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Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). “We Were Thinking Too Much Like Adults”: Examining the Development of Teachers’ Critical and Collaborative Reflection in Lesson Study Discussions. Teaching and Teacher Education, 113, Article ID: 103683.
https://doi.org/10.1016/j.tate.2022.103683

has been cited by the following article:

• TITLE: A Study on the Reasons and Potential Psychological Impacts of the Differences between the Primary School Teachers’ Teaching Styles in Regular Class and Open Class in Chinese Mainland—An Exploration Based on Interviews and Qualitative Analysis

  AUTHORS: Ziyue Wei

  KEYWORDS: Chinese Mainland, Primary School Teachers, Teaching Style, Psychological Development of Primary School Students, Grounded Theory

  JOURNAL NAME: Open Journal of Social Sciences, Vol.14 No.9, September 3, 2026

  ABSTRACT: In Chinese Mainland, primary school teachers usually need to attend many types of open classes in addition to regular classes on weekdays. And these primary school teachers usually have very different teaching styles in regular classes and open classes. This research adopts qualitative research methods, through in-depth semi-structured interviews with 100 primary school teachers in Chinese Mainland, builds an analytical framework based on grounded theory, and systematically explains the differences and reasons of teaching styles in the context of regular classes and open classes. At the same time, this research further reveals the unique impacts on the growth and development of primary school students by combining educational psychology theory. This study not only constructs a teacher behavior explanation framework applicable to the context of primary education in theory, but also provides critical reflection and specific suggestions for teacher professional development and optimization of the primary education system in practice.