Teachers’ Pedagogical Practices: Primary Predictors of Instructional Data Use in Chile.

Research into higher education is still scarce in Portugal. The implementation of external and internal evaluation systems in the last decade has motivated special attention to issues such as organisational models, academic achievement, adaptation processes and transition to the workplace, while neglecting matters directly related with pedagogical practices, an area still in need of development. This paper develops the results of the research project 'Conceptions of university pedagogy--a study at the University of Minho', carried out by a team of researchers from the Institute of Education and Psychology at this university in 2000/01, which seeks to investigate teachers' and students' conceptions of quality in pedagogical practices. A survey was conducted on campus through a questionnaire focusing on pedagogical and situational factors whose presence or absence may affect the quality of practices. Pedagogical factors were derived from a set of eight principles that are assumed to support a view of higher education as a process of transformation and empowerment: intention, transparency, coherence, relevance, reflectivity, democratisation, self-direction, and creativity/innovation. Situational factors relate to teacher, student and institutional variables that may facilitate the enactment of those principles. A sample of 165 teachers and 1356 students from a large range of graduate courses answered the questionnaire, by assessing the global presence/absence of the factors and the kind of influence (positive, negative or null) exerted by their presence/absence on the quality of pedagogy. The results provide a basis for (a) characterising teachers' and students' conceptions about the presence or absence of the given factors, (b) inferring the value attributed to those factors in terms of the quality of practices, and (c) identifying constraints to the quality of practices. Although the study is essentially descriptive, its framework clearly assumes that pedagogical practices should aim at transforming and empowering the individual as a condition for improving the rationality and justice of the contexts where the individual (inter)acts. Finding out whether teachers' and students' conceptions approximate to this view or deviate from it is one of the aims of the study. Significant results from both samples will be selected so as to present and compare the dominant idea(l)s of the inquired groups. Conclusions will be drawn about the perceived/desired quality of pedagogical practices and possible directions to improve it.

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.

Special education and the provision for specific educational needs have become a strategic component of contemporary education systems, as they safeguard the right to a high-quality, equitable and accessible education for all learners. This field has undergone a substantial transformation, moving away from segregation-based approaches towards inclusive perspectives that regard diversity as an inherent condition of the educational process and promote participation, learning and holistic development within increasingly heterogeneous school contexts. Within this framework, special education is understood as a cross-cutting approach that integrates educational policies, flexible pedagogical practices and systematic teacher training processes, while also facing challenges related to the timely identification of specific educational needs, the availability of resources, and the alignment between inclusive principles and their enactment in everyday pedagogical practice. The study is conducted through a systematic review with a qualitative orientation, focused on the organised analysis of academic publications and specialised documents published between 2016 and 2026, in accordance with the PRISMA guidelines, thereby ensuring methodological rigour, transparency and coherence. The analysis highlights that addressing specific educational needs constitutes a dynamic and continually evolving process, requiring sustained transformations in pedagogical practices, school cultures and organisational frameworks in order to respond appropriately to educational diversity.

Individualization of learning and health promotion play a key role in the implementation of the concept of barrier-free pedagogical practice. The aim of the study was to characterize the features of a barrier-free educational environment, to find out the role of individualization of learning and health protection in pedagogical practice. The article discusses the issues of individualization of learning and health protection in the formation of a barrier-free educational environment, provides examples of pedagogical practices aimed at their implementation, and highlights methods of individualization and health protection to create a favorable environment for the learning and development of each student. It is emphasized that in the modern educational context, creating a barrier-free environment requires taking into account the individual needs and potential of each student. The individualization of learning is aimed at adapting the educational process to the needs of each student, providing them with the opportunity to study in comfortable conditions and develop their potential. Health promotion ensures the physical and mental well-being of students, contributing to their successful learning and development. The strategies and methods of individualization of learning, such as differentiation of tasks, group and individual work, use of various educational materials and technologies are considered. The role of health promotion in pedagogical practice, including the organization of physical activity, psychological support and promotion of a positive psychosocial environment, is highlighted. The mechanisms for ensuring the functioning of a barrier-free educational environment are proposed, its components and factors of individualization of learning are considered. The article provides specific examples of innovative pedagogical practices that promote individualization of learning and contribute to health protection. In particular, the article considers methods of working with different types of tasks, the use of interactive technologies and tools that allow personalizing the learning process (stretching, flipped classroom, project method). It is found that innovative teaching methods are a mechanism for including different categories of students in the educational process. It is concluded that a barrier-free educational environment is a system that provides equal access and equal learning conditions for all students, regardless of their individual characteristics and needs; health protection involves systematic work with the physical and mental health of students, providing them with optimal conditions for learning and development; individualization of learning helps to prevent barriers to learning and promotes the inclusion of different categories of students in the educational process..

The article analyzes the issues of remote collaboration of the university-school in the organization of students' pedagogical practice. In conditions of extreme situations and territorial remoteness of educational institutions and universities, the organization of collaboration is possible only in a remote format. At the same time, there is a tendency towards the use of digital technologies in the higher education system, while their use is often ignored in the framework of pedagogical practice. The study reveals the possibilities of organizational and methodological support of students' pedagogical practice using distance educational technologies. The article demonstrates the advantages of distance collaboration of the university-school in the organization of students' pedagogical practice, which implies the organization of joint activities of the participants of pedagogical practice both in the absence and in the presence of territorial restrictions. The article analyzes the implementation of a practice-oriented approach to the professional training of a future teacher in the higher education system, describes the methodological and normative basis of the practical training of students. The role of collaboration between institutions of vocational education and general education in the process of organizing pedagogical practice is revealed. The leading methods in the study of this problem were questionnaires and content analysis, which made it possible to identify deficiencies in the content and organizational aspects of the university-school collaboration. The article describes the functions and principles of the remote collaboration of the university-school, revealing the substantive basis of the organizational and methodological support of students' pedagogical practice.

As digital technologies transform education, competencies such as critical thinking, collaboration, and problem-solving have become central to educational reform. In China, the 2016 National Core Competencies Framework for Student Development positioned Maker Education (ME) as a vehicle for integrating STEM learning. However, ME’s implementation poses challenges for teachers, including the need for interdisciplinary integration, student-centered facilitation, technological adaptation, and new assessment approaches. To address these challenges, researchers have proposed Design Thinking (DT) as a structured, human-centered framework that guides students through empathizing, defining, ideating, prototyping, and testing. When embedded in ME, DT supports both student creativity and teacher pedagogical design. Yet, successful adoption requires a supportive professional development system. Lesson Study (LS) offers such a system through iterative cycles of planning, teaching, observing, and reflecting, enabling teachers to refine instruction collaboratively based on student evidence. This thesis investigates how integrating DT into ME through LS transforms teachers’ pedagogical practices and affects student learning outcomes. It adopts a two-phase research design—a 4-month pilot study and a 16-month longitudinal quasi-experiment—organized into four sub-studies: Teachers’ pedagogical design practices (Study 1) Teachers’ insights into student learning (Study 2) Teachers’ professional knowledge development (Study 3) The impact of teacher changes on students’ STEM mastery (Study 4) During the pilot phase, five Chinese STEM teachers engaged in four LS cycles, combining the Chinese LS model with a “case student” observation method. Through this process, teachers developed a Design Thinking-based Maker Pedagogy (DTMP), characterized by (a) integration of the six-step DT process into ME, (b) a systematic project design framework, and (c) differentiated scaffolding strategies for each DT stage. Teachers also constructed a three-dimensional observation framework (cognitive, affective, behavioral) that deepened their understanding of student learning diversity and shifted their beliefs from product-focused to process-oriented, elite to inclusive, and teacher-directed to student-led education. In the longitudinal phase, five trained teachers implemented DTMP across 12 maker projects, while a control group used traditional methods. Comparative analysis of student performance across four STEM dimensions—Knowledge Recall, Conceptual Application, System Operation, and Project Evaluation—revealed that DTMP students achieved significantly higher mastery and more consistent growth trajectories, confirming the model’s effectiveness. The study makes three key contributions: Methodological innovation – Adapting the Chinese LS model with case-student observation to create an evidence-driven approach for differentiated instruction. Theoretical integration – Linking Teacher Noticing and Productive Failure theories to conceptualize students’ mistakes as valuable learning opportunities. Model development and validation – Establishing and empirically confirming the DTMP framework as a culturally responsive pedagogy that merges Western creativity-oriented ME with China’s structured instructional traditions. These contributions collectively offer a localized pathway for advancing ME in China and propose practical strategies for teacher professional development and classroom implementation. Despite its achievements, the study acknowledges four limitations: limited school diversity, imbalanced STEM focus, small sample size, and extensive researcher support. Future research should therefore explore DTMP’s adaptability in varied contexts, analyze teacher learning trajectories with larger samples, conduct long-term impact studies on student outcomes, and investigate scalable implementation in typical school settings. Overall, this research demonstrates that integrating DT and LS within ME fosters teacher growth, transforms pedagogical beliefs, and significantly enhances students’ STEM learning, providing a sustainable model for competency-based education reform in China and beyond.

This paper presents findings from the European project INFINITE, which explores the integration of Artificial Intelligence (AI) into professional and pedagogical practices in Higher Education (HE). Amid rapid social and technological change, developing AI-related competencies has become a priority for the academic community. The project seeks to empower faculty and students to use AI critically, responsibly, and with strong ethical awareness. The methodology combined desk research with a needs analysis survey conducted in five partner countries (Cyprus, Greece, Ireland, the Netherlands, and Belgium) involving 259 participants, including faculty members and students. Results show AI’s diverse applications in HE: supporting research through data analysis and literature reviews; streamlining administration by automating processes and enabling data-driven decision-making; and enhancing pedagogy through personalised learning, improved assessment, and accessibility support. However, significant challenges emerged. Concerns include data privacy, algorithmic bias, overreliance on AI, tool reliability, and the urgent need for professional development and policy frameworks. Addressing these requires structured training, clear institutional guidelines, and collaboration among academics, students, and policymakers. The INFINITE project contributes to this effort by developing an AI Literacy Toolkit, an AI Digital Hub, capacity-building programmes, and strategic actions.

One of the greatest challenges for K-12 computer science educators is finding the opportunities and resources to stay up-to-date with the field and its pedagogical practices. Teachers often lack CS colleagues at their school, which makes the lack of professional development opportunities even more significant. As part of its commitment to developing a strong community of computer science educators, the Computer Science Teachers Association (CSTA) supports the development of regional CSTA chapters. A CSTA chapter is a local branch of CSTA designed to facilitate discussion of local issues and to help connect teachers with professional development resources. This BOF will discuss existing professional development resources available to K-12 teachers, as well as providing a community building forum between high school teachers and college faculty. Attendees will be asked to share their professional development needs and desires, which will then guide the CSTA Professional Development committee in future efforts.

Good communication, correct use of scientific language, clarity of explanations and instructions are all important in an effective teaching/learning process. During frontal or group activity pupils have the opportunity to clarify with the teacher or with their peers the questions arisen from lack of clarity in communication. But as educational software is usually studied individually by each pupil, in this case it is more important that all the texts in these programs are clear and correct, as pupils many times don't have the opportunity to ask questions in case they don't understand something. The main goal of this research is to study the correctness of the language, the use of the scientific language and clarity of explanations and instructions in electronic lessons made by pre-service teachers. The research was carried out during Computer Assisted Learning (CAL) classes for students with Special Pedagogy and Psychology specialization. These students studied Pedagogy before this course and they have already planned and carried out lessons during their pedagogical practice. In CAL course students have been asked to choose a school discipline and a topic from this discipline's curriculum, and then develop a short electronic lesson for the chosen topic. The electronic lessons made by them were then analyzed based on a criteria system developed by the researchers. These criteria are focusing on the correctness of the language, the systematic use of the scientific language, the clearness of the explanations and task formulation, the comprehension processes which are evaluated with the questions. The results show that students make spelling and grammatical mistakes, but they are more careful with the scientific language; half of the questions evaluating only how pupils retrieve explicitly stated information; and there is a correlation between students correct language use and which process of comprehension they evaluate with the questions.

This article analyzes school inclusion within the context of Brazilian public education, with emphasis on the structural, human, and institutional barriers that hinder the effective implementation of inclusive educational policies. Its main objective is to highlight the gap between legal frameworks—such as the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI)—and everyday pedagogical practices. The core issue lies in the disconnect between normative ideals and the actual conditions of teaching. The study is justified by the urgency of rethinking inclusion beyond mere enrollment, considering the concrete demands of schools. A qualitative, theoretical-documentary methodology was employed, grounded in legislation and scholarly literature in the field. The findings point to the need for teacher training, an inclusive school culture, collaboration among professionals, and adequate material conditions. It concludes that effective inclusion requires intersectoral actions that integrate public policy, pedagogical practice, and a collective commitment to diversity.

This article, whose title emphasizes the Importance of Innovative Pedagogical Practices in the Early Years, examines pedagogical innovations in elementary school programs and how they can empower children through practices that break with the preventative and systematic teaching still prevalent in primary schools. The article examines the bibliographical elements of innovation in educational settings, as well as the connections between pedagogical innovations and child empowerment based on everyday pedagogy. Significant contemporary social, technological, and scientific advances require a redefinition of educational theories and practices—that is, they demand innovation in the field of education. In this sense, innovative pedagogical practices become factors that improve the teaching and learning process. Elements of pedagogical innovation present in schools are implemented through methodology, assessment, management, and, above all, the curriculum of a given institution. The discussion on pedagogical innovation was another important topic that sparked a debate focusing not only on modern digital technologies but also on everyday pedagogical practices, transforming teaching and learning approaches, breaking away from systematic learning processes, and, above all, empowering children in everyday life.

A teacher that applies the theory and practice of relational pedagogy can provide the optimal learning environment that meets the instructional and emotional needs of the 21st century learner. Therefore, the purpose of this instrumental case study was to examine teacher understanding and practice of relational pedagogy in the middle school classroom. More specifically this study aimed to understand how goal orientation, teacher disposition, and teacher support play a role in fostering a positive classroom climate. Data was collected through classroom observations, one-on-one interviews with key stakeholders, and focus groups with teachers. An observation rubric was utilized to collect data on the observable practices of care theory and relational pedagogy. The questions during the interviews and focus groups aimed to explore the learning experiences of the participants and how that reflected their educational philosophy in the middle school classroom. More specifically, the purpose of the line of questioning was to gain an understanding of what is important to the participants when developing classroom climate and how this understanding may reflect the practices of relational pedagogy. The researcher concluded that building relationships with students was a priority for teachers when building a positive classroom climate. The teachers and other stakeholders' educational philosophies were closely aligned with Nodding's (2005) Ethics of care theory. A secondary finding showed that teachers educational philosophies did not emulate all the components of relational pedagogy. The missing components were a student-centered approach that allows students take ownership of the construction of knowledge and learning experiences that relate to the student (Brownlee, 2004). These findings indicated a need for professional development and coursework development that interweaves instructional and emotional approaches for effectively teaching the 21st century learner.

Artificial intelligence (AI) is reshaping how learning environments are designed and experienced, offering new possibilities for personalization, creativity, and immersive engagement. This systematic review synthesizes 43 empirical studies (Scopus, Web of Science) to examine the training needs and practices of primary and secondary education teachers for effective AI integration and overall professional development (PD). Following PRISMA guidelines, the review gathers teachers’ needs and practices related to AI integration, identifying key themes including training practices, teachers’ perceptions and attitudes, ongoing PD programs, multi-level support, AI literacy, and ethical and responsible use. The findings show that technical training alone is not sufficient, and that successful integration of AI requires a combination of pedagogical knowledge, positive attitudes, organizational support, and continuous training. Based on empirical data, a four-level, process-oriented PD framework is proposed, which bridges research with educational practice and offers practical guidance for the design of AI training interventions. Limitations and future research are discussed.

As a social studies teacher, I’ve devoted my career to helping students explore the complexities of history and society, encouraging meaningful discussions that link the past to the present. Mathematics, with its numbers and formulas, always felt like a separate world from my area of expertise. However, with recent shifts in educational priorities and a shortage of math teachers, I unexpectedly found myself stepping into the unfamiliar territory of teaching mathematics. This transition not only pushed me to rethink my teaching approaches but also highlighted the urgent need for professional development that supports educators adapting to new roles. The issue of teachers instructing subjects outside their areas of expertise, known as out-of-field teaching, is a significant concern globally. This practice often arises due to teacher shortages or mismanagement, leading educators to teach subjects for which they lack formal training. Out-of-field teaching is widespread across various education systems. For instance, the 2018 Teaching and Learning International Survey (TALIS) reported that in at least 40 education systems, over 10% of lower secondary science and mathematics teachers lacked formal education or training in these subjects. In countries like Georgia and Saudi Arabia, fewer than 60% of science and mathematics teachers had received training in their respective subjects. In the United States, data from the 1990-91 Schools and Staffing Survey indicated that approximately 25% of public school students enrolled in mathematics classes in grades 7-12 were taught by teachers without at least a minor in mathematics or mathematics education. A report by the Second Congressional Commission on Education (EDCOM 2) revealed that 62% of public high school teachers are teaching subjects they did not major in during college. This widespread mismatch indicates that many educators, including history teachers, are assigned to teach mathematics and other subjects outside their specialization. A study at Sultan Kudarat State University-Laboratory Science High School explored the effectiveness of such approaches, indicating a commitment to enhancing teaching methodologies and potentially supporting teachers transitioning to new subject areas. ​Addressing the issue of out-of-field teaching in Sultan Kudarat requires ongoing professional development, strategic teacher deployment, and the implementation of innovative teaching methods to ensure educators are well-equipped to deliver quality education across all subjects. The Department of Education (DepEd) has organized training programs aimed at enhancing teachers’ competencies in specific subjects. For instance, the DepEd Division of Tacurong City, within Sultan Kudarat, conducted a Division Training for Grade 4-6 Teachers focusing on mathematics instruction through pedagogical strategies. Such initiatives aim to equip teachers with the necessary skills to effectively teach subjects outside their original specialization. Recent studies highlight that out-of-field teaching often results in reduced instructional quality and lower student performance, especially in high-cognitive-demand subjects like mathematics (Ghasemian & Pourrajab, 2023). Teachers without formal training in mathematics typically struggle with deep content understanding, pedagogical content knowledge (PCK), and classroom confidence—factors that are essential for effective math instruction (Hill, Ball, & Schilling, 2022). There is a lack of research specifically investigating the lived experiences of Social Studies teachers assigned to teach mathematics under the National Mathematics Program (NMP). Existing studies do not adequately capture their emotional challenges, instructional adjustments, coping mechanisms, or professional growth needs, nor have these experiences been systematically used to inform the design of targeted, practice-based professional training programs. This study explores the lived experiences of Social Studies teachers handling the NMP at Isulan National High School. It aims to examine their competency skills, challenges, and coping mechanisms to provide insights for developing a professional training program tailored to their needs. By addressing these demands, this research seeks to improve teachers’ performance and enhance the overall success of the NMP

Este artigo relata resultados de uma pesquisa de mestrado do Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia, na qual se buscou compreender a possibilidade de desenvolvimento profissional, por meio da análise de uma proposta coletiva de formação continuada de professores de Ciências, que se configurou em uma ação de caráter colaborativo entre universidade e escola. Analisou-se, ainda, o potencial do envolvimento entre professores da Educação Básica e pesquisadores da Universidade, na transformação da prática docente. A opção metodológica situou-se nos domínios da abordagem qualitativa, na sua modalidade de Estudo de Caso do tipo etnográfico. A análise dos dados apontou que a profissão docente e o seu desenvolvimento profissional constituem elemento fundamental para assegurar a qualidade do processo ensino-aprendizagem, e a necessidade de que o desenvolvimento profissional seja concebido como um processo coletivo e colaborativo, consistindo em possibilitar, aos professores, a construção de novas teorias e práticas pedagógicas.