Teacher Education Experiences Research Articles

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

Research on interdisciplinary project-based geography fieldwork in education for sustainable development

<p>The ability to solve real-world problems for a sustainable future has become a worldwide consensus, and interdisciplinary competencies and project-based learning (PBL) have become the focus of curriculum reform in China. This study investigates the effectiveness of interdisciplinary PBL fieldwork in geography education for sustainable development, focusing on the perceptions of students from a junior high school in Chongming, Shanghai, of the interdisciplinary effectiveness of PBL fieldwork. Over a one-month pilot program, the results suggest that the new fieldwork approach did not achieve the expected benefits. The significant gains of students can be grouped into four perspectives, namely, understanding of nature and classroom knowledge; problem-solving skills and environmental action; scientific spirit, environmental awareness, and interest in geography; and understanding of local needs and sustainable development issues, which increased their interest in learning. The students generally accepted the ability to collect information and data and the thinking ability of circular development. The influencing factors of activity effectiveness include the time and difficulty of the activity, cognitive and knowledge levels, learning habits of students, student participation, and teaching experience of teachers. The study offers valuable insights for improving fieldwork in other regions and for future research.<strong></strong></p>

Models of Science Teacher Identity: The Multiple Representations of Pre-Service Elementary Science Educators

ABSTRACT Experiences in pre-service teacher education can have a lasting effect within the professional life histories of classroom teachers. Investigating the ways in which pre-service elementary teachers (PSETs) represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher pre-service and inservice development as well as further highlight the concerns and objectives of PSETs. Therefore, as a pre-service science teacher educator, I seek to understand the ways in which PSETs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. This study relies on quantitative pre- and post-survey data and qualitative course artifact data completed as part of regular undergraduate course assignments. PSETs representations of self within this study tend to shift from a traditional approach to science teaching toward constructivist, student-centered pedagogical practices and show reduced anxiety toward teaching science and increased science teaching self-efficacy.

Building agency in school–university partnerships: lessons from collaborative research during the pandemic

PurposeThe literature highlights the disconnection between university-based teacher education and field experiences as a significant barrier to student teacher preparation. To address this gap, the Research Teams (RTs) programme promotes a Networked Learning System (NLS), focusing on boundary-crossing work, inquiry and critical reflection to generate knowledge. This paper examines the emergence of relational and collective agency within this collaboration, linking school and university knowledge to enhance professional learning and drive teaching innovation.Design/methodology/approachEmploying an exploratory qualitative design, data collection includes advising team notes, reflective session materials, interviews and focus groups. Qualitative content and discourse analysis were utilised.FindingsFindings reveal how RTs promote relational agency among university tutors, school staff and preservice teachers and collective agency in the context of collaborative research. The pandemic presents both social interaction opportunities and challenges.Originality/valueThe relevance of this study lies in the necessity to advance knowledge regarding the development of collaborative learning systems that encourage cross-institutional relationships, allowing for the creation and flow of knowledge. It highlights the role and development of collective and relational agency in fostering the development of a NLS. It also raises questions about the challenges and investments needed to sustain and scale collaborative research models that cross professional and institutional values and beliefs within schools and universities.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

“To prosper you must be willing to pivot”: The career construction journeys of language teacher educators in Hong Kong

AbstractConsidering the essential role of language teacher educators in shaping the views and practices of future generations of language teachers, the limited attention that has been given to how these educators construct their professional identities is surprising. This article reports the results of a qualitative study that contributes to addressing this gap in knowledge by exploring how three experienced language teacher educators construct their professional identities in Hong Kong. Drawing upon elements of career construction theory, the study used in‐depth interviews to investigate the responses of these educators to the complex and challenging demands they encounter in research, teaching, and institutional service throughout the pursuit of their professional identities construction goals. Results suggest that the three educators value career adaption and operationalize adaptability as the willingness to both constrain their concerns and accept the necessity for compromises and trade‐offs. Implications for leaders of higher education institutions concerned with supporting language teacher educators' identities construction are discussed. Suggestions for future research are also considered.

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.

Exploring the influence of principal supervision, organizational climate, and teacher teaching experience on teacher performance

Purpose− The purpose of the research is to examine the combined and individual effects of school principals' supervision, organizational climate, and teacher teaching experience on teacher performance in Sub Rayon 03 Middle School in Purworejo Regency. The research method used was quantitative, and the analysis employed multiple linear regression analysis Method− The research employs a quantitative correlational approach, conducted at SMP Sub Rayon 03 Purworejo Regency with a sample of 95 teachers selected from a population of 130 using Isaac and Michael's sampling table. Data collection was carried out using research instruments, and the analysis involved multiple linear regression and partial correlation. Multiple linear regression was used to assess the combined effect of principal supervision, organizational climate, and teaching experience on teacher performance. Partial correlation analysis was conducted to determine the individual contributions of each variable to teacher performance. The significance of the regression equation was tested using the F test, while the t test was used for testing partial correlations. Findings− The analysis results concluded the following: 1) There was a positive and significant combined influence of principal supervision, organizational climate, and teacher experience on teacher performance in Middle Sub-Rayon 03, Purworejo District (R=0.635 and R2=0.403). 2) Principal supervision had a positive and significant impact on teacher performance in Sub-Rayon 03 Middle School District, Purworejo (r1y-23=0.251). 3) Organizational climate also had a positive and significant effect on teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r2y-23=0.319). 4) Finally, teacher teaching experience contributed positively and significantly to teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r3y-12=0.260).

Relevance and Experience Constructing Identities as Future Teachers of English Language Learners: Multiple Case Studies of Three Mainstream Teacher Candidates

Given the continuous increase of students from culturally and linguistically diverse backgrounds in K-12 classrooms in the United States (US), there is no doubt that meeting English language learners’ (ELLs’) linguistic and academic needs is a pressing matter. However, teachers report feeling unprepared or believing that ELLs are the responsibility of other specialists. This study responds to the call for preparing mainstream teachers for today’s diverse classrooms by exploring teacher candidates’ teacher professional identity (TPI) construction. Using multiple case study designs of three mainstream teacher candidates, the findings of this study highlight (a) multiple I-positions engaging in dialogues, (b) relevant teacher education experiences (re)shaping TPIs, and (c) relevant diversity-related issues in macrosociety entering minisociety. Findings indicate the importance of critical reflection in teacher education programs and facilitating opportune and considerate practicum placements. Further implications and recommendations for teacher education research and practice are discussed.

Embedding Sustainability across a Teacher Education Course: Teacher Educator Experiences

AbstractEducation for Sustainable Development (ESD) remains an urgent priority to combat the numerous social, environmental and political crises prominent in the 21st century. This article shares the experiences of teacher educators who integrated ESD into discipline-specific units of study for pre-service teachers. Using a collaborative auto-ethnographic approach, we explore how curriculum change for ESD was navigated and discuss how institutional support was essential for providing legitimacy and necessary resources. Drawing on Noddings’ approach to ethics of care, we emphasise the significance of valuing the perspectives and experiences of stakeholders involved in curriculum change and advocate for inclusive and responsive approaches that engage individuals meaningfully throughout the process.

Increasing the diversity of the teaching workforce: a review of minority teacher candidates’ recruitment, retention, and experiences in initial teacher education

ABSTRACT Diversifying the teaching profession is critical for social justice and equity in education. Yet, teacher candidates from ethnic minority backgrounds remain underrepresented in initial teacher education (ITE) programmes in many countries. This paper reports on a review of 40 studies that examine the experiences of minority teacher candidates and the strategies to improve their recruitment and retention. Findings reveal structural and institutional barriers that affect minority teacher candidates’ experiences and their transformative power and agency to navigate these challenges. Recruitment and retention strategies are identified. This paper contributes to the discourse on equity, diversity, and inclusion in teacher education and offers insights for policymakers and ITE providers. Implications for policies and practice are discussed.

DIGITAL PEDAGOGY IN ACTION: INVESTIGATING ICT TOOLS USAGE AND EXPERTISE AMONG ELEMENTARY SCHOOL TEACHERS

A teacher in the digital age must be competent in successfully integrating content, pedagogy, and technology in the teaching learning process. The COVID pandemic prepared us to be ready for new and transformative changes in the education system, be it online education, flipped classroom, blended learning, individualized learning, or computer-based adaptive testing. Against this background, the present cross-sectional study examines the use of ICT tools and expertise in using them by elementary school teachers. The sample consisted of 167 elementary school teachers selected randomly and rated their use and expertisein using various ICT tools. The study found that teachers were more proficient in using simple ICT tools and rarely or never used complex ICT tools. Variables such as teacher teaching experience, type of employment had no significant influence on usage and expertise. However, the use and expertise of using ICT tools among teachers working in urban schools is better than that of teachers working in rural schools. In addition, educational qualification was found to have a significant influence on the use and expertiseof using ICT tools. Furthermore, there was a significant positive and moderate correlation between use of ICT tools and expertise in using ICT tools, suggesting that there may be many other influencing factors.

Recruiting and retaining BIPOC teachers: project HEART

Abstract We are a team of experienced teacher educators working with various licensure programs: teaching English to speakers of other languages, literacy, primary, science, technology, engineering, and mathematics. In the summer of 2020, as faculty in a college of education in an urban area in upper Midwest, we participated in a grassroots faculty-led initiative around interrogating teaching and learning structures in pursuit of equity and social justice. Following that initiative, we have embarked on a project to increase the recruitment and retention of Black, Indigenous and People of Color (BIPOC) teachers. The team project is cross-institutional and consists of faculty, staff, and leaders from an urban university, a large urban school district, and the local community college. Using improvement science and an equity literacy framework, we explore ways to strengthen our interconnected pipeline to recruit, train, employ, and support BIPOC teachers. With the spirit of collaboration and shared beliefs, we aim to dismantle unjust and inequitable practices and create racially just and sustainable communities for BIPOC students and teachers. This article will share how we operationalize the three pillars of our project (collaboration, shared beliefs, and sustainability) to diversify our teacher preparation programs and increase representation within the teaching community.

Impact of occupational socialization on how physical education teachers employ character education in schools

ABSTRACT Arguments relating moral and character education to the field of physical education are not novel. Despite this, there are few studies dedicated to studying how and why physical education teachers use character education in schools. The purpose of this study, therefore, was to address this literature gap by studying how seven teachers employed character education and the extent to which their upbringing, experiences in teacher education, and formal teaching career impacted their enthusiasm for, and use of, character and virtue pedagogies in physical education. Data were collected with three techniques (formal interviews, documents, and artifacts) and were analyzed through thematic methods. Guided by either a multi-sport or health/ physical literacy curriculum, data revealed that the teachers employed a range of character concepts and strategies to promote character development. Moreover, the acculturation phase, especially the impact of one's family and religious upbringing, appeared to have the most influence on teachers’ motivation for becoming a moral and character educationalist, while the organizational phase had the most impact on how they embodied this role and practice. In addition, while the professional socialization phase, or lack thereof, appeared to impact the type of curricula being promoted in schools, this phase had relatively little impact on how the participants employed character education with young people. In conclusion, the search for a physical education program and a group of physical educators espousing a well-informed and theoretically robust curriculum for teaching character education in schools, remains. Finally, future research concerned with providing and studying the impact of school and university-based professional development programs on department-wide initiatives and (moral) curriculum development would be helpful.

Emergency remote teaching amid global distress: how did teacher educators respond, cope, and plan for recovery?

This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher training institutions. Teacher educators in this study reported that emergency remote teaching (ERT) was a learning opportunity and professional capacity-building experience for them to engage in contemporary pedagogical practices. Teachers also indicated that synchronous and asynchronous remote teaching was helpful for their students, as it provided students with the opportunity to engage in self-paced learning due to their access to learning resources at any time. ERT promoted peer teaching, team teaching, and effective collaboration among teacher educators. However, with little preparation and training for remote teaching and learning, both teachers and students struggled with the remote teaching and learning process. A myriad of challenges were identified including the unsuitability and unfamiliarity of online teaching and learning platforms, a high rate of absenteeism and low student engagement, a lack of parental and school support, and inadequate technological resources. The study revealed that mathematics and science teachers needed advanced technological resources to support student learning. Implications for educational policy and practice are discussed.

Experiences of Sexuality Education Educators in Secondary Schools of Mbarara Municipality, Uganda

While schools in Uganda have sexuality education implementation programs in place, adolescents enrolled in school continue to have considerable concerns about sexuality. This indicates that there is still a gap in the teaching of sexuality education. Understanding, that the pursuit of excellent educational outcomes cannot understate the significance of educators. The objectives of the study were to understand how teachers have influenced the implementation of sexuality education in schools and to understand their influence. We explored their sexuality education teaching experiences. For this study, we purposively sampled 12 teachers from six secondary schools in Mbarara Municipality. These were classroom teachers teaching Biology, Christian Religious education, and Literature, subjects in which topics about sexuality are included. Others were male and female senior teachers in charge of guidance and counselling; and teacher patrons to sexuality learning-related activities outside the classroom. Data was transcribed and analyzed through thematic coding of opinions, feelings, and practices of teachers. Results indicated that the majority of teachers experience discomfort when teaching this subject. To most teachers, this discomfort was attributed to 1. Lack of proper training. 2. Others had strong cultural values and beliefs that made them uncomfortable teaching about sexuality in open places like the classroom. 3. Another minority, were not consulted before being appointed into counselling positions, therefore did not feel obliged to take on the assignment. 5. Lack of instruction materials. 6. Findings also revealed that students are not comfortable learning from their teachers, whom they consider as “second parents” and hence they join and learn more from peers and other adults. 7. While all students, learn about sexuality, only a few teachers are assigned this duty, this has created a teaching burden due to the low teacher-student ratio especially for duties like guidance and counselling and patronising of sexuality education programs. Thus, we deduced that SE was being jeopardised by teachers' inefficacy, attitude, and low teacher-student ratio, and interaction of informal peer educators. We concluded that sexuality education educators, are most effective when they are equipped with skills, their consent to participate is sought, the education does not interfere with their values and when they do not carry an overload of assignments. From the findings, it was also evident that teachers are not the best choice schools should use to guide and counsel students about sexuality. Peers and medical personnel are preferred to teachers. Hence, when the identified gaps are attended to sexuality education will be more efficient to protect and keep skills with adolescents undergoing this education. To improve teacher performance, we recommend that schools assist their teachers in pursuing SE training, seek teachers consent before appointing them into SE educating or counselling positions, support them and offer teaching materials. The low teacher-to-student ratio be resolved by assigning more teacher educators SE roles. Our findings indicate that students feel more at ease studying with their peers than with teachers; hence, we recommended increasing the amount of supervised peer-to-peer SE learning in schools. We also discovered that students value media education, thus we recommend that schools offer more adult-guided media literacy instruction.

TEACHER EDUCATORS’ EXPERIENCES OF USING THE MURSION® SIMULATION PROGRAMME: A CASE OF A SOUTH AFRICAN UNIVERSITY

This article explores the experiences of teacher educators at a South African university regarding their use of the Mursion® simulation program during pre-service teacher training. The study aimed to investigate these teacher educators’ experiences and perceptions of using the Mursion® simulation software by means of semi-structured interviews, and subsequent thematic analyses. Three themes were predominantly discussed during the interviews, namely, initial impressions of the Mursion® software, favourable aspects associated with the software, and less-favourable aspects associated with the software. The respondents’ initial impressions revealed a mixture of satisfaction, excitement, and uncertainty. The favourable aspects included the realism of the virtual classroom environment and experience, the opportunity for practice and skill development, and the potential for increased pre-service teacher preparedness. The less-favourable aspects highlighted were some anxiety and intimidation related to the technical nature of the software and the initial learning curve. The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. The importance of technological support and training for educators to fully utilize such programs is also highlighted.

“It makes you nervous when you start talking about racism”: Shining light on teacher educators’ experiences of anti-racist pedagogy in Australian teacher education

ABSTRACT Teacher educators have a significant responsibility in promoting anti-racist pedagogy and guiding preservice teachers to engage in critical self-examination regarding dominant narratives. However, many teacher education programmes fall short of adequately equipping aspiring teachers for diverse classrooms as they often perpetuate a predominantly white system and curricula. Informed by Critical Pedagogy and underpinned by a lens of Culturally Sustaining Pedagogies, this paper discusses the experiences of teacher educators facilitating anti-racist pedagogy within teacher education programmes at Australian universities. Semi-structured interviews were held with 23 experienced teacher educators employed at universities across Australia. Data reveal teacher educators’ efforts to promote anti-racist pedagogy are fraught with challenges when attempting to break the silence surrounding racism, with support for anti-racist pedagogy inconsistent amongst colleagues and within institutional structures. Teacher educators who actively embrace anti-racist pedagogy require resilience and a strong dedication to ongoing critical reflection. The findings have relevance for teacher education efforts not only in Australia, but also in countries where teacher education programmes continue to be predominantly centred on whiteness.

Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices

ABSTRACT ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces – sites of collaborative learning that are democratic, safe and supportive. Practicum is recognised as a capstone experience in teacher education in which the mentor’s role is crucial. However, there are significant variations in the types and quality of mentoring and only some supportive frameworks. This paper investigates what arrangements are needed to enable mentoring practices as communicative learning spaces. An intervention was designed that structured conversations between student teachers, school-based mentor teachers and university-based teacher educators around an observation-grounded mentoring framework (OMF). Data was gathered from completed worksheets, reflection logs, and interviews and analysed through the lens of practice architectures. We explore issues of knowledge and power in the facilitation of learning when university-based teacher educators visit the school, and classroom observations frame the mentoring conversations. Findings show that the OMF offered a shared language for tripartite mentoring conversations as communicative learning spaces. The paper contributes to knowledge about supportive mentoring practices in ITE.

Emotionally (in)hospitable spaces: reflecting on language teacher–teacher educator collaboration as a source of emotion labor and emotional capital

Abstract While various aspects of language teachers’ emotional experiences have been gaining attention, including emotion labor and emotional capital, less attention has been placed on the emotional experiences of teacher educators supporting language teachers in emotionally challenging situations. Following calls to examine language teachers’ emotional experiences ecologically and as socially and institutionally shaped, we engaged in collaborative autoethnography to explore how language teacher and teacher educator emotion labor reflects answerability to multiple commitments in the face of external feeling rules. Our findings highlight how language teacher–teacher educator collaboration can mitigate as well as reproduce emotion labor. This study contributes to research on language teacher emotion labor by focusing on the role of the teacher educator in supporting language teacher emotional capital and highlighting the complexity underlying emotion labor and emotional capital as multi-directional. Furthermore, the study illustrates how collaborative autoethnography can generate reflexivity and emotional capital for language teacher educators.