Teacher Preparation Research Articles

Cultivating Multicultural Dispositions: Assessing the Impact of a Multicultural Education Course on Preservice Teachers at an HBCU

This research examined the impact of a multicultural education course on the cultivation of critical dispositions and cultural competence among future educators at a Historically Black College and University (HBCU). The purpose of this study was to understand how this course affected students' self-awareness, recognition of personal biases, and broadening of worldviews. Using a mixed-methods approach, post-only quantitative data from the Multicultural Teacher Dispositions Scale (MTDS) and qualitative reflections from 23 preservice teachers selected through convenience sampling were combined in the study. The MTDS evaluates three dispositions of multiculturalism in preservice teachers: meekness, social awareness, and advocacy. The results revealed from moderate to strong endorsement of the meekness disposition, which means openness to diverse perspectives and self-reflection. The social awareness was moderately endorsed, with students recognising systemic inequities and valuing diverse viewpoints in education. The advocacy disposition showed mixed results, highlighting areas for growth in challenging institutional biases and promoting inclusivity. The qualitative analysis identified three key themes in students' reflections: embracing discomfort, self-awareness and bias recognition, effective communication as well as cultural sensitivity. Participants reported broadened worldviews, greater appreciation for cultural diversity, and increased confidence in engaging with diverse backgrounds. The study provided empirical evidence for the effectiveness of structured multicultural education courses in enhancing critical dispositions and cultural competence among preservice teachers. It emphasises the importance of incorporating opportunities for self-reflection, exploration of diverse perspectives, and addressing personal biases and discomfort within teacher preparation programs. These findings are crucial for teacher education programs at HBCUs preparing culturally competent educators for increasingly diverse classrooms. The study also suggests a need for on-going research on strategies to cultivate multicultural dispositions and to study the long-term impact of multicultural education courses on teaching practices.

The Technological Past Informs the Present: A Conversation with Dr. Cynthia M. Okolo

Dr. Cindy Okolo is a professor emerita in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Throughout her career, Dr. Okolo’s scholarship has focused on the academic and behavioral outcomes of students with disabilities through the implementation of technology in the classroom. Her work has involved the development and use of digital literacy tools, the development and implementation of virtual learning tools for teaching history and social studies, the exploration of universal design for learning (UDL), and the preparation of teachers to become technology leaders in education. Dr. Okolo’s research revolves around students with disabilities in middle school, particularly inclusive classrooms that include children and youth with and without disabilities.

Roles of science and research in vocational teacher preparation: A case study from a Norwegian VET teacher programme

Bridging vocational skills and scientific principles can pose challenges in vocational education and training (VET) teacher programmes. This study aims to enhance such programmes by exploring the potential of reflective practices among students and educators on the nature of science and research in VET contexts. Engaging VET teacher students with multidisciplinary backgrounds in a learning community, the study explores how to further develop research-based teacher training by ‘nudging’ student cooperation. A pedagogical course designed to appreciate students’ prior experiences aimed at preparing them to reflect upon their own professional development from a scientific perspective. Using five focus group interviews with 19 first-year students, the study identifies and explains four key factors for quality in VET teacher training: relevance of pedagogical theory, the value of a multidisciplinary approach, recognition of students’ VET backgrounds, and the importance of community in learning. The findings emphasise the significance of creating coherence between research, vocational skills, educational theory, and real-world applications to develop quality in VET teacher training. This study has implications for educators and policymakers, underlining the need for a comprehensive approach to research-based VET teacher competence that integrates personal, academic, and professional elements.

Science Teachers Preparedness for Artificial Intelligence in Practical Instruction Control and Delivery to Oyo State Public Secondary Schools

The dispatch of practical instructions to schools and supervisors prior to the actual conduct of the practical examination over the years has not received the same level of attention as that given to the movements of people and goods and, therefore, is prone to challenges. However, the process could be automated using artificial intelligence. Previous studies have investigated the effects of automation on the control and delivery of goods in the transport management sector, mostly in the Western world. Therefore, this study assessed science teachers’ challenges and readiness for artificial intelligence in practical instruction control and delivery systems. The study adopted ex-post facto design and used one hundred science teachers as participants. Science Teacher Readiness for Automated Practical Instruction Control and Delivery (r = 0.83) was used to collect data. The data collected were analysed descriptively. There are more male (73%) science teachers than female (27%). 84% of the respondent listed cost as one of the challenges, and 83% of the respondents indicated resistant to change and technical difficulties, ethical issue 67% and integration with existing system 65%) 64 The science teachers are moderately ready 64% while 24% are lowly ready and 12% are highly ready for the deployment of automated practical instruction control and delivery system. Artificial intelligence for science practical instruction delivery has greater benefits than the manual way of delivery; however, science teachers are ready for its deployment despite its challenges. Therefore, efforts should be geared towards overcoming the inherent challenges so that the benefits can be fully enjoyed.

Are you ready: disaster response in nursing education: a cross-sectional survey among Swedish universities and university colleges

IntroductionRegistered nurses play a critical role in disaster response and patient care during crises. Recent global events underscore the importance of preparedness for disaster response. However, the readiness of registered nurses and their educational preparation vary. In Sweden, this prompted the National Board of Health and Welfare to introduce a new national curriculum for disaster response. This study aimed to assess how education for undergraduate and specialist registered nurses aligns with this curriculum.MethodsA descriptive cross-sectional study was conducted among universities and university colleges in Sweden offering undergraduate and specialist nursing programs. Surveys were sent to all 25 higher education institutions providing nursing education in November 2023, comprising 29 questions related to the new curriculum.ResultsFindings revealed that half of the respondents had discussed the new curriculum, with 15 reporting some form of learning activities. Traditional lectures were the most commonly used format, and 11 respondents had designated teachers for the subject. Reasons for lacking disaster response education included prioritizing other acute care areas or a limited perspective at the academy.DiscussionIn conclusion, this study suggests that nursing education may not sufficiently prepare registered nurses for disaster response and armed conflicts. Education tends to focus more on acute care rather than taking a broader perspective. As a result, registered nurses may lack the competence and readiness required to effectively respond to disasters.

Early Adopters: Navigating AI Integration in Special Education Teacher Preparation

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

Navigating AI-Powered Personalized Learning in Special Education: A Guide for Preservice Teacher Faculty

Integrating Artificial Intelligence-Powered Personalized Learning (AI-PPL) in special education teacher preparation represents a shift toward tailoring educational experiences to meet the unique needs of preservice teachers and students with disabilities. This article explores the implementation of AI-PPL tools in teacher preparation programs, highlighting their potential to customize learning experiences, provide adaptive feedback, and enhance engagement through interactive content. This review of current AI-PPL functionalities, such as adaptive learning environments and customized feedback mechanisms, demonstrates how AI-PPL can impact teaching practices and student learning outcomes. The article introduces critical attributes for successful AI-PPL integration, such as ensuring accessibility and inclusivity. It calls for further professional development to enhance educator competency and skills. By presenting real-world examples and guiding questions for special education faculty, the authors offer practical insights for educators and faculty members to effectively navigate the complexities of adopting AI technologies in teacher preparation programs.

The Effect of Supportive Education About Gentle Birth with Audiovisual Media on Readiness to Childbirth in Third Trimester Primigravida

A third trimester primigravida mother's excessive anxiety indicates a lack of preparation that will negatively impact the mother's, the fetus's, and the delivery process's health. Making birth plans might help a mother feel more prepared for giving birth. The purpose of this study is to ascertain how preparedness for labor is affected by supportive education about gentle birth through the use of audiovisual media. Pre-experimental methodology with a single group pre-test–post-test design was employed in this study. Maternal preparation for labor and supportive education about gentle birth through audiovisual media were the research variables. In June 2023, the Pratama Anugrah Clinic in Surabaya recruited 30 participants for the study, of whom 30 were sampled using total sampling. The study group consisted of primigravida mothers in their third trimester. The questionnaire was the instrument, and the Wilcoxon test with α = 0.05 was utilized for analysis. The findings demonstrated that whereas most respondents (60%) felt well-prepared before receiving supportive education, nearly all respondents (93.3%) felt well-prepared for childbirth after receiving such information. The Pratama Anugrah Clinic Surabaya's mothers' preparedness for childbirth is impacted by supportive education, as indicated by the findings of the Wilcoxon test analysis, which yielded a P=0.003 result. The study concludes that maternal preparedness for childbirth can be positively impacted by supportive education about gentle birth through audiovisual media, leading to an increase in knowledge, information, and maternal readiness.

Teaching in the Era of Artificial Intelligence: Reimagining Activities and Assignments in Preservice Special Education Teacher Education Programs

Artificial intelligence (AI) text generators, such as ChatGPT and Copilot, have been used for various purposes such as creating written content, writing or debugging computer code, answering questions, providing information, and improving written communication. This robust functionality of AI text generators along with the high rate of use reported by college students highlights the need for instructors in special education teacher preparation programs to contend with the impact of AI on teaching and learning. The purpose of this article is to provide examples of how teacher educators might reimagine assignments and activities in the era of AI text generators. Specifically, the authors explore ways that AI applications might be intentionally incorporated or, conversely, intentionally restricted in the design of course assignments and activities.

Using an Artificial Intelligence (AI) Agent to Support Teacher Instruction and Student Learning

The options for Artificial intelligence (AI) tools used in teacher education are increasing daily, but more is only sometimes better for teachers working in already complex classroom settings. This team discusses the increase of AI in schools and provides an example from administrators, teacher educators, and computer scientists of an AI virtual agent and the research to support student learning and teachers in classroom settings. The authors discuss the creation and potential of virtual characters in elementary classrooms, combined with biometrics and facial emotional recognition, which in this study has impacted student learning and offered support to the teacher. The researchers share the development of the AI agent, the lessons learned, the integration of biometrics and facial tracking, and how teachers use this emerging form of AI both in classroom-based center activities and to support students’ emotional regulation. The authors conclude by describing the application of this type of support in teacher preparation programs and a vision of the future of using AI agents in instruction.

Evaluating Civics and Religious Education: Foundations for Enhancing Students' National Intelligence

This study aims to evaluate the effectiveness of integrating Civics Education and Religious Education materials in enhancing students' understanding of citizenship concepts and moral values. The study involves detailing the number of students and the demographic information of two groups of 10th-grade students from three well-accredited high schools in Ambon City, with each group consisting of 35 students: one experimental group and one control group. Data were collected through pre-tests and post-tests, classroom observations, and questionnaires. The research results indicate that the experimental group experienced an increase in average scores from 60 to 85, while the control group only increased from 60 to 70. Paired t-test analyses showed that this increase was statistically significant, with t-values of 3.34 for the experimental group and 2.10 for the control group, both groups having a significance level smaller than 0.05. Observations and questionnaires also revealed that students in the experimental group were more active in classroom discussions and exhibited a more positive attitude toward the material taught. These findings affirm that the integration of civics and Religious Education materials can significantly enhance students' understanding, attitudes, and behaviors regarding moral values and citizenship. This research underscores the significant impact of integrating Civics and Religious Education on enhancing students' understanding of citizenship and moral values. It contributes to the existing literature by providing empirical evidence and emphasizing the necessity of comprehensive teacher training to effectively implement holistic curricula. The implications of this study highlight the need for adequate teacher preparation and ongoing evaluation to ensure successful curriculum integration, positioning this approach as an effective strategy in moral education to shape a younger generation with integrity and responsibility.

Remixing Special Education Practices with Artificial Intelligence: UDL, EBP, and HLPs

This article presents engaging and practical methods of helping educators to “remix” the evidence-based and high-leverage practices they are already familiar with to include the new capabilities of artificial intelligence (AI). Transformational modern technologies can be powerful and disruptive, possessing the potential to impact multiple areas of society, including education. One of the best ways for educators to implement AI in their teaching is using it to help support and extend their current practices (Mishra et al., 2023). Similar to how a new remix on the radio can make an old favorite song fresh again, educators can use AI to uphold and enhance their existing instructional strategies and skills. However, adapting to the new paradigm of AI in education may be challenging for teacher preparation programs in special education. The authors of this article apply some of the strategies from “Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning” (McMahon & Walker, 2019) to effectively implement AI in education. Rather than needing to start fresh or relearn how to teach while incorporating AI, teachers can view this article as a foundation for how to apply AI tools to support current practice. The recommendations are based on Universal Design for Learning (UDL) and strategies for adapting AI tools to support high-leverage practices and established evidence-based practices. The authors aim to inspire special educators to start using AI to help “remix” and innovate the implementation of their existing instructional strategies.

Exploring the Integration of Artificial Intelligence into Special Education Teacher Preparation through the TPACK Framework

With the introduction of artificial intelligence (AI), specifically generative AI and large language models (e.g., ChatGPT, Google Gemini), into education, there is a conversation regarding what knowledge teachers still need and will need moving forward. In this article, we describe how AI can, and should, be aligned to the Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) framework, as a part of special education teacher preparation. Additionally, we explore the implications of AI on the TPACK framework, specifically how AI can be integrated within each of the three components, specific tools that support each aspect, and guiding questions that teacher-educators and pre-service teachers should be using when considering AI. We will provide teacher-educators with example activities they can use with their pre-service teachers to introduce AI and integrate its use within their curriculum, framed within the TPACK.

Artificial Intelligence in Special Education Teacher Preparation: An Introduction from the Guest Editor

Artificial Intelligence in Special Education Teacher Preparation: An Introduction from the Guest Editor

Secondary School – Higher Education Institution Continuity on the Example of Teaching Computer Science and Information Technology

The problem of continuity at different levels of education is not new for pedagogy, teaching individual disciplines, including computer science and information technology. It is impossible not to take into account that information technologies are an independent discipline, a means through which the transformation of school and university education has been taking place in recent decades. The content of informatics at school and university should to a certain extent correspond to the level of science development and the requirements of society. The variety of digital tools and the ubiquitous availability of information create huge opportunities for their creative use within their discipline, related natural science subjects, and in various other spheres of human activity. Based on a comparative analysis, the article draws conclusions about the problems faced by both domestic and foreign specialists in the field of education. The article analyzes the strengths and weaknesses, opportunities and problems of the school and university education systems in Russia and abroad, and considers their relationship. It is substantiated that the lack of consistency and discreteness in the process of teaching computer science and information technology at school lead to a discrepancy between the training of school graduates and the requirements for the basic knowledge of first-year university students. The article presents the results of the analysis of basic curricula at school (in the field of computer science) and curricula in the preparation of future computer science teachers at the university (using the Transbaikal State University as an example). The authors analyze the results of diagnostic testing, which was conducted with first-year students of the Transbaikal State University in September 2023/2024, in order to monitor their existing knowledge and skills in the field of computer science. The article suggests ways to solve the problem of secondary school – higher education institution continuity in the field of computer science. The results of the study can be used in the preparation of future computer science teachers in higher educational institutions. Keywords: continuity of education, lifelong education, computer science and educational technologies, information competence, computer literacy

Child Life through the Lens of Family Stress Theory and Family Systems Theory

Certified Child Life Specialists (CCLS) are an integral part of the healthcare team, who address children and families’ psychosocial needs and help children and families cope throughout their healthcare experiences. The history of child life, description of the interventions provided by Certified Child Life Specialists, and educational preparation needed for child life certification will be discussed. Certified Child Life Specialists use family science theories in their interventions with patients and families. Two of the family science theories that influence assessments and interventions are family stress theory (Boss, 1988; Hill, 1949; McCubbin & Patterson, 1983) and family systems theory (Smith & Hamon, 2022). Certified Child Life Specialists utilize these theories to provide support to families and create resources for positive coping and adjustment to their hospital experience. These theories will be discussed, and case studies will be examined to illustrate how Certified Child Life Specialists integrate these theories into their practice.

Study of the readiness of university teachers and staff to participate in higher education development programs

Introduction. Currently, higher education is considered as one of the drivers of the socio-economic development of the country, in connection with which continuous transformations are taking place in the higher education system, management mechanisms are being formed that can ensure that the results of the activities of universities correspond to their goals, which consist not only in training highly qualified specialists, competitive in the labor market, but also in strengthening university science, including applied scientific research. Achieving these goals directly depends on the readiness of employees, primarily university teachers, to participate and actively contribute to the implementation of adopted development programs. Research aim: a study of the degree of involvement of university employees in the implementation of current trends in the development of higher education, as well as their readiness to contribute to ongoing programs within the framework of their activities. Materials and methods. A survey of university staff was conducted using a questionnaire developed by the author. The sample consisted of 100 people. The research base is the Federal State Budgetary Educational Institution of Higher Education, Moscow State Psychological and Pedagogical University. The questionnaire included 22 questions related to determining the involvement of university employees in the higher education development programs it implements, as well as identifying problems that reduce their willingness to participate in these programs. Results. The survey made it possible to note the need to improve the mechanisms of coordination and involvement of university staff in order to increase the efficiency of activities in achieving development targets determined by the state. Thus, 67% of respondents named the lack of a clear and understandable strategy as the main problem in the development of higher education, and 54% drew attention to the need to improve coordination and communication between levels of higher education management. At the same time, a fairly high degree of staff readiness to take part in the higher education development programs proposed by the university management was noted. Conclusion. Based on the conducted research, it is concluded that special attention should be paid to involving university staff in the development of their development strategies, stimulating their innovative activity and willingness to participate in the implementation of development programs.

RESEARCH-ORIENTED TEACHER EDUCATION IN KAZAKHSTAN:POLICY DOCUMENTS AND LITERATURE ANALYSIS

School education is changing in response to the rapidly changing world, therefore, teacher education must change too. Modernization of teacher education in Kazakhstan is caused by curriculum renewal and a focus on research in the light of a knowledge-basedeconomy. Research capacity in teacher education at individual, organizational, and system levels ensures a quality development of the research component, which is discussed in international literature. The purpose of this article is to trace how research-oriented teacher education is discussed in the Kazakhstani context literature and captured in policy documents. Thematic analysis is employed to analyze and synthesize the data. Overall, fifteen articles by Kazakhstani and international authors and six policy documents were analyzed. The key themes drawn from the policy documents analysis include the rationale for research-oriented teacher education, the ways of research-oriented teacher education implementation, and teacher research competencies. In parallel, the literature review reveals the discussion of such topics as the readiness for research-oriented teacher education, barriers encountered, and suggestions for research-oriented teacher education development.

Exploring selective learning in enhancing effective learning interest among grade 10 learners in schools in the Motheo district

Teaching and learning in South Africa has been a concern. Schools have inflexible curriculum to accommodate learning interests of the learners. This causes numerous disadvantages to learners, such as dropping out, unstable teaching and learning environments, lack of readiness for higher education, and many more. The study explores how selective learning could enhance effective learning interest among grade 10 learners at schools in the Motheo district, Free State province, South Africa. Selective learning is the learner’s decision to select and learn relevant subjects within the curriculum framework, guided by one’s learning interest. This study adopted a qualitative approach and used a qualitative case study research design and interpretive paradigm. Semi-structured interviews with open-ended questions were used as a data collection instrument. Eight participants were purposively selected from two high schools. Participants were teachers from rural and urban-based schools with more than two years of teaching experience. Thematic analysis was used to analyse qualitative data. The results showed that selective learning could enhance effective learning interest by creating tolerable learning, enhancing cognitive skills, engaging teaching and learning, and creating academic excellence. Thus, this study concludes that selective learning can enhance effective learning interest among grade 10 learners in schools in the Motheo district of the Free State province.

Teacher training to address differences in higher education

The article aims to analyze teacher training focused on the inclusion of differences in higher education. We have noticed that the public authorities have been devaluing teacher training, especially when it comes to teaching work. The research question: Is initial training in undergraduate programs successfully preparing new teachers to work in regular schools? Objectives: To analyze whether the initial training we are receiving in undergraduate programs is adequately preparing new teachers to work with differences; To evaluate whether undergraduate programs have contributed to the preparation of teachers who will teach in basic education schools; To understand the political causes behind the processes of precariousness in undergraduate programs, especially when the focus is on differences. The methodology was qualitative, relying on bibliographies, documents, and exploratory materials. References indicate that in higher education, training in undergraduate programs has been undergoing processes of precariousness. Our considerations make us reflect on the urgent need to invest in the initial and ongoing training of teachers, especially when it aims to include differences in higher education