What Can K–12 Education Teach College Professors?

The aim of the current study was twofold: identifying the constituent components of language teacher educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors’ opinions about these components. Data were collected from 436 participants using a questionnaire. The results of factor analysis showed that teacher educators’ pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories, relevant disciplines, technology, context, research, social relations, language-related issues, reflection, teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA indicated significant rating differences in five of these components, with teachers registering lower scores, compared to teacher educators and university professors. The components of language teacher educators’ pedagogical knowledge are discussed in light of the proposed model and the available literature. The differences between the three groups of stakeholders’ ideas are also attributed to their job descriptions. This eleven-component questionnaire can be used to assess teacher educators’ pedagogical knowledge. The discrepancy between the three groups of stakeholders’ ideas also shows that a more dialogic approach should be adopted in teacher education programs.

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The study examined the perception and readiness of online teaching among lecturers of Colleges of education in Jigawa State. The study was carried out with four objectives, which are to; find out lecturers’ perception on online teaching in Colleges of Education in Jigawa State; identify lecturers’ readiness for the use of internet in teaching in Colleges of Education Jigawa State; find out the; determine the extent of interaction between lecturers’ perception and readiness in the use of mobile phones ,computers, tablets and software applications on the use of online teaching in Colleges of Education in Jigawa State; and assess the extent of lecturers’ utilisation of online teaching in Colleges of Education in Jigawa State. Four research questions and four hypotheses were formulated in line with the above-mentioned objectives. The study employed descriptive survey design with a total population of four hundred and thirty-two (432) and a sample size of three hundred and sixty-four (365) which was arrived at using researcher advisor table. The Data for the study was collected using questionnaire developed by the researcher titled Lecturers’ Perception and Readiness of Online Teaching Question (LPRAOTQ). The data collected were analyzed statistically using Statistical Package for Social Sciences (SPSS) version 25, at both descriptive and inferential levels. At descriptive level, the research questions were answered using mean and standard deviation. At inferential level, the hypotheses were tested using Chi-square and Kruskal-Wallis (H) tests. The findings of the study revealed a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching. This suggests that lecturers may harbor misconceptions about the practical aspects of online teaching. The study also found that there was no significant difference in the preparedness of lecturers on the use of Internet for teaching in colleges of education in Jigawa State. This finding suggests that lecturers view online pedagogical approaches favourably and do not perceive strong barriers to their adoption. Another finding from the study is that there was no significant difference in lecturers’ perception and readiness in the use of ICT tools for online teaching in colleges of Education in Jigawa State, among other findings. Based on the findings of the study, it was concluded that there was a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching and It was recommended among others that teacher educators should positively perceived online learning as effective leaning method for teacher education; teachers, school managers and National Commission for Colleges of Education (NCCE) should promote the use of ICT and internet in teacher education institutions; and college management and other relevant stakeholders should provide ICT and internet facilities in the Colleges of Education in Jigawa State.

In September 2014, university professors from UAB (Universitat Autonoma de Barcelona) and teacher educators from CESIRE (Centre for Support of Educational Innovation and Research) started to collaborate in the design of a primary teacher development program called “IBS and English learning in primary education”. One of the goals of this program was to create a sustainable triadic partnership (Primary school teachers/UAB university professors, researchers, and primary student teachers/CESIRE’s teacher educators) which fosters educational innovations and research in the integration of Inquiry based science and English in primary education in Catalan schools. The triadic partnership, piloted for the first aim in the academic year 2014–2015, has provided a scenario for successful collaborative and innovative teacher development processes. The first strength of the teacher preparation model has been the explicit theoretical support provided by university and teacher educators from both science and foreign language education. The theory acted as an arena where to create a boundary object that was shared and negotiated among all participants. The boundary object was supported by the theoretical framework of the program and by the development of a tool used by all participants. This tool was designed to guide the planning of the Inquiry Based Science instructional unit in English and it will be refined in the next future theoretically and practically. The second strength of the program has been the composition of the learning community including school teachers, student teachers, university professors and teacher educators from both science and language education disciplines.

This study aimed to examine the relationship between university professors' teaching styles, perceived pedagogical practices, and their influence on students’ academic satisfaction. The research focused on the pedagogical practices within the Faculty of Education Sciences at the Universidad Católica de Oriente, Antioquia, Colombia. It followed a descriptive-correlational design with an empirical-analytical approach and interpretive scope. The sample included faculty members and students from the four active undergraduate teacher education programs within the faculty. Quantitative data collection techniques were employed, using the following validated instruments: CEMEDEPU (Teaching and Assessment Methodologies of University Professors), CPP-E (Pedagogical Practices Perceived by Students), and CSA (Students’ Academic Satisfaction). Data analysis was conducted using the Jamovi Project software (2024). Findings confirm a strong correlation between teaching styles and students’ academic satisfaction. The results highlight that pedagogical coherence, thoughtful lesson planning, and clarity in assessment significantly contribute to comprehensive student development and a positive university experience. The study concludes by emphasizing the importance of continuing to prioritize initial teacher education through a critical and formative approach. It advocates for the implementation of strategies that promote active student engagement and underscores the need to prepare reflective and transformative educators who support students’ holistic development and the continuous improvement of educational quality

In 2020, the novel COVID-19 epidemic was, without a doubt, the top issue for all nations. All higher education institutions in Nigeria were forced to close due to a sharp increase in virus infections, which allowed a select few private universities to transition to online instruction to maintain an uninterrupted academic schedule. The first private university in Nigeria to use online instruction was Al-Hikmah University. Using Al-Hikmah University as a case study, this study examined administrative tactics of online teaching in Nigerian private universities. For this study, a qualitative research design was used. All the university's professors make up the population. Six participants from five faculties were chosen using stratified, purposive, and convenience procedures. The participants were asked to provide pertinent information using a tool called "Interview Protocol on Administration of Online Teaching (IPAOTS)." Thematic analysis was used to transcribe and examine the data that was gathered. Zoom, WhatsApp, and Telegram were found to be used by lecturers to teach students. Planning, coordinating, supervising, directing, and evaluating are some administrative techniques utilized in online teaching. Findings also point to difficulties with online instruction. They include a lousy network, insufficient data, unruly students, and power outages. Based on the study's findings, it was advised that efficient online teaching in universities requires ongoing training for lecturers, adequate data subscription, correct planning, and sound e-learning policy.

Intercultural training and attitudes of physical education teachers towards immigrant students in Chile: A multi-stakeholder perspective

Teacher education programs have a critical role in helping incoming teachers develop a deeper understanding of lesbian, gay, bisexual, and transgender (LGBT) issues and their moral and legal obligations to counter homophobic bullying. In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Canadian city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. In particular, they consider (1) their commitment to this work; (2) why they taught the way they did; (3) the impact their approach had on teacher candidates in the workshops; and (4) what the study revealed about their teacher education practices.

This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.

Experience in the workforce influences teacher educators’ responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors’ analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. While novices exhibited openness toward learning, the experienced teacher educators were divided into one group that revealed an inquiry stance examining their practice and a second group that claimed expertise and was less willing to consider changing instructional practice. This initial differentiation at the first trajectory stage led to distinctions in development at later stages, resulting in a reclassification of the educators into three groups: novices, experienced experts, and experienced non-experts. These findings emphasize the importance of teacher educators’ years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform.

BackgroundAcademic dishonesty is an intentional behavior that transgresses ethics in the teaching-learning process. The present study aimed to evaluate the factors associated with the perception of university professors about academic dishonesty in dental students from two universities in the Peruvian capital.MethodsThis cross-sectional, analytical study evaluated 181 professors from two Peruvian universities between March and July 2022. A validated 28-item questionnaire was used to measure the perceived academic dishonesty of their students. A logit model was used to evaluate the influence of the variables gender, marital status, place of origin, academic degree, specialization, academic area, years of teaching experience, scientific publications, ethical training and university of origin, considering a significance level of p < 0.05.ResultsAccording to the median, professors perceived that their students sometimes had attitudes and motivations to commit academic dishonesty. The professors whose origin was the capital city were twice as likely to perceive dishonest attitudes in dental students as those whose origin was a province (OR = 2.04; 95% CI: 1.06–3.93). University professors in pre-clinical courses were 0.37 times less likely to perceive dishonest attitudes than those teaching in the dental clinic (OR = 0.37; CI: 0.15–0.91). University professors in basic science courses and professors in preclinical courses were 0.43 times (OR = 0.43; CI: 0.19–0.96) and 0.39 times (OR = 0.39; CI: 0.15–0.98) less likely to perceive dishonest motivations in their students compared to university professors in the dental clinic. Gender, marital status, academic degree, specialty, years of teaching experience, scientific publications and ethical training were not found to be influential factors (p > 0.05).ConclusionAlthough all university professors surveyed perceived dishonest attitudes and motivations in their students, university professors from the capital city perceived such attitudes more. In addition, being a preclinical university professor was a hindered factor for perceiving such dishonest attitudes and motivations. It is advisable to implement and constantly disseminate regulations that empower academic integrity as well as to manage a system for reporting misconduct and to make students aware of the impact of dishonesty in their professional training.

The Joy and Responsibility of Teaching Well

European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.

This chapter relates to the ‘professionalisation of teacher educators’ theme in the Call for Papers. The specific topics examined here are the initial disciplines, pathways of becoming these educationists, and the related titles. The empirical data that is used relates to an investigation of English further education (FE) teacher educators (Loo in Professional development of teacher educators in further education: pathways, knowledge, identities, and vocationalism. Abingdon, Routledge, 2020), which draws on 33 participants using a mixed-method approach of a questionnaire, semi-structured interviews and Talking Heads (a narrative method). The teacher educators-participants were from higher education institutions, FE colleges and private providers. The data is analysed to seek out the similarities and differences on the three themes of the participants’ initial disciplines, pathways/journeys to becoming educators and their current role titles from the perspectives of their work settings of higher education institutions, FE colleges and private providers. The reason to approach this chapter based on institutions is to ascertain a nuanced picture that has not been researched before. The literature review is structured into three themes: initial disciplines, pathways of becoming teacher educators, and related job titles. Some of the salient sources regarding the initial disciplines include Becher (The significance of disciplinary differences. Studies in Higher Education, 19:151–161, 1994) and Smeby (Disciplinary differences in university teaching. Studies in Higher Education, 21:69–79, 1996) to facilitate the classifications of disciplinary areas. With the pathways theme, publications by Noel (The secret life of teacher educators: Becoming a teacher educator in the learning and skills sector. Journal of Vocational Education and Training 58(2):151–170) and Mayer, Mitchell, Santoro and White (Teacher educators and ‘accidental’ careers in academe: An Australian perspective. Journal of Education for Teaching 37(3):247–260, 2011) are used to typologies the journeys of these educationists. In the last theme on titles, the reference to job titles in the ‘Training to Teach in the Lifelong Learning Sector’ document by the Learning and Skills Improvement Service (Training to teach in the lifelong learning sector, LSIS, 2011) is used. The findings from this empirical data centre on the similarities and differences of the three themes: initial disciplines, journeys and job titles, as viewed from the perspectives of the three different sectors: FE colleges, higher education institutions and private providers. The commonalities may be explained by the collective educational contexts of working in the FE sector, and the differences, by the differing priorities of these educationists working in their diverse organisations. Finally, the findings are reviewed regarding their implications to the related stakeholders and their contributions to the sector.KeywordsEnglandFurther educationTeacher educatorsInitial disciplinesJourneysTitles

The persons most directly affected by teacher education or preservice field experiences are seldom asked to identify problems within those experiences and to help plan strategies to solve those problems. This study was developed to involve those persons in such a collaborative effort. In phase one of this study, 39 teachers and teacher education students identified problem areas of the preservice field experience and suggested strategies for improvements. In phase two, 55 participants completed a survey on who should be responsible for teacher education and then discussed how they would design a teacher education program. Findings indicated that teachers believed they should share responsibility in all aspects of teacher education. Discussions focused on broadening the base of the field experience, the perception that university professors are out of touch with the public schools, and a sentiment that teachers should participate with university methods teachers in the preparation of the prospecti...