Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
Udomsak Sirita, Richard Watson Todd· Journal of Communication, La...· 0 citations
The findings demonstrate a dualistic viewpoint: students frequently identify a disparity in affective response, pointing out that these tools provide less emotional depth than human teachers, yet greatly appreciating the functional benefits of AIMLCS.
A bibliometric analysis of English-language, Scopus-indexed scholarship on cultural bias and ethical concerns in artificial intelligence (AI)-driven communication, covering 1,919 documents published between 2015 and 2025, suggests exponential growth in scholarly output, particularly from 2023 onward.
V. Muriira, Venoth Nallisamy, J. Gikonyo et al.· 0 citations
Research on teachers' language attitudes has traditionally been limited to scale measurements and has treated them as relatively fixed psychological attributes. Certainly, this way will yield a large amount of quantitative data, but it is difficult to show how the attitude is formed and changed over time. Based on the above, this paper will explore the reasons for teachers' language attitudes through narrative analysis. Therefore, it can be concluded that language attitudes are not stable psychological attributes but rather fluctuating discourse behaviours resulting from narrative moments in particular environments. At the level of identity construction, teachers use language-learning experiences and teaching stories as carriers to connect their own lives with their professional identities and thus build a network of language ideologies. Classroom observations show that the teacher's choice and modification of style are expressions of their attitudes. Attitudes of professional development do not change gradually; instead, serious incidents or reflections lead to such changes. In short, based on narrative analysis, we can learn about the general language attitudes of teachers and offer some references for fostering their language consciousness.
Man Luo· International Journal of Edu...· 0 citations
It is argued that platformization in Brazilian language teacher education is the instantiation of the post-modern bio-cultural age, - a continuation of the modern project of domination that has progressively dismantled relational, emotional, and circular forms of life.