Authors:Louise Alix Taylor et al. Abstract: Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality of performance feedback. In this small-scale study carried out in the Netherlands, we explored affordances of eCoaching using a standardised feedback taxonomy. With the help of Bluetooth technology and the Synchronous Online Feedback Taxonomy, four teacher educators provided eCoaching to eight preservice teachers over the course of three lessons. We interviewed teacher educators and preservice teachers about their experiences with eCoaching using the feedback taxonomy during secondary school practicum. Overall, both groups of participants were positive about eCoaching using the taxonomy. Teacher educators observed preservice teachers self-regulating when implementing prior feedback in their lessons. Preservice teachers indicated increased confidence following the lessons with eCoaching.
Authors:Bernard Brown et al. Abstract: This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues identified by the participants were the time, cost and workload involved, and the role of leadership and peer collaboration in certification. This study makes a contribution to knowledge about the nature and benefits of a modular approach, which can inform the design and implementation of certification in Australia and internationally.
Authors:Khadije Aqajani Delavar et al. Abstract: While research on language teachers’ engagement in action research (AR) has received a surge of attention, the influence of AR programs on English language teacher agency remains under-examined. This qualitative study explored how ten English language teachers’ perceptions of their agency changed as they participated in an action research engagement program (AREP). Data were collected using semi-structured interviews and reflective journals. The findings revealed that participation in the AR program changed the teachers’ perceptions of their agency and empowered them to enact higher levels of agency in their classroom practice. The study also highlights the important role of institutional support in encouraging teachers to engage in the AREP and develop their sense of agency. It also proposes implications for educational managers, teacher educators, and supervisors to help teachers develop higher levels of teacher-researcher agency by providing opportunities to foster engagement in the AREP.
Authors:Ömer Cem Karacaoğlu Abstract: This study aims to determine the basic skills that 21st century teachers should have. The study is based on the opinions of 79 teachers working in different disciplines on four different campuses in Izmir. The qualitative study used storage technique and content analysis. The opinions of the participants were evaluated to clarify the skill expressions, create themes and determine data categories. The study found that teachers prioritized several core competencies, including creativity, empathy and communication, critical thinking, problem solving and crisis management, and collaboration, curiosity and digital literacy. Other skills were determined as reading comprehension, learning to learn, patience, emotional intelligence, active listening, people management, taking initiative, reasoning, research, general knowledge, imagination, student-centered education, inspiration, psychosocial adaptation, attention-grabbing, knowledge, openness to innovation, self-confidence and learning to teach. According to teachers, creativity is the most important skill for 21st century teachers.
Authors:Osita Victor Ossai et al. Abstract: A growing number of stakeholders in teacher education in Nigeria have raised concerns about the quality of mentoring in schools. In this study, we aim to explore the mentoring experiences of student teachers during their field experiences. Using a mixed-methods study, data were collected from student teachers in the education faculty at a University in Nigeria. Quantitative data on student-teacher mentoring experiences were collected using the Student-Teacher Mentoring Experience Questionnaire. Qualitative data comprised individual interviews and was analysed thematically. Findings indicated that student teachers lacked adequate mentoring and support and without timely evaluations and quality feedback, their ability to reflect critically on practice was compromised. It was recommended that stakeholders in tertiary institutions adopt more robust and comprehensive mentoring policies for student teachers. Strengthening school-university partnerships and conducting professional mentor training focused on co-constructing knowledge through communication and collaboration is vital. Without these measures, student teachers will remain on the periphery of the teaching community.
Authors:Carine Jonker et al. Abstract: This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher resilience from an under-researched African context and population. Despite contextual challenges, the pre-service teachers indicated high intrapersonal resilience-enabling pathways, with a statistically significant relationship between their self-efficacy and teacher efficacy. The authors propose an evidence-based framework of how high levels of self-efficacy and teacher efficacy may enable prospective teachers to teach despite chronic and cumulative challenges. Few teacher resilience studies exist in the Global South and South Africa, and this study contributes to the body of literature in this field and hopes to promote place-based (e.g., Global South) research through contextual lenses to provide necessary needed evidence for teacher resilience. PubDate: Mon, 14 Apr 2025 23:00:26 PDT
Authors:Carla E. Förster et al. Abstract: Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training' A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy level and numeracy proficiency (LANTITE) were favourably evaluated. However, their performative effect, curriculum narrowing, and resulting inequalities, as well as the mental health issues associated with test-taking, were criticised. The assessment’s vision is discussed from the subjectivity of the students being evaluated with high-stakes assessments.
Authors:Buad Khales et al. Abstract: : This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved their ability to reflect on their practices. Before lesson planning, they wrote their reflections with specific questions to help them articulate their plans. After the planning, they continued to reflect on their experiences. The study identified four stages of reflective practices that student teachers went through during their practical education courses: 1) pre-planning and post-reflection, 2) teaching, 3) reviewing and criticizing, and 4) reconstruction. Finally, the student teachers observed improvement in their practicum and teaching skills through portfolios.
Authors:Gillian Smith et al. Abstract: An upward national trend in challenging behaviour amongst young children in Australian schools has prompted widespread concern and garnered frequent media scrutiny. Scholars have established that child-teacher relationships are central to understanding and mitigating challenging behaviour; however, exploration of teacher perceptions of children's challenging behaviour in the early years has been scant. This paper reports on findings drawn from a larger mixed-methods study of how teachers perceive, and respond to, young children’s challenging behaviour. Survey data from 111 Western Australian teachers of Kindergarten to Year 2 showed that challenging behaviour is appraised contextually, and relational pedagogy is valued. The analysis revealed that teacher responses are affected by the complexity and frequency of challenging behaviours, teacher stress, inadequate support, and resource constraints. This paper highlights that teacher perceptions of young children’s challenging behaviour offer a vital and unique lens through which to better understand and respond to challenging behaviour.
Authors:Marc Clarà et al. Abstract: This paper investigates the relationship between teachers’ conceptions of teaching and several indicators of their emotional experience. With a sample of 200 teachers, the study identifies three dimensions of teaching conceptions, “student-centeredness,” “educational purpose,” and “projection into the future.” Statistical analysis revealed that student-centeredness is negatively correlated with teachers’ resilience and well-being. Additionally, we found that well-being and sense of personal accomplishment are significantly lower, and depersonalization significantly higher, when the educational purpose is psychosocial learning as opposed to academic learning. We also found some differences in conceptions of teaching among different countries and among different educational levels. These results may have useful implications for teacher education and for the management of educational reforms. PubDate: Wed, 29 Jan 2025 23:00:45 PST
Authors:Veronico N. Tarrayo et al. Abstract: : To date, studies exploring Muslim preservice teachers’ views on gender matters in education remain scant. We conducted a qualitative-quantitative survey with 45 Filipino Muslim preservice teachers, ten of whom participated in follow-up email interviews, to explore their perceptions towards integrating a gender perspective into education. The results indicate the participants’ progressive views on fluid gender norms, although they also share conflicting perspectives on gender roles that tend to reinforce gender stereotypes. The preservice teachers also report positive perceptions concerning their institutions’ commitment to gender sensitivity and gender mainstreaming in teacher-education curricula. However, they seem to have unrealistic views on gender inequalities in learning contexts because of insufficient required or optional/elective courses related to gender studies or gender equality (GE) they have taken. Nevertheless, general responses indicate the participants’ capacity to develop concrete plans that support GE in their future classrooms. The study likewise discusses implications for promoting GE in educational situations where inclusivity is encouraged or prioritised. PubDate: Wed, 29 Jan 2025 23:00:35 PST
Authors:Jung Won Hur et al. Abstract: While the benefits of study abroad experiences for pre-service teachers are well-documented, research specifically focusing on in-service teachers is limited. The study addresses this gap by exploring the experiences of 51 American teachers who participated in a short-term study abroad program in South Korea. This research investigates how the immersive learning experience impacted participants’ development of intercultural competence and their ability to create culturally responsive learning environments. Analysis of participant applications, reflections, individual interviews, and field notes reveals that immersion in an unfamiliar setting fostered greater empathy for immigrant students, strengthened relationships with minority students, and enhanced their ability to create culturally responsive learning environments. However, the impact was limited for teachers working in less diverse schools with few Korean students. These findings highlight that in-service teachers’ study abroad experiences are not only personally impactful but also enhance their classroom teaching and interactions with culturally diverse students and families.
Authors:SIGAL Eden et al. Abstract: This study investigates the knowledge and attitudes toward Attention-deficit/hyperactivity disorder (ADHD) among a large cohort of mainstream and special education in-service teachers in Israel. Given the pivotal role of teachers in identifying and managing ADHD symptoms within the classroom, it is crucial to ensure they possess adequate knowledge and positive attitudes toward the disorder. Previous studies have indicated a gap in knowledge and attitudes between mainstream and special education teachers, often influenced by factors such as teacher training, personal experience, and demographic characteristics. This study addresses these gaps by utilizing the well-validated ASKAT questionnaire to provide a comprehensive assessment of teachers' knowledge and attitudes toward ADHD. A total of 538 teachers participated, including 288 mainstream and 250 special education teachers. Results indicated that special education teachers demonstrated higher levels of knowledge and more positive attitudes toward ADHD compared to their mainstream counterparts. A significant positive correlation was found between knowledge and attitudes among mainstream teachers, but not among special education teachers. Additionally, demographic factors such as gender, age, and current teaching experience with ADHD students were significant predictors of teachers' knowledge and attitudes. The findings highlight the need for targeted professional development programs to enhance ADHD-related knowledge and attitudes, particularly for mainstream teachers. By identifying specific areas where mainstream teachers may lack knowledge or hold less positive attitudes, this research can inform the design of effective interventions. Ultimately, this study underscores the importance of ongoing teacher training to foster more inclusive and supportive educational environments for students with ADHD. PubDate: Wed, 29 Jan 2025 23:00:16 PST
Authors:Marion Sturges et al. Abstract: The current teacher shortage across Australia is significant. Various stakeholders have contributed to the discourse around this shortage, and different solutions have been implemented, including using conditionally accredited preservice teachers to fill the gaps. However, the voices of these preservice teachers have been largely missing from conversations. In this small-scale study, a survey was used to gather insights from preservice teachers at one university about their experiences of working as teachers while simultaneously completing their teaching degrees. The preservice teacher participants enthusiastically shared their thoughts on the benefits and challenges of combining teaching with studying. A thematic analysis of the data revealed five overarching benefits and six overarching challenges perceived by these preservice educators. We argue that further large-scale research is needed to ensure that the voices of preservice teachers are included in discussions about the teacher shortage in these precarious times. PubDate: Wed, 29 Jan 2025 23:00:08 PST
Authors:Sandi Fielder et al. Abstract: Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers’ theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained placement activity situated within supportive school environments. These extended experiences are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants’ retrospective views of an extended internship and highlighted key elements that connected practice with developing understandings of what it means to be a teacher. Participants’ perspectives emphasised how their experiences established vital connections between them and the profession. Analysis of these data underpinned the development of a conceptual framework (Teacher Development and Progression Framework) that illustrates the complex nature of learning to teach and how interdependent factors support momentum and traction into and beyond the early career phase. PubDate: Thu, 19 Dec 2024 20:10:52 PST
Authors:Geraldine Townend et al. Abstract: This systematic literature review explored the importance of professional development (PD) for educators working with gifted students. Findings highlighted the need for PD to improve teacher knowledge, skills, efficacy, and student outcomes, especially considering the heterogeneously grouped classrooms, unique student needs, and lack of pre-service gifted education training for most teachers. The review identified key themes including PD evaluation, teacher perceptions, and pedagogical practices. The findings suggested that effective PD programs should (a) enhance knowledge and classroom practice, (b) be evidence-based, (c) consider both teacher and student outcomes, (d) be of sustained duration, and (e) include collaborative activities with ongoing mentoring support. Equally important was school leadership support such as the development of policies and allocation of resources (e.g., time). Recommendations include PD focused on the use of project/problem-based learning, quality differentiation, and consideration of the context in which the PD is delivered. Overall, this literature review underscores the importance of ongoing PD for educators working with gifted students and the need for additional empirical research focused on changing teacher practices and impact on student outcomes. PubDate: Thu, 19 Dec 2024 20:10:42 PST
Authors:Claire E. Charles et al. Abstract: Neoliberal education reforms have altered the way social justice is imagined in relation to schooling. These reforms reframe social justice as ‘equity’ through conceptions of standards, evidence and teacher quality, while detracting attention from the moral and political dispositions required for socially-just teaching. Knowing more about how this context may be shaping the beliefs of pre-service teachers (PSTs) is important. This paper reports on beliefs about educational disadvantage of a group of PSTs about to embark on a specialised program in Australia designed to promote socially just schooling outcomes. 24 PSTs across two cohorts completed a survey prior to entering the program designed to illuminate their motivations and beliefs around disadvantaged schools and children. The findings highlight how PSTs’ beliefs are shaped by the neoliberal policy context and provides recommendations for teacher educators wishing to recover stronger notions of socially just teaching. PubDate: Thu, 19 Dec 2024 20:10:32 PST
Authors:Megan L. Kelly et al. Abstract: Student engagement remains a topical aspect of learning and teaching as it influences student outcomes and learning experiences. It is generally accepted to be a malleable construct encompassing students’ actions, feelings and thoughts, all of which are influenced by the learning context and pedagogical choices made by the teacher. The aim of the current study was to investigate secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional and cognitive engagement), and how these understandings align with actual teaching practice. The mixed methods study collected data from six secondary teachers using an online questionnaire, interviews, and classroom observations. It was found that some teachers hold views about student engagement that differ from the practices they implement in their classrooms. The qualitative data suggests that the engagement strategies some teachers implement in the classroom, or feel they can implement, may be influenced by the socio-economic context of a school. Findings contribute novel insights to existing literature about secondary teachers’ prioritisation of strategies, and implementation of practices, to foster student engagement in the classroom. PubDate: Thu, 19 Dec 2024 20:10:23 PST
Authors:Joseph Njiku Abstract: Teaching practice is an integral part of teacher education that provides teacher trainees an opportunity to merge theory and practice. This study investigated eight student teachers' mentorship experiences during teaching practice in secondary schools in Rwanda. Respondents were interviewed toward the end of their teaching practice. The cognitive apprenticeship theory guided the study. Qualitative data were collected and analysed deductively based on the themes identified in the literature and suggested by the theory. Findings indicate that all students were paired off with mentors, had the opportunity to observe and be observed by their mentors, and appreciated the mentoring process they underwent at the placement schools. Few participants reported unwelcoming reception and unsatisfactory support for various reasons. Nevertheless, all respondents reported viewing the teaching practice experiences as valuable in their careers. The study's findings have implications for training mentors and revisiting mentoring practices for student teachers. PubDate: Thu, 19 Dec 2024 20:10:15 PST
Authors:Fatma Gümüşok et al. Abstract: This qualitative case study analyses the professional identity development of an in-service teacher educator (ISTE) through her conceptualisations and tensions. The participant possesses multiple degrees in different fields (BA in physics teaching, MA and PhD in Educational Administration) and became an ISTE in English Language Teaching (ELT) with this interdisciplinary background. We mainly focused on her lived experiences of developing as an ISTE in ELT in the context of in-service teacher education (INSET) in Türkiye. The thematic content analysis of an in-depth face-to-face interview suggests that resolving tensions early may be needed for ISTEs to persevere in their new job. In the study, this solution was found by establishing legitimacy through academic achievements and finding a source of assurance by showcasing her content knowledge in speaking English in front of the practising teachers. Yet, as the rest of the tensions indicate, not all are meant to be resolved. Some could be productive and may drive ISTEs to invest in themselves and improve their practices. Therefore, tensions could also be seen as an opportunity for professional learning.
Open Access journal
[4 journals]
