Teacher Education Research Articles

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

Mathematics teacher educators’ discussion practice

Mathematics teacher educators’ discussion practice

Exploring Factors Influencing Continuance Intention of Pre-Service Teachers in Using Generative Artificial Intelligence

Generative Artificial Intelligence (GAI) holds significant potential to enhance pre-service teacher professional development. However, research has primarily focused on initial acceptance, neglecting post-acceptance behaviours, particularly the factors influencing continued GAI use among pre-service teachers. To address this research gap, this study extends an Expectation-Confirmation Model (ECM) to include information quality and AI self-efficacy as additional determinants. Using the partial least squares structural equation modelling (PLS-SEM) approach, we analysed data from 506 Chinese pre-service teachers. Findings reveal that information quality positively impacts perceived usefulness and expectation confirmation, both of which enhance use satisfaction. Together with AI self-efficacy, these elements emerged as key predictors of intention to continue using GAI, with perceived usefulness as the most direct factor. Contrary to the hypothesis, personal major did not moderate these relationships. This study contributes to a deeper understanding of the behaviours and motivations of pre-service teachers post-GAI adoption, offering new insights into the sustained development and integration of GAI in teacher education.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

AbstractPre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

Evaluating Artificial Intelligence Anxiety Among Pre-Service Teachers in University Teacher Education Programs

Adopting artificial intelligence (AI) in education for various purposes has become prominent and has raised many user concerns. The concerns, apprehension, or fear that comes with the use of AI are referred to as Artificial Intelligence Anxiety (AI anxiety). Undergraduates are the most frequent users of AI in higher education. This study assessed AI anxiety among pre-service teachers. A survey conducted online was used for data collection. A sample of 1067 pre-service teachers in mathematics, science, and technology teacher education programs were purposefully selected for the study. A questionnaire was used to collect data regarding the pre-service teachers' AI-Anxiety in six dimensions: technology intimidation, societal impact, job displacement, technological dependence, technological dread, and ethical concerns. The instrument was hosted online through Google Forms, and the data gathered was analyzed descriptively (percentage, mean, and standard deviation) and inferentially (ANOVA and regression analysis). This study reveals a moderate level of AI anxiety among pre-service teachers. Levels of AI anxiety vary across the six dimensions, with five found to be high while only one was found to be at moderate level. It also found significant variations in the level of AI anxiety among pre-service teachers based on their area of speciality. Also, the study identified no significant influences of demographic characteristics on the level of AI anxiety among pre-service teachers, emphasizing gender. Thus, educators and institutions should urgently embark on AI literacy to improve the ethical use of AI technologies among pre-service teachers and ameliorate AI anxiety.

Building Effective Values Educators: The Role of Emotional Intelligence and Instructional Efficacy

This study investigated the relationship between emotional intelligence and instructional efficacy among Grade 6 Values Education teachers in selected elementary schools in Hagonoy I District, Davao del Sur Philippines, focusing on emotional intelligence dimensions such as anxiety management, decision-making, time management, commitment ethics, and interpersonal relationships, alongside instructional efficacy indicators like efficiency, productivity, empathy, cooperation, and involvement. Using a descriptive-correlational research design, the study, conducted in selected elementary schools in Davao del Sur, Philippines, from 2015 to 2016, employed adapted and validated questionnaires to gather data from all Values Education teachers, ensuring a comprehensive sample size. Descriptive statistics analyzed mean scores and standard deviations, while correlation analysis examined the relationship between emotional intelligence and instructional efficacy. Results revealed that teachers exhibited high levels of emotional intelligence and instructional efficacy, with a significant positive correlation (r = 0.989, p = 0.001375 < 0.05), emphasizing the vital role of emotional intelligence in enhancing teaching effectiveness. These findings emphasized the importance of nurturing emotional intelligence among educators to improve instructional practices and achieve positive student outcomes in Values Education. The study contributes to theory by reinforcing the critical link between emotional intelligence and effective teaching, suggesting its integration into teacher education frameworks. Practically, it recommends targeted professional development programs to enhance teachers' emotional intelligence, promoting improved classroom management, stronger teacher-student relationships, and better educational outcomes.

HOTS-Based Digital Worksheets as Interactive Assessment in Sciences Learning for Elementary School Teacher Education

This study was conducted because lecturers must be able to be more creative by carefully preparing Digital Worksheets for students, because they meet the criteria for basic competencies that must be mastered by students. The purpose of the article is to describe the implementation of HOTS-based Digital Worksheets as an interactive assessment in basic science learning for elementary school teacher education, identify supporting and inhibiting factors, and describe efforts to optimize supporting factors and efforts to overcome inhibiting factors. This study uses a descriptive qualitative research method, by describing a phenomenon as it is without manipulation. The research design chosen is a case study, meaning that the research is focused on one selected event or phenomenon in depth. The subjects of this study were 34 elementary school teacher education study program students who were in semester I. The sampling technique was purposive sampling. Data collection techniques are observation, interviews and document studies. Data validity techniques are technical triangulation and source triangulation. The results of this study is 71% of students felt that teaching materials with new innovations or in other forms. Form can increase students' interest in studying learning material.

Practical Application and Management of Information Communication Technology (ICT) to Enhance the Performance of Ugandan Secondary Schools in West Nile

This study focuses on the contribution that Information and Communication Technology (ICT) can make to improving teacher and student performance in secondary schools in West Nile Region, Uganda. Examines the existing ICT implementation, assesses integration and potential benefits issues, and analyses the relationship between ICT usage and learning outcomes. The research is focused on showing that ICT can go global and how it connects Uganda’s secondary schools in West Nile to global education networks. ICT enhances global learning through active participation, innovation, and flexibility through access to international resources and embracing cross-boundary collaboration and virtual interchanges. This has improved student achievement but also endows students and teachers with the competencies to prosper in a globally connected environment. Ugandan schools have poorly developed ICT facilities, but schools embrace ICT education and facilities for operations. The study centers on specific ICT issues in West Nile schools and explores the possibility of using ICT to raise aggregate performance and efficiency in communication, collaboration, and organizational management. Quantitative and qualitative data were collected from 400 respondents, including teachers and students from 10 secondary schools. Data collection tools included questionnaires and interviews. Quantitative analysis was performed using SPSS, while NVivo was used for qualitative analysis. Ethical considerations were strictly adhered to protect participants' rights. While observing ICT integration in teaching across the ten selected secondary schools in West Nile and surveying 100 teachers, researchers found that 55.6% of them sometimes, 33.3% consistently, and 11% seldom integrate ICT in their teaching. This limited integration is due to a lack of ICT equipment, for example, computers, projectors, and internet connections; inadequate teacher education, where the majority of the teachers are found to be either lacking skills or self-confidence to incorporate ICT in teaching; and limited resource availability where even schools that have procured ICT tools are most often found to be having very few that are inadequacy for the needs of both teacher and students to make effective use of. These results raise concerns regarding the existing disparities in developments and funds for ICT training in West Nile’s secondary schools, with recommendations being made to enhance specific plans to reduce the digital divide. These include making ICT tools a focal area, increasing internet connection, and providing training activities that would increase and develop the competencies of the teaching staff. They seek to devise a technological learning atmosphere to enhance education, teacher, and student learning outcomes

The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education

This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs’ ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the ITE curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with TESOL programs.

Career change teacher: exploring perceptions from 23 Australian teacher educators

ABSTRACT Career change teachers (CCTs) are heralded in international education policies as key to addressing teacher shortages and increasing quality and diversity in the profession. Using a qualitative approach inspired by Ball’s discursive facet of policy enactment, interview responses from 23 Australian teacher educators were examined. The aim was to determine how these teacher educators spoke and thought about CCTs as well as how they discursively positioned this cohort in the profession. Findings revealed teacher educators described CCTs in multiple ways and discursively positioned them as complex. While the policies may be well intended, the authors point to three possible “perverse effects” of CCTs as a policy solution to teacher shortages: (1) the attrition rather than the retention of CCTs; (2) the valorising of personal and professional qualities over quality teachers and teaching; and (3) the further homogenisation rather than diversification of the teaching profession. Recommendations are suggested for mitigating these possible effects.

Enacting Dialogic Pedagogy in an EFL Online Classroom: A Self-Study

ABSTRACT This study describes and analyzes the first author’s attempt to implement dialogic pedagogy (DP) in an online English as a Foreign Language (EFL) classroom during the COVID-19 pandemic. Using reflective Self-study of Teacher Education Practices, data were gathered from video recordings, lesson transcripts, video-mediated reflection journals, and critical dialogues with co-authors. She found that her efforts to create an online classroom climate conducive to dialogue were somewhat unsuccessful, primarily due to a misstep in crafting the classroom contract and the influence of the existing sociocultural context. While her efforts to incorporate relationality into the online classroom using multiple cues fostered dialogue, the resulting exchange remained limited in depth. Despite formidable struggles, the study enhanced her understanding of cultivating a dialogic atmosphere in an EFL online classroom, contributing to the discourse on DP in online language learning practices. Further research by teacher educators using self-study methods is recommended to expand the limited research on dialogic pedagogy in EFL classrooms.

Assessing the educational needs of Philippines indigenous Kalinga teachers and students in mathematics: Insights for researchers and policymakers

Society 5.0 and the post-pandemic trends in mathematics education have presented significant challenges, especially to the teachers and students of indigenous communities. Because of the uniqueness of these groups, different studies present varied ways of addressing problems particular to a certain group. Through an Exploratory Sequential Research Design (ESRD), this study identified and analysed the challenges encountered by the Philippines’ Indigenous Kalinga teachers and students in mathematics education with the goal of recommending evidence-based solutions to address emerging issues. The primary qualitative phase consisted of a presentation of the general landscape of teacher education and education in the community obtained from a systematic review of pertinent literature and records. Zooming in, a focused view of the Kalinga teachers and students was achieved through 2 focus group discussions integrated with a semi-structured interview. The secondary quantitative phase was subsequently conducted through the measurement of the teachers’ TPACK skills and students’ learning engagement. The results from both phases showed that the teachers are challenged to equip themselves with various technological resources, misalignment of instruction with the mandated framework, a mismatch between the teacher education program courses and the expected mathematical content knowledge for teachers, and a lack of pedagogical understanding regarding the interplay of culture and technology. For students, their emotional and social engagement is limited, affecting their overall engagement in learning mathematics. In the integration phase, practical solutions for how teachers can effectively integrate cultural elements into the design of technology-based instructional materials, such as authoring tools, are presented. By implementing these recommendations, we anticipate significant improvements in students’ engagement in mathematics from the teachers’ transformed pedagogical practices that conform to current trends.

Exploring Language Teacher Education through Researcher-Practitioner Co-construction of Differentiated Instruction

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education.

Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory

Logarithmic differentiation is an effective method that aids the process of finding the derivatives of complex exponential functions. However, there has been a scarcity of studies, particularly in the South African context, that have provided evidence on pre-service mathematics teachers’ understanding of the concept of logarithmic differentiation. This study explored pre-service teachers’ conceptualization of logarithmic differentiation through action-process-object-schema (APOS) theory. We employed a qualitative case study design involving 90 first-year pre-service teachers enrolled in a mathematics teacher education program at a university in South Africa’s Eastern Cape Province. Overall, the analysis showed that 63.9% of the participants demonstrated a substantial understanding of logarithmic differentiation processes, including 46.1% who had reached the schema stage. Nonetheless, common misconceptions and errors persisted, particularly among those who operated at action and beginning process stages. Errors and misconceptions such as the misapplication of differentiation rules, calculation errors in combining derivatives, and conceptual misunderstanding were evident. These findings highlight the need for mathematics teacher preparation programs to emphasize both conceptual and procedural understanding of differentiation. Achieving this goal may involve targeted instruction on relevant foundational concepts, continuous professional development, and integration of active learning strategies, such as the activities, classroom discussions, and exercises (ACE) teaching cycles to address common misconceptions.

Didactic experience based on mathematics competencies and soft competencies for teacher education

Didactic experience based on mathematics competencies and soft competencies for teacher education

Perceived Effectiveness of a Positive Thinking Training Course on Professional Identity: Reconciliation of Bipolar English as a Foreign Language Teachers with Positive Thinking

Objectives: About 5% of the world’s population suffer from bipolar disorder. These people, in general, and teachers in particular, have many personal, social, and working problems. Different approaches, such as positive thinking, have been suggested to cope with such issues. Moreover, professional identity, similar to general identity, has been applied in various ways in teacher and instructor training. Using a basic interpretive design, we explored perceptions of English foreign language (EFL) teachers with bipolar disorder and the effectiveness of a training course on positive thinking on their professional identity. Methods: The participants consisted of 25 (16 males and 9 females) bipolar EFL teachers who were purposefully selected from EFL teachers teaching in private language institutes in Kerman City, Iran. A bipolar spectrum diagnostic scale and a semi-structured interview were used to collect the study data. Also, a positive thinking training course was developed to be administered in ten 60-minute sessions. Results: Regarding the effectiveness of the positive thinking training course on professional identity, the output of a thematic analysis of the interviews conducted with bipolar EFL teachers were as follows: Improvement in communicative and motivational skills, enhancement of willingness to reach professional development and classroom management skills, working on English language proficiency, seeking the best teaching methods, attention to students’ needs, enhancement of verbal skills, and reducing teaching fear. Discussion: The research results help people participate in bipolar tests and psychological studies and strive for their mental health. It will also create a spirit of hope in patients. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Training on positive thinking skills can contribute to positive changes and orientations in EFL bipolar teachers, reconstructing their professional identity.

“Calling all responsible, aware teachers!” engaging teachers in transformative learning about gender and sexuality diversity in a master of education program

ABSTRACT Globally, schooling continues to be a precarious space for gender and sexuality diverse (GSD) youth, where students are more likely to experience transphobic and homophobic violence at school than at home or in the general community. While there have been moves to provide learning about GSD in preservice teacher education, limited attention has been given to how postgraduate programs might better equip inservice teachers to support GSD students. In this paper, we argue that Master of Education (MEd) degrees, that serve teachers and school leaders, represent a space for transforming teacher attitudes and practice. Our research in a large, metropolitan university in Australia explored the use of reflective online writing in an MEd by coursework critical sociological studies course. Threshold concepts and liminality were used as a theoretical framework to explore how nineteen inservice teachers engaged with content on GSD and education. Our research findings suggest that while some students may feel discomfort as their existing knowledge is challenged, providing a safe space for critical reading/thinking and for connecting theory with personal and professional experiences enables students to move through phases of liminality. This opens up opportunities for teachers and leaders to challenge cis-heteronormative attitudes, practices and policies in education..

Understanding Gender Dynamics in Teacher Educators' Computer Self-Efficacy

This study examines computer self-efficacy among teacher educators, defined as the confidence in one's ability to effectively utilize computer technology for educational purposes. The main aim is to investigate gender differences in self-efficacy across three competency levels: basic, intermediate, and advanced. Utilizing a quantitative research approach, a self-constructed questionnaire containing 35 items was distributed to a purposive sample of 100 teacher educators, which included 61 female and 39 male participants. T-tests were employed to analyze the differences in self-efficacy scores between genders. The findings indicate no significant difference in self-efficacy at the basic competency level (t = 0.8391). In contrast, female educators displayed significantly higher self-efficacy scores in intermediate (t = 4.1417) and advanced competencies (t = 4.2159). Furthermore, female educators achieved an average score of 142.62 on the overall computer self-efficacy scale, notably exceeding the average score of 117.28 for male educators (t = 5.0717). Thus, the study reveals important gender dynamics in computer self-efficacy among teacher educators. It indicates that female educators tend to have greater confidence in their computer skills as they advance in competency levels. This highlights the need to address gender disparities in professional development initiatives and suggests that further research should explore the underlying factors that influence self-efficacy in technology use among educators.

The Attitudes of Student-teachers toward Moodle as a Supplementary Learning Platform

During the COVID-19 pandemic, Moodle (Modular Object-Oriented Dynamic Learning Environment) emerged as a leading online learning platform, providing essential support for educational institutions transitioning to remote learning. However, its role as a supplementary tool alongside traditional teaching methods in non-pandemic contexts remains underexplored in academic research. This study aims to investigate the attitudes of higher education student-teachers toward Moodle as an asynchronous online learning platform that enhances traditional classroom learning. The research employed a descriptive-quantitative method, focusing on students from the Teacher Training and Education Faculty, specifically those in the Elementary School Teacher Education Department at Universitas Tanjungpura, Indonesia. Participants were selected through purposive sampling, targeting individuals with experience using Moodle in online and offline learning environments. Data were collected using a structured questionnaire to assess student-teacher attitudes toward Moodle. It underwent a rigorous validation process to ensure the instrument's validity, including expert reviews. The reliability of the questionnaire was assessed through a pilot test conducted with 25 elementary school student-teachers from a state university. The results indicate that most student-teachers have positive attitudes toward Moodle, particularly valuing its effectiveness in enhancing their traditional learning experiences. Despite these favorable views, further research is necessary to develop a more comprehensive understanding of Moodle as a learning management system. Future studies should explore a broader range of educational contexts and levels to better understand the diverse challenges and benefits of applying Moodle in different teaching environments.

What is observable? Exploring the design and content validity of a clinical teaching observation instrument

ABSTRACT Globally, preservice teacher (PST) pedagogy needs to be developed and evaluated within teacher preparation programs (TPPs). This case study explores the procedures within one school of education in the United States to design a clinical teaching observation instrument. The authors report on the systematic processes of a committee representing six disparate TPPs to first identify essential observable PST behaviors that translate across programs. They then reveal how the committee designs an instrument and creates usable scales to detail the range in quality of these behaviors. Throughout both processes, the authors explain their use of clinical field supervisor feedback to revise and validate the instrument so that it reflects the knowledge of those who have experience with and will be implementing it. This study has implications for TPPs across domestic and international contexts about the systematic processes for development as well as policymakers and PSTs on observable pedagogical behaviors.