Teacher Preparation Research Articles

Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation: Why Community-Engaged Courses Matter

Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a U.S.-based Hispanic-Serving Institution and how such a course could support student training and capacity for planning playful lessons. We analyzed data collected by our institutional Center for Community Engagement to understand the impact of field-based engagement on student experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed.

Factors measuring the readiness of teacher educators’ to use web 2.0 technologies

Web 2.0 has opened many opportunities and avenues in education, especially in tertiary education. The open nature of Web 2.0 has enabled teachers and students to access, share, collaborate, and communicate knowledge around the world with just one click. Web 2.0 tools have been frequently used in teacher education in session planning and designing strategies for the teaching–learning process. Pakistan's public and private sector universities offer teacher education programs. Due to the significant influence of Web 2.0 technologies, there have been a rising number of studies on the use, effects, and perceptions of Web 2.0 technologies in education. However, there was a need for study in the Pakistani scenario, which could uncover teacher educators' practices regarding the use of Web 2.0. To better understand the factors that influence teacher educators’ decisions to adopt Web 2.0 technologies. This study used the Decomposed Theory of Planned Behavior (DTPB) framework aimed to unwind teacher educators' behaviors and practices for Web 2.0 technology usage. The research design of this study was exploratory with a quantitative approach. The data was collected through an adopted DTPB scale-based survey questionnaire that provided a snapshot of the behaviors, attitudes, opinions, and beliefs of teacher educators. The population of the study was comprised of teacher educators of the teacher education departments from public and private sector universities of Sindh province in Pakistan. From both sectors, a total of 156 subjects were targeted for data collection, out of which 73 participants responded. This research uses descriptive analysis and inferential analysis to establish the overall tendency of responses from individual teacher educators and to note how this tendency varies among both sectors. Based on the findings, the results depict how a large population views the usage of Web 2.0 technologies in the teaching–learning process and the diversity of both sectors.

Tikking the Tok and Leading the Way: Teacherpreneurs Leading on TikTok

ABSTRACT Teacher shortages in the United States have increased the need for resources for teachers just learning to teach. The purpose of this study was to explore how teacherpreneurs, a type of teacher leader, are leading on TikTok. We grounded this study in the research on teacher leadership, including the five waves of teacher leadership and the most recent development of teacherpreneurship, as well as social media influencers. We qualitatively analyzed 300 videos from 30 different teacherpreneuers to determine the following themes: diverse narratives, entertainment, instructional resources, and advocacy. We describe implications for practice, including teacher preparation, as well as future research.

Dietitians as innovators: a deductive-inductive qualitative analysis

BackgroundFrontline health professionals are well-placed to develop and implement beneficial innovations. Evidence supports the clinical and financial benefits of Registered Dietitian (RD)-led improvement initiatives, but we know little about how RDs perceive of innovation or of themselves as innovators. The objectives of the study were to gain an understanding of: 1) how RDs define innovation; 2) who RDs perceive as innovative; 3) whether RDs feel prepared to innovate, and; 4) to what extent work context impacts RDs’ capacity to innovate at work.MethodsAll RDs employed in Canada were eligible to participate. Semi-structured interviews were conducted and a deductive-inductive approach was applied to qualitative analysis. Specifically, Scott & Bruce’s (1994) Path Model of Individual Innovation in the Workplace was first applied as a coding structure.ResultsRespondents (n = 18) exhibited a pro-innovation disposition and a gendered perception of innovation. Few felt their preparatory education prepared them to be innovators in the workplace. All components of Scott & Bruce’s model were supported. Inductive codes were categorized into five themes, including: benefits, dietetics-specific, health care system, technology and individual characteristics.ConclusionsResearchers have previously raised concerns about gendered perceptions of innovation; our results support the legitimacy of these concerns. RDs reported entering the workforce unprepared to be innovative. While the applicability of Scott & Bruce’s model among RDs was confirmed, deficits in the model were noted beyond what would be expected due to context.

Preparing for stormy weather: building VA health system resilience for dialysis emergency preparedness in the era of climate change.

Climate change has been implicated as the driver for the increasing number, intensity, duration, and consequences of catastrophic weather events. As a result of extreme weather events, climate change has also been implicated as an important mediator of adverse kidney health outcomes, not only increasing the risk for the development of acute and chronic kidney diseases, but also disrupting the delivery of critical kidney health services. In particular, the delivery of dialysis services during major emergencies remains an ongoing and increasing problem, with a recognized need for improved emergency preparedness and disaster management (EP-DM) strategies to mitigate the increased risk of morbidity and mortality associated with missed dialysis treatment. There are increasing reports detailing the challenges of kidney dialysis care in times of crisis, to include those resulting from both man-made and natural disasters. Optimized management of the high-risk vulnerable dialysis patient population must include both facility-facing comprehensive continuity of operations and emergency response plans, and ongoing patient-facing emergency preparedness education. This review discusses the adverse impact of climate change-related natural disasters on the delivery of dialysis services, and the evolving EP-DM strategies developed and implemented by the Veterans Health Administration (VA) to optimize the care and well being of the vulnerable end stage kidney disease (ESKD) patient population.

‘The upside-down’ healthcare professional students’ experiences of delirium: an all-Ireland focus group study

BackgroundDelirium is a complex neuropsychiatric syndrome characterised by an acute state of confusion, with a substantial impact on medical inpatients. Despite its growing recognition as a global healthcare concern, delirium remains underdiagnosed, partly due to a lack of awareness among healthcare professionals. The aim of this study was to explore how healthcare professional students experience caring for individuals experiencing delirium, the influence of their current pre-registration healthcare education, and importance of interprofessional teamwork in their role.MethodsThis qualitative study used a focus group approach to collect data from 40 healthcare professional students, including nursing, pharmacy, and medical students, across two universities in Ireland. The focus groups explored participants’ experiences of caring for people with delirium, their delirium education, and their collaboration with interdisciplinary teams. The data were analysed using a reflexive thematic analysis approach.ResultsFollowing thematic analysis, three themes are reported. The first is “The Upside Down,” revealing student perceptions of caring for people with delirium who are facing distressing situations. The second team reported is, “Teamwork Makes the Dream Work,” emphasising the critical role of interprofessional collaboration in delirium management and patient outcomes. Finally, the theme of “A Little Is Not Enough,” highlighted students’ critiques of current delirium education in their pre-registration training. Collectively, these themes illuminate challenges in delirium care, advocate for teamwork in healthcare settings, and call for improvements in educational preparation for future healthcare professionals.ConclusionsThis study contributes to the existing literature by providing insights into the perspectives of healthcare professional students on delirium care. The findings also highlight the challenging nature of caring for individuals with delirium and the need for improved delirium education and interdisciplinary collaboration.

Factors Affecting Academic Performance of Dental Graduates (2008-2016): A Study from A Colombian Public University

Graduate follow-up studies are essential tools used by higher education institutions to evaluate training effectiveness and employment outcomes in dental education. This study analyzed survey data from 100 dentistry graduates (2008-2016) from a Colombian public university to examine the influence of academic factors on dental training and assess current employment status. Using descriptive statistics and bivariate analysis, the research revealed a high employment rate (79%) among graduates, with predominant participation in private practice and urban settings. Significant gender-based differences were found in the perception of academic training factors, while the majority of graduates reported satisfaction with their professional preparation and current employment situation. The findings challenge previous assumptions about inadequate dental education preparation for current market demands and provide valuable insights into graduates' professional trajectories, contributing to the limited literature on dental graduate outcomes in developing countries.

Empowering Novice Teachers through Mentorship and Supported Teaching in Schools: Implications for Education Policy and Practice

Purpose: This study aimed to support novice teachers in teacher education institutions in Ghana on how mentoring and supported teaching in schools (STS) can be used to shape the novice teacher’s thought on the school profile dimension throughout the mentoring relationship. The purpose is to review literature on mentoring using Hudson's five factor mentoring model process and STS and think through how mentoring and STS can be improved in teacher preparation. The Hudson's five factor model of mentoring was used as the conceptual framework. Methodology: The study was conducted using document analysis (secondary data sources), such as reports, online papers, or datasets that have already been gathered from Google, ERIC, Research gate, and Academia. Findings: The findings of the study were that the STS has created an opportunity for mentors to spend time with their mentees and share their professional and pedagogical experiences. Again, it is believed that structured mentoring, feedback and reflection would enhance the student teacher’s capacity to succeed. Unique Contribution to Theory, Practice and Policy: The study suggests that there should be on-going professional development for mentors, structured mentoring programmes, feedback and reflection mechanisms to check for coherence through assessment procedures and monitor students’ progress. Case study research can also serve to illuminate both positive and problematic aspects of the STS mentoring.

Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China

Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China

Science of Reading: Pathways of Pedagogy for Preservice Teachers

Faculty in two Educator Preparation Programs examined the models of pedagogy adapted in response to the Science of Teaching Reading(STR) mandates. These are revised traditional literacy courses, the use of service learning projects which include a reading lab, and a stand-alone STR exam preparation course. The programming reveals a convergence of literacy instruction, the new reading wars, education policies, and a commitment to preparing preservice teachers to succeed.

Assessing Teacher Competences and Their Impact on Inclusive Education for Children with Developmental Difficulties in Kosovo

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

A Survey of 251 Facial Paralysis Patients to Assess Their Educational Preparedness and Symptom Management after Treatment of Vestibular Schwannoma

Abstract Objective The aim of this study was to evaluate how patients with vestibular schwannoma (VS) were prepared for facial paralysis (FP). Study Design This study comprised an online survey of members of the Acoustic Neuroma Association of America who had FP. Methods A 28-question survey gathering information on the patient experience related to management of FP was created. Associations between treatment setting and presence of FP were analyzed using SAS Enterprise Guide 8.4. Significance was considered at p-values < 0.05 in a univariate and multivariable model. Results A total of 251 subjects with VS and FP responded. A total of 14% presented with FP, 70% were diagnosed with VS at least 6 months prior to treatment, and 61% were treated at academic centers. A total of 28% felt prepared for life with FP and 42% were confident their medical team understood management. Less than 30% of respondents received educational materials. After developing FP, speech and swallow difficulty and anxiety were common, but few respondents were referred for expert management. Subjects at academic centers were more often referred to specialists in the same location. Those with preoperative FP felt their medical teams better prepared them for it, had fewer complaints of difficulty speaking, and were happier with their recovery. Conclusion Significant gaps in preparation and management of FP were identified. Preoperative FP led to improved perception of care; however, the delivery was similar to those without it. Studies of surgeons who manage VS are needed to better understand how they prepare patients for the emotional and physical sequelae of FP.

The Efficacy of Peer Tutoring on Math Achievement in Supplementary Examinations for First-Year Bachelor of Primary Education Students.

This study investigates the effectiveness of peer tutoring in enhancing mathematics achievement among first-year Bachelor of Primary Education students who face challenges leading to supplementary examinations. It seeks to understand how peer tutoring impacts students' confidence in mathematics, factors influencing their interest in the subject post-tutoring, and their perceptions of traditional teaching methods compared to peer tutoring effectiveness. Despite the inclusion of a foundational mathematics course, many students encounter difficulties, prompting a reliance on supplementary exams. Peer tutoring presents a potential solution to enhance understanding and confidence, thereby improving educational outcomes within the Bachelor of Primary Education program. The study employs a mixed-method case study design, combining quantitative analysis of pre/post-test scores with qualitative insights from surveys, with ethical considerations including informed consent and confidentiality measures. The population comprises first-year Bachelor of Primary Education students facing supplementary exams, with a purposive sample selected for thorough exploration of research questions. Results indicate significant improvements in students' confidence and interest in mathematics post-tutoring, highlighting peer interactions and interactive teaching styles as key motivators. The findings affirm the positive impact of peer tutoring in addressing foundational mathematics challenges and underscore the need to integrate peer tutoring into teacher preparation programs and revise curricula to prioritize active learning strategies for improved educational outcomes.

The Influence of Flipped Classroom on Students’ Achievement in Secondary School Geography

This study investigates the impact of the flipped classroom model on students' academic achievement in geography. The flipped classroom, characterized by pre-class learning through digital resources and in-class interactive activities, challenges traditional instructional methods by emphasizing active learning and student-centred approaches. This paper examines how implementing this model affects student engagement, conceptual understanding, and overall performance in geography. The findings suggest that flipped classrooms can significantly enhance learning outcomes in geography when appropriately integrated into the school curriculum. The study also highlights potential challenges, such as resource accessibility and teacher preparedness, and proposes strategies to address these barriers.

Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework

AbstractStudents designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To address this issue, an interdisciplinary team of biliteracy and secondary content method scholars and teacher educators used funding through the U.S. Department of Education's National Professional Development Program to (1) articulate a cohesive framework that integrates biliteracy with disciplinary learning through research‐based instructional practices and (2) explore how English, math, and science secondary content method instructors apply this framework when working with preservice teachers. The researchers connected translanguaging pedagogy, content and language/literacy integrated approaches, and a practice‐based teacher education model to develop the Biliteracy and Content Area Integrated Preparation (BCAIP) Framework. They found that participating content area secondary method instructors made progress toward applying the BCAIP framework by building upon what they already do in support of diverse learners (i.e., foundational pedagogies) as they shifted toward biliteracy‐oriented pedagogy. The authors argue that situating translanguaging in a disciplinary learning context better positions secondary teacher educators to transform how they prepare preservice teachers to serve multilingual learners.

Sustained collaborative inquiry with teachers of multilingual learners

AbstractSociocultural theories and Indigenous epistemologies inform approaches to teaching and learning with K‐12 multilingual learners and Indigenous students in the United States, and center instruction in the cultural and linguistic identities of children and their communities. Teacher preparation programs often incorporate readings and opportunities for dialogue around these sociocultural concepts, theories, and instructional approaches. However, without opportunities for implementation, it is difficult to know how fully these practices are taken up in classrooms. Challenges to bridging theory into practice include teacher autonomy, agency, and opportunities for practice. With decades of research that support the use of teacher inquiry in general, and collaborative and sustained inquiry in particular, a gap in research remains around what happens when sustained collaborative inquiry is used with teachers of multilingual learners (MLLs) in unique contexts. Using a multi‐case study methodology, this study examines what happens when in‐service teachers of multilingual learners, including Alaska Native students, practice and reflect on asset‐based instructional practices within sustained cycles of collaborative inquiry. Findings indicate that sustained collaborative inquiry within learning communities with relational trust can create spaces for teachers to take up asset‐based practices, grow in agency, and bridge the theory and practice divide.

Shifting trends in communicative English language teaching in Icelandic compulsory schools

This paper maps shifts in English language teaching in compulsory schools since curricular changes in 2007 and again in 2011/2013. The primary purpose of the current study is to examine the status of English language teaching from the perspective of active teachers. The secondary aim is to inform the development of teacher education programmes at the University of Iceland and improve English teacher preparation for those entering or working in the compulsory education system. When earlier surveys were conducted – a large-scale ministry survey in 2005/2006 and a smaller follow-up survey in 2007– teaching English was heavily influenced by the preparation of students for the final state exams, with a strong focus on reading comprehension, writing, and grammar. The National Curriculum Guide 2011/2013 introduced the fundamental pillars of education and competences as the base for teaching and assessment. Through a quantitative survey carried out in 2022, the researchers collected responses from 7th- and 10th-grade teachers about their access to, and usage of, teaching and learning materials, teaching practices, approaches to assessment, teachers’ professional development, and the use of English in the classroom. The response rate was 53% and a total of 156 teachers participated. The results show that traditional, textbook-based teaching methods are still prevalent, although oral communication skills receive increased emphasis. Cultural competences and learning skills need to receive substantial attention if they are to meet the requirements of the National Curriculum 2011/2013. The use of the target language (English) in the classrooms should increase, while the purposeful use of L1 Icelandic is still relevant in foreign language classrooms. Overall, communicative language teaching seems to be gaining ground.

Special Educators’ Knowledge of Foundational Reading Skills: A Review of the Literature

Teachers’ knowledge of foundational reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) and the impact of this knowledge on the ability to provide effective reading instruction has been a topic of interest in teacher preparation for decades. Given the number of students with disabilities with significant instructional needs in reading, understanding the knowledge and skills of special educators and effective approaches for improving teachers’ knowledge is especially critical. Therefore, a systematic narrative review of the literature was conducted to identify studies that employed survey methods to examine special educators’ knowledge of foundational reading skills. The results of 18 studies published between 2001 and 2020 revealed that most investigations focused on assessing knowledge of the phonological aspects of reading. Furthermore, inconsistent performance and knowledge gaps were identified both within and across studies. Detailed summaries of studies are provided and recommendations for future research and practice explored.

It’s not just kids that don’t speak English: leaning toward teacher preparation for multilingual learners

PurposeThe purpose of this current research study is to provide a comprehensive description of an ongoing effort to provide quality experiential professional development through field experiences for educators at the pre-service level, referred to hereafter as teacher candidates (TCs). This practitioner inquiry aimed to determine what the teacher candidates’ reflections revealed about their learning experiences completing the 10-h checklist.Design/methodology/approachAbout30 individual reports from four consecutive terms were collected. I employed qualitative coding, first using open codes, then grouping similar sentiments into axial codes and through an iterative process categorizing them into themes, grouping and re-generating terms as needed and keeping records in a codebook (Creswell, 2014). The research questions guiding the inquiry included, (1) What do teacher candidates’ reflections reveal about their experience completing the field experience for English Speakers of Other Languages (ESOL) endorsement? And (2) What conclusions do TCs demonstrate about their role as future teachers of multilingual learners (MLLs)?FindingsFindings are summarized under three main recurring themes: emotionality of field experience, perceived misunderstandings and emerging responsiveness to MLLs. Candidates conveyed strong emotional responses to the instructional context. Some were forward in acknowledging stereotypes and trepidation to participate in the experience. Others reflected on their understanding of the experience, their interpretations of teacher relationships and noted attitude shifts toward MLLs. Findings reported emergent responsiveness to MLLs imply that candidates in this beginning experience progressed at various rates, suggesting that assessing competence of skills at the onset may be beneficial for further understanding best approaches to teacher education.Originality/valueThere is certainly a gap in current knowledge when it comes to understanding the rates at which teacher candidates develop abilities, skills and orientations toward working with MLLs. These preliminary findings support established notions such as the importance of exposing students to authentic environments that foster appreciation for the complexities of the process of second language acquisition and acculturation. Findings reported around emergent responsiveness to MLLs imply that candidates in this beginning experience progressed at various rates, suggesting that assessing competence of skills at the onset may be beneficial for further understanding best approaches to teacher education.

Negotiating discourses of special education teacher identity: preservice special education teachers’ identity (re)construction during practicum

ABSTRACT The shortage of special education teachers globally has created the need to understand how this group views itself, especially at the preservice stage. Understanding special education teachers’ identity construction could assist in providing teacher education that attracts and retains more special education teachers. However, little attention has been paid to preservice special education teachers’ (PSETs) identity formation. Utilising Gee’s discursive approach to identity within an interpretive qualitive paradigm, this multiple case study collected rich data via semi-structured individual interviews and weekly reflective writing from 10 PSETs in China over four months of school-based practicum. Analysis of data showed that the participants (re)constructed the Discourse of being special education teachers in and through enacting the four sub-Discourses of advocate, teacher, professional and learner. Drawing on the findings, it is argued that PSETs’ identity (re)construction during practicum involved continuous negotiation between their practicum experiences, their own personal discourses and dominant social discourses about special education teachers. Implications for policy and practice are discussed regarding improving specialist teacher preparation programmes and raising special education teachers’ social status.