Teacher Education Research Articles

Rapid Response to Professional Development: How Online Teacher Professional Learning Networks Supported Teachers in Pandemic Times

During COVID-19, when teachers rapidly shifted to remote teaching and learning, it became evident that there was an educational crisis—teachers were unprepared for teaching using digital pedagogies. A group of teachers and teacher educators in Trinidad and Tobago, ITTPN Global, responded to the call for emergency professional development in ICT tools with a free workshop series via Zoom. The workshop series served to address teachers’ upskilling in key areas of ICT as digital pedagogy became the pandemic pedagogy. Pandemic pedagogy refers to teaching and learning during COVID-19. Teachers built confidence and competence in using ICT tools and designing online lessons. The professional learning model highlighted in this paper utilized authentic and active learning and teacher agency. This reflective essay examines the transformative possibilities of networks in a crisis with implications for professional teacher learning post pandemic.

The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers.

Teachers' goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.

Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals

This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its pre-service teacher education courses. The findings revealed that pre-service teachers perform best in “Quality Education” and “Gender Equality.” Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,”“Life below Water,” and “Life on Land” as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.

Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators

Alternative pathways to licensure (APL) programs have proliferated nationally as a potential solution to the ongoing critical shortage of qualified special education professionals. Although these programs attract more diverse teacher candidates, they have been criticized for a lack of preparation and support provided to new professionals. This likely exacerbates teacher shortages and contributes to the pervasive underachievement of students with disabilities. Additionally, due in part to wide variations in APL programs, limited research is available on the structure and subsequent impact of APL programs. To gain a landscape view of the ways policy shapes special education APL programs in the United States, the authors analyzed state policies and regulations that guide licensure requirements for special education APLs. To do this, they identified policy and regulation documents and analyzed them for themes related to APL requirements. The authors found wide variability nationally regarding entrance and completion requirements for APL participants, including testing and pedagogical requirements, field experiences, and employment status. This type of policy incoherence has implications for state and local educational agencies, researchers, teacher educators, and policymakers as they seek to evaluate APL programs and determine which structures will most effectively support the recruitment and retention of special educators.

Assessing the Potential for a PhD in Education Program with Specializations at LSPU-System: A Feasibility Study

The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Education program at LSPU. The study utilized a quantitative research design to gather data from 243 respondents consisting of teachers, education professionals, and stakeholders in the field of education. The data were analyzed using descriptive statistics and inferential analysis to evaluate the potential demand for the program, the availability of qualified faculty members, and the resources needed to support the program. The results showed that there is a high demand for advanced degrees in education, as evidenced by the majority of respondents expressing interest in pursuing a PhD in Education. The study also found that LSPU has an adequate number of qualified faculty members who meet the minimum requirements set by the Commission on Higher Education (CHED) policies and guidelines. Additionally, LSPU's status as a Center of Development in Teacher Education reflects the university's commitment to excellence in teacher education, which is directly relevant to the proposed PhD in Education program. The study concluded that LSPU is well-positioned to offer a PhD in Education program, given its available resources, qualified faculty, and high demand from potential students. This study's findings can provide valuable insights for LSPU in making informed decisions regarding the development and implementation of a PhD in Education program. The study's implications extend beyond LSPU, as other universities interested in offering similar programs can use these findings as a reference for their own feasibility studies.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

DISCUSSING THE ISSUES OF BUILDING A SYSTEM OF TRAINING LOCAL CHINESE LANGUAGE TEACHERS IN KAZAKHSTAN

Under the framework of the Belt and Road Initiative, this study focuses on the construction and optimisation of the local Chinese language teacher education system in Kazakhstan. By examining in detail, the structure and function of the current system of Chinese language teacher training in Kazakhstan and the multiple challenges it faces, we use comparative pedagogical methods and refer to successful models of teacher education at home and abroad, with the aim of proposing a set of actionable strategic recommendations. These proposals aim not only to promote the professional growth and stability of local Chinese language teachers, but also to enhance the quality and effi-ciency of Chinese language teaching, thus promoting the popularisation and application of Chinese language in Kazakhstan. Srengthening international co-operation in the field of language education, especially exchanges with China, iscrucial for enhancing understanding and deepening the human-istic bond between the two peoples. Therefore, this study also aims to provide theoretical support and practical guidance for the construction of a shared linguistic and cultural platform connected two countries and promoted of the regional practice of the concept "community of human destiny", thus contributing to the pluralistic dialogue and harmonious coexistence among the countries along the "Belt and Road".

Gender-focused Training for Non-university Teachers in Spain, through Social Media

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers' role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource.

Participatory learning: Exploring place-based pedagogy for future teachers

Participatory learning: Exploring place-based pedagogy for future teachers

Editorial: VET Teacher and Trainer Education

Editorial: VET Teacher and Trainer Education

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

Effectiveness of Multimedia Package on Student-teachers’ Achievement in Information and Communication Technology (ICT) in Education Course

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teacher-training to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University's pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

Multidisciplinary learning assessment in Finland – a phenomenographic approach on teachers’ perceptions

ABSTRACT Multidisciplinary learning (ML) contexts have become an integral part of teaching. Since the 2014 curriculum reform in Finland, certain aspects of learning assessment have changed in Finnish basic education. These educational policy reforms and their practical implementation have increased national and international interest in the Finnish curriculum and its approach to learning assessment. This paper explores Finnish primary school (students aged 7–12) teachers’ (PST) perceptions of the significance of learning assessment in basic education, particularly regarding multidisciplinary learning modules. This study implements a phenomenographic research design based on semi-structured interviews (n = 15). The qualitative analysis resulted in five hierarchical outcome categories reflecting the primary school teachers’ perception of significance of learning assessment in a multidisciplinary learning context. The results indicate that primary school teachers’ perceptions of the significance of learning assessment can influence both the variety of assessment, and the teacher/student roles in the design and implementation of assessment. The qualitative findings of this study deepen our understanding of the role of learning assessment in multidisciplinary learning and teaching and support the further development of teacher education in the field of learning assessment. Interactive, comprehensive assessment strengthens quality learning by making learning visible and steering learning towards its goals.

VET Teacher Education – a Co-Constructive Design Process

VET Teacher Education – a Co-Constructive Design Process

Between Heterogeneity and Professionalization of TVET Teacher Education in Costa Rica

Between Heterogeneity and Professionalization of TVET Teacher Education in Costa Rica

Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom

This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ metacognition. It consisted of seven modules describing the different SRL promotion types and SRL capabilities and ways to promote them through teacher talk and action. Modules included written information and video examples taken from observations of real classrooms, which were used to illustrate the transfer of SRL theory to instructional practice. Each module concluded with several assessment items. During the Program the participants, 91 teacher education students, were asked to use a simplified scoring system based on the SRL-TPF to code lesson transcripts taken from classroom observations. The results showed that by the end of the program over 85% of the participants were able to provide teacher instructions that included explicit SRL promotion and/or promoted students’ SRL knowledge. Our study contributes to research findings on teacher education students’ knowledge of SRL, their promotion of SRL to students, and the contribution of short duration SRL professional development.

Teacher-written feedback in L2 writing education: Insights into student tensions and responses

This study aimed to investigate the perceptions and experiences of six undergraduate students enrolled in two writing courses within an L2 teacher education programme. The focus was on understanding the tensions these students experienced when engaging with their tutors' written feedback and the impact of these tensions on their responses. Adopting a qualitative methodology, the research involved semi-structured background interviews and stimulated recall interviews. Key findings reveal multiple dimensions of tensions, including emotional, interpersonal, academic, and institutional. Students employed various adaptive and maladaptive strategies to navigate these tensions, ranging from proactive engagement and peer support to avoidance and selective feedback engagement. The study also identified five characteristics of the interaction between tensions and responses: dynamic, context-dependent, idiosyncratic, cumulative, and interconnected. These insights emphasise the need for educators to provide clear, specific, and constructive feedback, and foster a supportive environment that mitigates negative impacts and promotes adaptive strategies. The findings have significant implications for research and practice, advocating for the development of feedback literacy among educators and students to enhance the effectiveness of written feedback in L2 writing education.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

Showing What They Know: How Supervisors Express Their Assessment Literacy

This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors’ assessment literacy, which could inform research and practice.