Teacher Preparation Research Articles

A RapidAgrobacterium-Mediated Transformation Method Using Maize B104 Immature Embryos

Maize genetic transformation is a critical tool for functional genomics and crop improvement. Many laboratories, however, continue to face multiple challenges in attempting to achieve routine genetic transformation of maize inbred genotypes. Here, we describe a rapid and robust maize B104 transformation method using immature embryos as explants. This method uses anAgrobacteriumternary vector system, which includes a conventional T-DNA binary vector (pCBL101-RUBY) and a compatible ternary helper plasmid (pKL2299) that carries extra copies of essential virulence genes. The T-DNA binary vector carries theneomycin phosphotransferase II(NptII) gene for selection and a betalain biosynthesis marker,RUBY,for visual screening. We provide step-by-step instructions for immature embryo explant preparation,Agrobacteriuminfection, tissue culture procedures, and greenhouse care for acclimatization of regenerated plantlets.

Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?

AbstractBackgroundDigital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.ObjectiveTo determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.MethodsThe theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).ResultsScience teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.ConclusionsThe study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative.

Mobile Assistive Technology for Dyslexic Children: A Significant Review

In recent years, mobile assistive technology has emerged as a promising tool for supporting dyslexic children in their educational journey. This systematic review presents a comprehensive review of the literature on the utilization and effectiveness of mobile assistive technology in enhancing the learning experiences of dyslexic children. The review examines various types of mobile assistive technology and delves into the ways in which these technologies are tailored to meet the unique needs of dyslexic children. The article also explores the benefits and limitations of mobile assistive technology, shedding light on its potential to enhance reading, writing, and overall cognitive skills in dyslexic children. The systematic search of academic databases using Scopus, Web of Science and ERIC database yielded a comprehensive selection of studies and articles related to mobile assistive technology. After applied advanced searching approach using keywords which are mobile assistive technology, mobile technology, mobile application, mobile learning, dyslexia, the analysis revealed that e-learning played a pivotal role in maintaining educational continuity during the pandemic, offering flexibility and remote access to learning resources. The final finding data is (n=13) which review identified key themes, including the challenges of the digital divide, pedagogical adaptations, and the importance of educator preparedness. Expect validation decide to divide into four themes which is (1) Mobile Applications for Dyslexia Support, (2) Multisensory and Multilingual Approaches for Dyslexia Support, (3) Individualized Learning for Dyslexia Support and (4) Intervention and Stakeholders Perspectives. This significant review consolidates current knowledge on the use of mobile assistive technology, highlighting its potential to transform the educational landscape for this vulnerable population. As mobile assistive technology continues to evolve, it holds great promise for enhancing the educational prospects of dyslexic children, ultimately helping them unlock their full potential.

Impact of Self-Efficacy and Digital Pedagogy on Teaching Readiness of Digital Immigrant Childhood Teachers

Impact of Self-Efficacy and Digital Pedagogy on Teaching Readiness of Digital Immigrant Childhood Teachers

English in Mathematics : Trends, Benefits, and Challenges in Southeast Asia Countries

This study aims to identify the application of English in mathematics teaching in Southeast Asia countries, focusing on trends across countries, methods, benefits, and challenges. This study employed a systematic literature review (SLR) method adapted from the PRISMA model, resulting in 17 relevant articles obtained from 141 articles in the Scopus and Web of Science databases. The data analysis technique of this research applied thematic analysis to review, identify, and analyze the data. The findings revealed that emerging research focused on learning policies and media, improving pedagogical practices, educational quality, and student learning outcomes. Malaysia is the country that has conducted the most research on this topic, with 11 articles, followed by the Philippines and Thailand, each with 2 articles. The majority of studies used qualitative methods and mixed methods. The benefits of using English in mathematics instruction included avoiding translation errors, supporting the implementation of global learning, enhancing soft skills and problem-solving abilities, supporting future career prospects, and improving the quality of learning with support from teachers and related parties. Some challenges faced include varying skills and readiness of teachers and students, the availability and utilization of resources, and the different impacts on students, especially those from diverse demographics. Additionally, cultural and linguistic gaps between English and students’ mother tongue, the rapid adoption of English policies in mathematics teaching, and necessary pedagogical adjustments also present challenges.

Construction and Validation of a Scale to Measure Islamic Primary School Teachers’ Readiness in Implementing Emancipated Curriculum Referring to the Technological Pedagogical and Content Knowledge

This research aims to develop and validate a scale to measure the readiness of science teachers in Islamic primary schools in implementing the Emancipated Curriculum referring to the Technological Pedagogical and Content Knowledge (TPACK). Eight development steps by DeVellis were used to develop the scale. A total of 224 respondents, comprising six experts and 218 science teachers in Central Java Province and the Special Province of Yogyakarta, agreed to participate. Data were analyzed using SEM-PLS. The development process successfully created a scale of 34 valid and reliable items. These items consist of Technological Knowledge factors (four items), Pedagogical Knowledge factors (14 items), Content Knowledge factors (four items), Pedagogical Content Knowledge factors (four items), Technological Content Knowledge factors (two items), Technological Pedagogical Knowledge factors (two items), and Technological Pedagogical and Content Knowledge factors (three items). A high reliability was obtained for the scale developed (0.983). This validated scale is ready to be used to examine teachers’ readiness in implementing the Emancipate Curriculum. The measurement with this scale can illustrate the extent to which teachers have TPACK as a provision for implementing the curriculum so that policy recommendations can be made.

‘Put yourself in their shoes’: developing a knowledge base in urban physical education

ABSTRACT Guided by culturally relevant teaching (CRT) and culturally relevant physical education (CRPE), the purpose of this single case study was to examine how one PETE alumnus teaching in a culturally and ethnically diverse urban school developed a knowledge base about cultural diversity and community dynamics. To accomplish this, one participant completed five semi-structured interviews, five reflection journal prompts, and eight voice memos over the course of 12 weeks. Pre-existing data included a semi-structured interview with John completed in May 2021 and documents, such as lesson plans, reflections, and assignments from John’s teacher preparation program. Three main themes emerged, including critical reflections of one's own identity, nurturing knowledge of school and community, and nurturing knowledge of students. This research is significant because it highlights strategies PETE programs and in-service teachers may emulate to identify cultural distance and gain knowledge of community dynamics and their influence on educational processes.

Action Research for Developing Teachers’ Pedagogical Skills in the ‘Out of School Children Education Program’

This study aimed to investigate the potential influences of action research on the professional development of teachers involved in the ‘Out of School Children (OSC) Education Program’ in Bangladesh. The qualitative approach was used with an action research component. Seventeen teachers from seventeen non-formal schools (learning Centers) from eight divisions were selected purposively. Semi-structured interviews, class observations, reflective diaries, and field notes were used to gather data. The thematic technique of qualitative data analysis was utilized. The results show that although every teacher from the seventeen learning centers engaged in very impromptu activities, their teaching-learning strategies were restricted to a few common exercises like group work, peer work, storytelling, reading aloud to each other while adhering to the teacher's instructions, and Club Day activities. The usual pedagogies of the learning centers were reciting the Quran together, singing the national anthem, and taking oaths. The results also show that teachers could reflect on their current pedagogical practices and create professional development strategies through a well-run collaborative action research project. The action research also revealed some noteworthy modifications of pedagogical practices. Numerous obstacles have been discovered and discussed. The results have implications for non-formal education research, practice, and policy. Even if the results of this qualitative research cannot be broadly applied because of its nature, there are instances where the process of implementing changes via an adaptable and tailored kind of action research could serve as a powerful model in a non-formal education setting. The results will also add to the body of knowledge in the fields of non-formal education, teacher preparation, and, more especially, the development of pedagogical skills in non-formal school teachers. Teacher’s World: Journal of Education and Res arch, 50(1): 61-78

The status of culturally relevant teacher education in the European context: A systematic review of research

AbstractIn this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in‐service and pre‐service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self‐reported data on perspectives, practices and experiences of in‐service or pre‐service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies' locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies' goals, key findings and suggestions to move forward. Our findings highlight well‐intentioned educators, yet there is a discernible need for improved teacher education programmes and in‐service professional learning that focus on supporting educators' culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre‐service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner. Context and implicationsRationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts.Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe.Implications for practitioners, policy makers and researchers: Policy makers may use these insights to better support and develop policies that enhance teacher training, aiming for inclusivity and diversity in classrooms. Researchers are provided with a detailed analysis of existing works and trends, highlighting challenges and unexplored areas, thus offering the potential to push the boundaries of educational research in culturally relevant pedagogy. Overall, these implications aim to foster an educational environment where diversity is not only recognised but actively embraced and integrated into teaching practices.

Effectiveness of Exploratory activities Based on Engineering and Science Practices of Next Generation Science Standards in Developing Exploratory Thinking among Elementary Students

The present research paper aimed to identify the effectiveness of exploratory activities based on engineering and science practices of Next Generation Science Standards (NGSS) in developing exploratory thinking among elementary students in Mecca, Saudi Arabia. The author utilized the quasi-experimental method based on the control and experimental groups. Moreover, the sample consisted of (64) 4th grade elementary female students. The "Unit of Energy" was restructured based on engineering and science practices of NGSS among the 4th grade elementary students. A teacher guide and a student notebook concerning the activities of the "Unit of Energy" were prepared. Moreover, an exploratory thinking test was developed and applied to the participants over 6 weeks. The results showed statically significant differences at the level of ≤0.01 between the mean scores of the experimental and control groups at exploratory thinking post-test and in each domain. The study recommends the need for teacher preparation programs at Colleges of Education on preparing the pre-service teachers according to NGSS that should be involved in teaching practices to evaluate pre-service teachers’ performance in practicum.

Navigating the Curriculum Landscape: The Impact of Curriculum 2013 and Merdeka Curriculum on Teachers' and Students' Learning Outcomes in Indonesia

This study explores the impact of implementing the 2013 Curriculum and the Independent Curriculum on teachers and student learning outcomes in Indonesia. The 2013 curriculum is designed to improve the competencies of 21st century students through a scientific approach and project-based learning. However, its implementation is limited, including the lack of teacher readiness and adequate infrastructure. On the other hand, the Independent Curriculum offers a more flexible and student-centered approach, focusing on character development and life skills. This study uses a mixed approach, involving surveys and in-depth interviews to analyze the perceptions of teachers and students from different regions. The study results show that the Independent Curriculum significantly increases student motivation and engagement, especially through a project-based learning approach. And more than 50% of teachers agree that the integration in independent curriculum is is more effective in helping teachers to design more effective in learning.. However, the main challenge in implementing this curriculum is the resource gap, especially in remote areas. Many teachers also have difficulty adjusting to more innovative teaching methods, although they welcome the flexibility offered by this curriculum. The study concludes that while the Independent Curriculum has the potential to improve the quality of learning, its success is highly dependent on the support of more intensive teacher training and the improvement of educational infrastructure. The main recommendation is the need for more focused efforts to ensure equal access to education and increase teacher capacity throughout Indonesia.

Impact of Integrating Educational Technology on Teacher Preparedness: A Systematic Review and Meta-Analysis

The primary objectives of this review are (1) to provide an overview of the impact of integrating Educational Technology on Teacher Preparedness, (2) to integrate technology into teaching and learning, and (3) to present teachers’ thoughts about technology integration and barriers to integrating technology in education. The systematic literature searches of English language articles were conducted in November 2023 in the Scopus database, yielding 13 studies that met the inclusion criteria and represented six countries. Data analysis resulted in ways for applying the technological pedagogical content knowledge (TPACK) framework within teacher preparation programs. In addition to Integrating technology into teaching and learning. Nevertheless, preservice teachers’ perceptions regarding technology integration should be considered. The results have implications for integrating technology effectively into the curriculum, resulting in better use of technology for student learning. Limitations of the study are discussed.

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges

AbstractSchool readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.

Teacher Training: (Dis)encounter between Theory and Practice

The preparation of teachers is a key process in the development of effective teachers, however, initial training always seems insufficient and outdated to produce the expected teaching profile and respond to the dynamic character of today's society. This article reports part of the research "teachers in the process of initial training" (2020-2021), developed in the context of a Faculty of Education Sciences, Chile. Based on a qualitative methodology and a case study research strategy, we worked with 120 pedagogy students in the process of training, who offered their representations regarding the theory-practice relationship in the context of the Chilean educational system. In a complementary way, 5 focus groups were administered with the intention of enriching ideas and perspectives. The criteria to choose them were to be studying a pedagogy program, with experience of practices in schools and that they accepted to participate voluntarily, after signing consent. The results show that the theory-practice relationship can be understood in various ways: dependence, disagreement and integration which influence the way teaching is understood and its exercise. In terms of projections, the need arises to think of a training that in a bidirectional way manages to theorize the practice and experience the theory.

An Assessment of the Administration of Teaching Practice in a Teacher Training Institution of Zimbabwe

This study sought to assess the administration of teaching practice in a primary education teacher training institution in Zimbabwe. The chosen population consisted of lecturers, school mentors and student teachers. Convenience sampling was used to select primary schools in Gwanda town. These were four in total. From these, purposive sampling was used to select heads of schools, teachers who were student-teacher mentors and student teachers who were in teaching practice. There were twelve teachers in total, and there were twelve student teachers. Purposive sampling was also applied to select lecturers who manned the chosen institution's teaching practice department. Semi-structured interviews were used to collect data from the heads of schools and lecturers, while focus group discussion guides were used to gather data from teachers and student teachers, respectively. As one of the core findings, it unveiled that some students went for teaching practice inadequately prepared to meet associated demands. Furthermore, some mentors seemed burdened by constantly supervising the student teachers while at the same time executing other school duties done by other teachers who were not mentors. Based on these, the study recommends intensification of the assessment of the readiness of student teachers to engage in the teaching practice exercise before the institution releases them to schools. In addition, teachers who are assigned the role of student-teacher mentorship should be relieved of other school duties as this might enhance their commitment to student-teacher development.

Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States

This study employs a narrative research methodology to explore the instructional modifications and teaching practices utilized by Filipino Special Education (SPED) teachers in the United States to meet the demands of 21st-century learning. Through in-depth, semi-structured interviews with ten purposely selected SPED educators, key themes emerged, including technology integration, differentiated instruction, cultural sensitivity, individualized education plans (IEPs), family and community involvement, and the creation of sensory-friendly environments. Participants highlighted the importance of leveraging technology for personalized learning, implementing varied instructional strategies to accommodate diverse learning styles, and incorporating culturally relevant materials to foster inclusivity. Regular IEP reviews and active family engagement were identified as critical for enhancing student motivation and success. Additionally, creating sensory-friendly classroom environments was emphasized as essential for supporting students' sensory processing needs. The findings indicate that these multifaceted strategies not only promote academic achievement but also enhance social-emotional development and inclusivity among students with special needs. Recommendations include ongoing professional development for educators, increased parental involvement in the IEP process, and systematic reviews of instructional strategies. This research contributes to a deeper understanding of how Filipino SPED teachers adapt their practices in diverse contexts, ultimately informing educational policies and teacher preparation programs aimed at fostering equitable learning environments.

Decolonialisation of education: the pre-service teacher turn

ABSTRACT Utilising the critically conscious teacher preparation framework and social constructivism, this qualitative case study conducted in 2021 set out to explore how pre-service teachers make the turn towards decolonialisation of education. The research site was a large South African contact-based, research-intensive university situated in the Gauteng province. Data comprised a mix of an online survey and semi-structured interviews. Forty-one pre-service teachers responded to the survey. Twelve pre-service teachers were interviewed. Inductive thematic analysis was used to analyse the data. Findings reveal that pre-service teachers held divergent and nuanced conceptions of decolonialisation of education which seeped into their practice. Pre-service teachers are constituted of multiple identities. Changes in beliefs, values, attitudes and mindsets are prerequisites for meaningful educational change. A glimmer of hope surfaced from the few pre-service teachers who ‘turned towards’ becoming transformative intellectuals and agents of change as they navigated through the road less travelled: the inclusive agentic route.

Developing intercultural sensitivity in prospective teachers: the potential role of Roma culture immersion field experience

ABSTRACT Teacher preparation programmes through cultural immersion field experiences in Schools as Learning Communities have the potential to increase the intercultural sensitivity of future teachers to provide an effective response to the needs of Roma children. This research evaluated the impact of an intercultural training programme for prospective teachers that included instruction on the situation of the Roma community in the educational system and the transformative potential of the Schools as Learning Communities project, as well as a cultural immersion field experience in a school as a learning community in a vulnerable context. An experimental research design was used that involved collecting pre and post intervention data on a total sample of 321 undergraduate students who were assigned to either a control or experimental group. Results showed that the community-based immersion experience increased the intercultural sensitivity of prospective teachers. Specifically, the intervention, which took place in Spain, had an effect on the dimensions of Respect for Cultural Differences and Interaction Confidence between the control and experimental groups, with greater initial intercultural sensitivity shown by women in the dimensions Respect for Cultural Differences, Interaction Enjoyment and Interaction Engagement. The role of schools as learning communities in contextualised training through direct interaction with culturally diverse individuals is discussed.

From Appreciating to Disrupting: Interrogating Equity-Centered Syllabi for Middle Grades Teacher Preparation

The researchers used Gorski’s continuum of five approaches to multicultural education—which extends from conservative to liberal and then critical—to analyze 40 syllabi from required or elective courses for candidates seeking licensure to teach in the middle grades (grades 4–9). While the researchers found evidence of all five approaches within the syllabi, most syllabi fell under the liberal approach, emphasizing the understanding of individual learners and cultural responsiveness as the purpose of equity-based work. Following syllabi coding, the researchers conducted nine semi-structured interviews to member-check and analyze to what extent respondents perceived their syllabi as matching their instruction. In addition, the researchers identified four factors for limiting equity-orientations in the syllabi and in teaching the courses themselves: national and state standards, institutional requirements, sociopolitical context, and individual knowledge. While the researchers identified strengths in equity-oriented middle level teacher preparation syllabi, they also illuminate the need to move the focus in syllabi more consistently from appreciating diversity to disrupting oppressive systems.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMA NEGERI 2 PARE KEDIRI

This research aims to find out how the process of implementing the Kurikulum Merdeka in the subjects of Islamic Education and Character, what the obstacles to implementation are, and how schools try to overcome these obstacles. In this research, researchers used qualitative research methods with a descriptive approach. Data collection techniques use observation, interviews and documentation. Data analysis techniques use the Miles & Huberman model, namely data reduction, data presentation, drawing conclusions/verification. The results of this research show that the implementation of the Kurikulum Merdeka in the subjects of Islamic Education and Character is going well, the indicators are teacher preparation carried out by teachers, preparation of learning tools, implementation of the learning process, and implementation of the Projek Penguatan Profil Pelajar Pancasila (P5). The problems found in this research are that teachers have not received training, differentiated learning is not optimal, as well as changes in the paradigm of teachers and students. And efforts to overcome the problems of implementing the Kurikulum Merdeka in the subjects of Islamic Education and Character at SMA Negeri 2 Pare are by attending workshops, increasing a teacher's creativity and sharing to change the mindset in teaching.