Learning Sciences (ISLS) (Montreal, Canada)."},{"key":"13663_CR15","unstructured":"Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage."},{"issue":"2","key":"13663_CR16","first-page":"Article4","volume":"25","author":"Y Fu","year":"2023","unstructured":"Fu, Y., & Kartal, O. (2023). Developing preservice teachers\u2019 self-efficacy and growth mindset for teaching mathematics: Practices from a mathematics methods course. Mathematics Teacher Education and Development, 25(2), Article4.","journal-title":"Mathematics Teacher Education and Development"},{"issue":"1","key":"13663_CR17","first-page":"21","volume":"9","author":"R Greenaway","year":"1992","unstructured":"Greenaway, R. (1992). Reviewing by doing. Journal of Adventure Education and Outdoor Leadership, 9(1), 21\u201325.","journal-title":"Journal of Adventure Education and Outdoor Leadership"},{"key":"13663_CR18","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1016\/j.ijer.2018.02.003","volume":"90","author":"A Gr\u00f6schner","year":"2018","unstructured":"Gr\u00f6schner, A., Schindler, A. K., Holzberger, D., Alles, M., & Seidel, T. (2018). How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research, 90, 223\u2013233.","journal-title":"International Journal of Educational Research"},{"key":"13663_CR19","unstructured":"Hatton, N., & Smith, D. (1994). Facilitating reflection: Issues and research. In Proceedings from the 24th conference of the Australian Teacher Education Association (Brisbane, Australia)."},{"issue":"2","key":"13663_CR20","doi-asserted-by":"publisher","first-page":"Article e70004","DOI":"10.1111\/jcal.70004","volume":"41","author":"F Jin","year":"2025","unstructured":"Jin, F., Peng, X., Sun, L., Song, Z., Zhou, K., & Lin, C. H. (2025). Knowledge (co-) construction among artificial intelligence, novice teachers, and experienced teachers in an online professional learning community. Journal of Computer Assisted Learning, 41(2), Article e70004.","journal-title":"Journal of Computer Assisted Learning"},{"issue":"3","key":"13663_CR21","doi-asserted-by":"publisher","first-page":"237","DOI":"10.1177\/0022487118778549","volume":"70","author":"H Kang","year":"2019","unstructured":"Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237\u2013250.","journal-title":"Journal of Teacher Education"},{"issue":"2","key":"13663_CR22","first-page":"37","volume":"5","author":"R Khany","year":"2017","unstructured":"Khany, R., & Malmir, B. (2017). The development and validation of an english Language teacher talk functional scale. Iranian Journal of Language Teaching Research, 5(2), 37\u201352.","journal-title":"Iranian Journal of Language Teaching Research"},{"issue":"3","key":"13663_CR23","doi-asserted-by":"publisher","first-page":"334","DOI":"10.1080\/00131911.2017.1410105","volume":"71","author":"TDH Khong","year":"2019","unstructured":"Khong, T. D. H., Saito, E., & Gillies, R. M. (2019). Key issues in productive classroom talk and interventions. Educational Review, 71(3), 334\u2013349.","journal-title":"Educational Review"},{"issue":"1","key":"13663_CR24","first-page":"17","volume":"5","author":"B Kimber","year":"2013","unstructured":"Kimber, B., Skoog, T., & Sandell, R. (2013). Teacher change and development during training in social and emotional learning programs in Sweden. International Journal of Emotional Education, 5(1), 17\u201335.","journal-title":"International Journal of Emotional Education"},{"issue":"2","key":"13663_CR25","doi-asserted-by":"publisher","first-page":"93","DOI":"10.1080\/19312458.2011.568376","volume":"5","author":"K Krippendorff","year":"2011","unstructured":"Krippendorff, K. (2011). Agreement and information in the reliability of coding. Communication Methods and Measures, 5(2), 93\u2013112.","journal-title":"Communication Methods and Measures"},{"issue":"1","key":"13663_CR26","doi-asserted-by":"publisher","first-page":"Article 2404780","DOI":"10.1080\/2331186X.2024.2404780","volume":"11","author":"HV Le","year":"2024","unstructured":"Le, H. V. (2024). Silence in the classroom: Unraveling the cultural dynamics affecting participation and critical thinking in Malaysian and Vietnamese engineering education. Cogent Education, 11(1), Article 2404780.","journal-title":"Cogent Education"},{"key":"13663_CR27","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/s40594-018-0100-0","volume":"5","author":"SC Lee","year":"2018","unstructured":"Lee, S. C., & Irving, K. E. (2018). Development of two-dimensional classroom discourse analysis tool (CDAT): Scientific reasoning and dialog patterns in the secondary science classes. International Journal of STEM Education, 5, 1\u201317.","journal-title":"International Journal of STEM Education"},{"key":"13663_CR28","unstructured":"Lo, M. W. K. (2013). The changing role of an examination board: A case study of Hong Kong. Doctoral dissertation, University of Nottingham."},{"issue":"1","key":"13663_CR29","doi-asserted-by":"publisher","first-page":"49","DOI":"10.1080\/1475939X.2017.1361469","volume":"27","author":"L Major","year":"2018","unstructured":"Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: The state of the field, limitations and possibilities. Technology Pedagogy and Education, 27(1), 49\u201368.","journal-title":"Technology Pedagogy and Education"},{"issue":"2","key":"13663_CR30","doi-asserted-by":"publisher","first-page":"199","DOI":"10.1080\/10476210902998466","volume":"21","author":"A Mergler","year":"2010","unstructured":"Mergler, A., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21(2), 199\u2013210.","journal-title":"Teaching Education"},{"key":"13663_CR31","doi-asserted-by":"publisher","first-page":"283","DOI":"10.1007\/s11217-007-9071-1","volume":"27","author":"S Michaels","year":"2008","unstructured":"Michaels, S., O\u2019Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283\u2013297.","journal-title":"Studies in Philosophy and Education"},{"issue":"1","key":"13663_CR32","doi-asserted-by":"publisher","first-page":"Article 1024960","DOI":"10.1080\/2331186X.2015.1024960","volume":"2","author":"R Moloney","year":"2015","unstructured":"Moloney, R., & Xu, H. (2015). Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study. Cogent Education, 2(1), Article 1024960.","journal-title":"Cogent Education"},{"key":"13663_CR33","doi-asserted-by":"publisher","first-page":"100493","DOI":"10.1016\/j.lcsi.2021.100493","volume":"29","author":"H Muhonen","year":"2021","unstructured":"Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M. K. (2021). Educational dialogue among teachers experiencing different levels of self-efficacy. Learning Culture and Social Interaction, 29, 100493.","journal-title":"Learning Culture and Social Interaction"},{"issue":"4","key":"13663_CR34","doi-asserted-by":"publisher","first-page":"1067","DOI":"10.3102\/0002831218812059","volume":"56","author":"JF Osborne","year":"2019","unstructured":"Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., Reigh, E., & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers\u2019 facilitation of and student engagement with scientific argumentation. American Educational Research Journal, 56(4), 1067\u20131112.","journal-title":"American Educational Research Journal"},{"key":"13663_CR35","doi-asserted-by":"publisher","first-page":"Article 101842","DOI":"10.1016\/j.cedpsych.2020.101842","volume":"61","author":"HN Perera","year":"2020","unstructured":"Perera, H. N., & John, J. E. (2020). Teachers\u2019 self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61, Article 101842.","journal-title":"Contemporary Educational Psychology"},{"key":"13663_CR36","unstructured":"Resnick, L. B., Michaels, S., & O\u2019Connor, C. (2010). How (well structured) talk builds the Mind. In D. Preiss, & R. Sternberg (Eds.), Innovations in educational psychology (pp. 163\u2013194). Springer."},{"key":"13663_CR37","unstructured":"Resnick, L. B., Asterhan, C. S., & Clarke, S. N. (2018). Accountable talk: Instructional dialogue that builds the Mind. UNESCO."},{"key":"13663_CR38","doi-asserted-by":"publisher","first-page":"Article 103252","DOI":"10.1016\/j.tate.2020.103252","volume":"99","author":"D Rupp","year":"2021","unstructured":"Rupp, D., & Becker, E. S. (2021). Situational fluctuations in student teachers\u2019 self-efficacy and its relation to perceived teaching experiences and cooperating teachers\u2019 discourse elements during the teaching practicum. Teaching and Teacher Education, 99, Article 103252.","journal-title":"Teaching and Teacher Education"},{"issue":"3","key":"13663_CR39","first-page":"475","volume":"13","author":"M Sherin","year":"2005","unstructured":"Sherin, M., & van Es, E. (2005). Using video to support teachers\u2019 ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475\u2013491.","journal-title":"Journal of Technology and Teacher Education"},{"key":"13663_CR40","doi-asserted-by":"publisher","first-page":"249","DOI":"10.1007\/s10972-012-9297-9","volume":"24","author":"J Smart","year":"2013","unstructured":"Smart, J., & Marshall, J. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24, 249\u2013267.","journal-title":"Journal of Science Teacher Education"},{"key":"13663_CR41","doi-asserted-by":"publisher","first-page":"101379","DOI":"10.1016\/j.tsc.2023.101379","volume":"50","author":"A Tadesse","year":"2023","unstructured":"Tadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023). The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools. Thinking Skills and Creativity, 50, 101379.","journal-title":"Thinking Skills and Creativity"},{"issue":"4","key":"13663_CR42","doi-asserted-by":"publisher","first-page":"Article 100638","DOI":"10.1016\/j.edurev.2024.100638","volume":"45","author":"Y Tao","year":"2024","unstructured":"Tao, Y., & Chen, G. (2024). The relationship between teacher talk and students\u2019 academic achievement: A meta-analysis. Educational Research Review, 45(4), Article 100638.","journal-title":"Educational Research Review"},{"key":"13663_CR43","doi-asserted-by":"publisher","first-page":"47","DOI":"10.1016\/j.tate.2016.01.019","volume":"56","author":"P Teo","year":"2016","unstructured":"Teo, P. (2016). Exploring the dialogic space in teaching: A study of teacher talk in the pre-university classroom in Singapore. Teaching and Teacher Education, 56, 47\u201360.","journal-title":"Teaching and Teacher Education"},{"issue":"7","key":"13663_CR44","doi-asserted-by":"publisher","first-page":"783","DOI":"10.1016\/S0742-051X(01)00036-1","volume":"17","author":"M Tschannen-Moran","year":"2001","unstructured":"Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783\u2013805.","journal-title":"Teaching and Teacher Education"},{"issue":"3","key":"13663_CR45","doi-asserted-by":"publisher","first-page":"323","DOI":"10.1002\/rrq.196","volume":"53","author":"J VanDerHeide","year":"2018","unstructured":"VanDerHeide, J. (2018). Classroom talk as writing instruction for learning to make writing moves in literary arguments. Reading Research Quarterly, 53(3), 323\u2013344.","journal-title":"Reading Research Quarterly"},{"key":"13663_CR46","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.learninstruc.2017.04.002","volume":"48","author":"C Van der Veen","year":"2017","unstructured":"Van der Veen, C., & Van Oers, B. (2017). Advances in research on classroom dialogue: Learning outcomes and assessments. Learning and Instruction, 48, 1\u20134.","journal-title":"Learning and Instruction"},{"issue":"4","key":"13663_CR47","doi-asserted-by":"publisher","first-page":"340","DOI":"10.1177\/0022487114534266","volume":"65","author":"EA van Es","year":"2014","unstructured":"van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers\u2019 analysis of video. Journal of Teacher Education, 65(4), 340\u2013356.","journal-title":"Journal of Teacher Education"},{"key":"13663_CR48","first-page":"Article102405","volume":"96","author":"X Van Ha","year":"2021","unstructured":"Van Ha, X., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers\u2019 beliefs about corrective feedback. System, 96, Article102405.","journal-title":"System"},{"issue":"4","key":"13663_CR49","doi-asserted-by":"publisher","first-page":"445","DOI":"10.1007\/s10972-013-9363-y","volume":"25","author":"C Velthuis","year":"2014","unstructured":"Velthuis, C., Fisser, P., & Pieters, J. (2014). Teacher training and pre-service primary teachers\u2019 self-efficacy for science teaching. Journal of Science Teacher Education, 25(4), 445\u2013464.","journal-title":"Journal of Science Teacher Education"},{"key":"13663_CR50","doi-asserted-by":"crossref","unstructured":"Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University.","DOI":"10.1515\/9780748645190"},{"key":"13663_CR51","doi-asserted-by":"crossref","unstructured":"Wang, P., Chen, F., Wang, D., & Chen, G. (2025). Enhancing students\u2019 dialogic reflection through classroom discourse visualisation. International Journal of Computer-Supported Collaborative Learning, 1\u201323.","DOI":"10.1007\/s11412-024-09443-2"},{"issue":"1","key":"13663_CR52","doi-asserted-by":"publisher","first-page":"49","DOI":"10.1080\/03057640802701986","volume":"39","author":"NM Webb","year":"2009","unstructured":"Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). Explain to your partner\u2019: Teachers\u2019 instructional practices and students\u2019 dialogue in small groups. Cambridge Journal of Education, 39(1), 49\u201370.","journal-title":"Cambridge Journal of Education"},{"issue":"3","key":"13663_CR53","doi-asserted-by":"publisher","first-page":"379","DOI":"10.1207\/s15327809jls1503_3","volume":"15","author":"G Wells","year":"2006","unstructured":"Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15(3), 379\u2013428.","journal-title":"The Journal of the Learning Sciences"},{"issue":"2","key":"13663_CR54","doi-asserted-by":"publisher","first-page":"461","DOI":"10.1177\/0018720812451994","volume":"55","author":"CD Wickens","year":"2013","unstructured":"Wickens, C. D., Hutchins, S., Carolan, T., & Cumming, J. (2013). Effectiveness of part-task training and increasing-difficulty training strategies: A meta-analysis approach. Human Factors, 55(2), 461\u2013470.","journal-title":"Human Factors"},{"key":"13663_CR55","doi-asserted-by":"publisher","first-page":"10","DOI":"10.1093\/elt\/ccp060","volume":"64","author":"X Xie","year":"2009","unstructured":"Xie, X. (2009). Why are students quiet? Looking at the Chinese context and beyond. ELT Journal, 64, 10\u201320.","journal-title":"ELT Journal"},{"key":"13663_CR56","doi-asserted-by":"crossref","unstructured":"Zhang, Y., Xin, J. J., Yu, Z., Liu, Y., Zhao, W., Li, N., Li, Y., & Chen, G. (2025). Enhancing preservice teachers\u2019 use of dialogic teaching and dynamic visualizations in mathematics classes: Bridging the knowing-doing gap. International Journal of Science and Mathematics Education, 1\u201331.","DOI":"10.1007\/s10763-025-10558-7"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13663-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-025-13663-w","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13663-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T10:28:44Z","timestamp":1781605724000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-025-13663-w"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,7,5]]},"references-count":56,"journal-issue":{"issue":"16","published-print":{"date-parts":[[2025,11]]}},"alternative-id":["13663"],"URL":"https:\/\/doi.org\/10.1007\/s10639-025-13663-w","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,7,5]]},"assertion":[{"value":"30 September 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"5 June 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"5 July 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"There are no conflicts of interest to declare.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}]}}