Chemistry Education in Kosovo: Issues, Challenges and Time for Action

Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers’ knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in theViewsprogram to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers’ knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers’ knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers’ professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers’ PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers’ knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry.

In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed.

Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children’s science learning starts in preschool years, it is critical to investigate early childhood teachers’ beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early childhood teachers’ beliefs about scientists and science teaching. A causal-comparative design with unequal sample sizes was used. The independent variables were the type of service, pre-service or in-service. The dependent variable was the score obtained on the ‘Draw a Scientist Test’ and the ‘Draw a Science Teacher Test'. The sample consisted of 139 pre-service and in-service early childhood teachers. Pre-service teachers were studying in a teacher-training programme at a major research university and in-service teachers were working in public schools in the south part of Turkey. The results indicate that inservice teachers held more stereotypical images than pre-service teachers about scientists. In addition, pre-service teachers had positive belief of scientists while in the training programme, but in-service teachers lacked this positive belief. A key implication of the study is that more professional training for in-service teachers should be offered within professional development programmes.

This study attempted to investigate pre-service and in-service EFL teachers’ levels of knowledge in content, pedagogy, and technology in relation to their gender, Internet access at school, and technology training in Saudi Arabia. The Technological, Pedagogical, and Content Knowledge (TPACK) framework was utilized to (1) examine pre-service and in-service EFL teachers’ levels of TPACK; (2) investigate the differences between pre-service and in-service EFL teachers’ levels of TPACK; (3) scrutinize whether gender, Internet access at school, and technology training had any significant effect on pre-service EFL teachers’ levels of TPACK; and (4) analyze whether gender, Internet access at school, and technology training had any significant effect on in-service EFL teachers’ levels of TPACK. The participants in this study were (111) EFL pre-service teachers and (106) EFL in-service teachers. The descriptive statistical analysis (mean and standard deviation) revealed that the pre-service teachers’ overall level of TPACK was moderate scoring highest in TK, TPK, and TCK and lowest in CK and PK respectively. On the other hand, the in-service teachers’ overall level of TPACK was moderate scoring highest in CK, PK, and PCK and lowest in TK, TPK, and TCK respectively. The inferential statistical analysis (t-test) indicated a statistically significant difference between pre-service and in-service teachers’ levels of TPACK. All the seven sub-domains of TPACK were significant, with pre-service teachers scoring higher in TK, TCK, and TPK while in-service teachers scoring higher in CK, PK, PCK, and TPACK. The inferential analysis also showed that gender, Internet access at school, and technology training had a significant effect on both pre-service and in-service EFL teachers’ levels of TPACK. The study concluded that both pre-service teacher education programs and in-service teacher training courses need to focus on the connections and interactions between content, pedagogy, and technology in order to help EFL teachers integrate technology effectively into their teaching process. The study recommended investigating other factors that might be predictive of teachers’ levels of TPACK.

Integrated STEM education is new for many developing nations, including Malaysia. The country started to use the new science curricula in 2018 that focus on integrated STEM approaches. However, pre-service teachers were not prepared to teach using the approaches. This study intends to determine multiple perspectives on integrated STEM from various key individuals (two in-service science teachers and a government official) to reveal essential steps in reforming science teacher education programs to adopt integrated STEM education. A qualitative study was carried out. Connectivism is the core theory used throughout this study. The data collection methods were interviews (with two in-service teachers), written answers to interview questions (with a government official), and an engagement session with 22 pre-service science teachers. The engagement session was conducted to connect inputs gained from the three research participants with pre-service science teachers. The researchers informed the pre-service teachers about a new course offering, Integrated STEM education, starting in October 2022, as an elective course. The pre-service teachers expressed their interests and concerns, such as giving the freedom to choose group members for the group assignments/projects. The inputs gained from in-service and pre-service teachers are used to inform the content and approach used in the new course of integrated STEM.

The article analyzes the current status, development trends and challenges of teacher education in Kosovo and Albania in their efforts to be aligned with current trends of a more research-based, practice and skills oriented teacher education system. The article compares the provision of pre-service teacher education and draws conclusions related to future development trends of the two countries as they aim to meet the best international standards and practices in shaping pre-service teacher education from a research-based and practice orientation. This article is based primarily on findings from desk research conducted at public universities in Kosovo and Albania, more specifically analyzing the university curricula and other documents related to the provision of teacher education courses. In addition, the research involves the analysis of work completed and documents produced as a result of the 2009-2011 Trans-European Mobility Program for University Studies (TEMPUS) Project “Development of Master Study Programs in Education” (DEMED). The article outlines the similarities and differences of teacher education systems in Kosovo and Albania and emphasizes the need for small countries to co-operate on joint reform that leads to wider regional impact and facilitates mobility of staff and students. Identifying common goals is thus important. The two priority goals for these two countries are: development of practice and research-based teacher education. Conclusions are presented with the intent of findings being extrapolated to similar small, developing countries.

Agricultural mechanics has become a primary subject area for school-based agricultural education (SBAE). However, despite a long history and high prevalence in SBAE, preservice and in-service SBAE teachers have frequently expressed concerns regarding teaching agricultural mechanics. Research from the early 21st century documented the characteristics of preservice SBAE teacher training in agricultural mechanics on a national level. However, more recent studies have suggested that the agricultural mechanics training requirements for preservice SBAE teachers have changed. The purpose of this study was to compare the level of agricultural mechanics preparation of preservice SBAE teachers between 2000 and 2021. To accomplish this, I modified an instrument used by Burris et al.to collect descriptive data about preservice teacher preparation in agricultural mechanics that was compared to previously published studies. The instrument was distributed to a representative of every institution with an undergraduate SBAE teacher preparation program in the contiguous U.S. Eighty-five respondents provided usable data, constituting an 86.7% response rate. The resulting data was used to describe the participating institutions and the current approaches to SBAE preservice teacher preparation regarding agricultural mechanics. These results were compared to previously published studies from 2000 and 2005. Additionally, faculty’s perceptions of importance and preparation of preservice teachers in 59 agricultural mechanics competencies were used to generate Ranked Discrepancy Scores (RDS) to evaluate perceived areas for training for preservice teachers. A reduction in the average number of required agricultural mechanics credit hours was found. Additionally, faculty’s perceptions of importance and preservice teacher preparation have increased slightly; however, training deficits were found in all 59 competencies. The areas of greatest need focused on technology-based equipment and renewable energy. Further research is warranted to v determine the perceptions of preservice and in-service SBAE teachers regarding agricultural mechanics. I also recommended that teacher educators evaluate their current methods of preparation for preservice SBAE teachers in agricultural mechanics to determine if they have been meeting their students’ needs. Additionally, I recommended professional development in the areas in which the greatest training deficits were reported.

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With a particular focus on higher education between 1960 and 1970, this theoretical research aims to elaborate and shed light on the educational developments in Kosovo over the XXth century. The study aims to address every issue raised by the subject without neglecting its chronological aspect. The development of higher education in Kosovo has been examined, debated, and discussed in light of the political, economic, and social changes that occurred in Kosovo during this time period, as well as how those changes affected the development of higher education. The current study deals with two main issues in the history of higher education in Kosovo: the first, “Pedagogical and professional schools in Kosovo, 1960-1970”; and the second, “The opening of faculties in Prishtina, as a branch of the University of Belgrade, 1960-1970”. It deals with the factors and reasons for the opening of the first faculties in Prishtina; the development and consolidation of the Faculty of Philosophy in 1960; the Faculty of Law and Economics in 1961; the Faculty of Technology in 1965; and the Faculty of Medicine in 1969. This study was prepared and written using a scientific methodology, largely employing archive sources, the historical press in Albanian and other languages, as well as selected historiographical and pedagogical literature, etc. During the scientific research, based on numerous sources, an effort was made to research, elaborate, analyze, and reach the most accurate conclusions about the development and role of higher education in Kosovo during the 1960-1970 period. This scientific effort stands out from others since I was able to bring together these innovations from all of the authors and the research that has been conducted thus far. As it stands, first of all, it is the first research that examines the entire issue of Kosovo's educational development and its journey inside the Yugoslav Federation for the years 1960–1970 in the field of higher education in Kosovo. Second, it refers to the periodization of the development of higher education, namely the early stages of that growth that are influenced by societal, political, economic, and educational developments. Thirdly, it highlights the reasons and influences that have shaped Kosovo's educational advancement and general growth by contrasting them with those of the Federation. Fourth, I have reflected the political and ideological effects of state institutions on the curricula by using historical archival sources. I have also prepared statistical data in order to compare its development over a ten-year period to that of other institutions in the Yugoslav Federation.

The rapid advancement of generative artificial intelligence (GenAI) is reshaping various sectors, including education. This editorial explores the intersections of AI, science education, and the preparation of pre-service teachers (PSTs), questioning whether GenAI represents a truly transformative technology or merely the latest iteration of an educational hype cycle. While previous technological innovations—such as radio, television, and computers—were initially heralded as revolutionary, their impact on education has varied significantly. The emergence of GenAI, particularly large language models, introduces new possibilities for personalised learning, digital tutoring, and adaptive content generation, yet its integration into educational practice remains uneven. Despite growing societal reliance on GenAI, a substantial proportion of in-service teachers report limited use, citing a lack of training and institutional policies as key barriers. In contrast, research suggests that PSTs are already engaging with GenAI tools for lesson planning, content summarisation, and assessment preparation. This editorial underscores the need for initial teacher education (ITE) programmes to provide structured support, ensuring that PSTs develop both technical proficiency and critical AI literacy. Ethical concerns—such as data privacy, algorithmic bias, and epistemic authority—must also be central to teacher training. Focusing on science education, this special issue examines the opportunities and challenges of GenAI integration. The contributions explore PSTs’ perceptions, competencies, and preparedness to implement AI-driven tools in their teaching, addressing themes such as inquiry-based learning, pedagogical content knowledge, and the evolving role of educators in AI-powered classrooms. The discussion highlights the necessity of balancing technological innovation with critical reflection, equipping future teachers to navigate the complexities of AI in education responsibly. This editorial aims to advance the dialogue on GenAI’s role in teacher preparation, urging educational institutions to proactively support PSTs in harnessing its potential while fostering a critical, ethical, and pedagogically sound approach to AI integration in science education.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Introduction and purpose There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional learning of in-service teachers (ISTs) and teacher educators. This study entails a comprehensive scoping review covering the period from 2015 to 2023, encompassing studies within the broad field of teacher education in PE across international contexts, all examined through the perspective of Shulman’s, L. S. (2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59) concept of signature pedagogies. The purpose was two-fold: (1): to map the current literature on teacher education in PE (including PE-ITE and PE-CPD for both ISTs and teacher educators), and (2) to propose a preliminary shared language of signature pedagogies of teacher education in PE. Theoretical lens Signature pedagogies refer to the forms of teaching-learning that leap to mind when thinking about the preparation and ongoing learning and development of teachers (i.e. pre-service teachers, in-service teachers and teacher educators; Shulman, L. S. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59). Signature pedagogies are both pervasive and routine, cutting across topics and courses, programs, and institutions, and are described through three layers of structure – the surface, deep, and implicit. Method The research process was guided by a five-stage framework for conducting a scoping review. In line with the specific purposes articulated above, the research question guiding the review was: What is known from the literature on signature pedagogies of teacher education in PE? The search was restricted to articles published between 2015–2023. Both empirical and conceptual articles (i.e. those with data collection and those without) were included, provided the inclusion criteria were met. A total of 465 articles were included in the review, and the pedagogies identified from each article were co-constructed into themes/categories. Findings and discussion Three signature pedagogies of teacher education in PE across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. Subsequently, we explore the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in PE distinct from a pedagogy of teacher education more broadly. Conclusion and further research This study offers a preliminary shared language of teacher education pedagogies in the field of PE and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of PE. While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

With a particular focus on higher education between 1960 and 1970, this theoretical research aims to elaborate and shed light on the educational developments in Kosovo over the XXth century. The study aims to address every issue raised by the subject without neglecting its chronological aspect. The development of higher education in Kosovo has been examined, debated, and discussed in light of the political, economic, and social changes that occurred in Kosovo during this time period, as well as how those changes affected the development of higher education. The current study deals with two main issues in the history of higher education in Kosovo: the first, "Pedagogical and professional schools in Kosovo, 1960-1970"; and the second, "The opening of faculties in Prishtina, as a branch of the University of Belgrade, 1960-1970". It deals with the factors and reasons for the opening of the first faculties in Prishtina; the development and consolidation of the Faculty of Philosophy in 1960; the Faculty of Law and Economics in 1961; the Faculty of Technology in 1965; and the Faculty of Medicine in 1969. This study was prepared and written using a scientific methodology, largely employing archive sources, the historical press in Albanian and other languages, as well as selected historiographical and pedagogical literature, etc. During the scientific research, based on numerous sources, an effort was made to research, elaborate, analyze, and reach the most accurate conclusions about the development and role of higher education in Kosovo during the 1960-1970 period.

This research highlights correlational variables derived from teachers’ attitudes regarding the impact of socioeconomic status on the quality of education and teaching in Kosovo. The research design is descriptive with a theoretical-empirical character. The population is determined numerically and includes around 23,200 teachers from seven regions of Kosovo working in pre-university education from grades 1 to 12. The research was conducted with a sample of 738 teachers from over 50 schools. The study’s results indicate that the socioeconomic status of teachers is correlated with the quality of teaching and education in general. Through teachers’ attitudes, the study enabled the understanding of a consistent correlation regardless of variables such as marital status, rural-urban residence, number of employed family members, qualifications, work experience, and professional development. The findings recommend that the socioeconomic status of teachers should be taken into account when formulating strategies and policies for enhancing the quality of education and teaching in pre-university education in Kosovo.

Purpose: In science education, it is among the most important purposes that students become primarily scientific literate individuals. Scientific literacy is associated with deep understanding of “Nature of Science [NOS] and scientific inquiry processes. At this point, teachers' adequate level content knowledge about the nature of science gain importance because of responsibility of their students' getting contemporary understanding of the nature of science. In this study, it is aimed to determine and compare the status of pre-service science teachers and Science and Technology teachers' content knowledge about the nature of science. Method: This study is a descriptive model in which qualitative research techniques are used. In 2009-2010 education year, 89 pre-service teachers who are studying in 4th class in one of the leading universities in science education in Turkey and 64 Science and Technology teachers who are working in small city in Turkey participated in the study. The situation of the knowledge of the participants about the nature of science is determined using “Views about Nature of Science (BDYG) questionnaire which is adapted to Turkish from “VOSTS (Views on Science-Technology-Society). In order to analyze the answers of participants to the questions in BDYG questionnaire, every questionnaire item placed under every question is encoded by 10 field experts as Realistic , Has Merit and Naive . After every item that pre-service and in-service science teachers chose in BDYG questionnaire is analyzed, frequencies and percentages for each item are calculated in accordance with the descriptive analysis. Results and Suggestion: According to the results of the analysis, pre-service science and in-service teachers conducted in research are found to have a certain level of content knowledge about the nature of science. However, that level of knowledge they have about the nature of science does not sufficiently represent a contemporary vision at an adequate level. Moreover, as one of the most important results of the research, widespread realistic and naive views of the in-service teachers resulted from BDYG questionnaire are quite parallel with pre-service teachers in same categories. The realistic views that participants have in high percentage and that are parallel to each other are on tentativeness of scientific mistakes in scientific studies, “precision and uncertainty in scientific knowledge, “influence of society on scientist and “defining science. Besides, both participant groups have same level naive views on “characteristics of hypothesis, theories and laws, “the epistemological status of laws, hypotheses and theories and “the nature of scientific models issues. In this context, it is thought that both groups should take field education about nature of science. This education, for pre-service science teachers, can be through lessons related to science and nature of science which are given in their university education and for in service teachers, through in-service education and seminars from which every teacher can get benefit. Key Words: Content knowledge about the nature of science, Pre-service science teacher, Science and Technology teacher