Initial Teacher Training Programmes Research Articles

How do micro-placements in industry within an initial teachers’ training programme contribute towards bridging the gap between education and employment?

ABSTRACT The complex interplay between labour market needs and education poses significant challenges to the teaching profession, frequently criticised for its perceived inadequacy in addressing contemporary work – life dynamics and professional practices. In response to these challenges, the ‘Micro-Placements’ initiative was introduced in an initial teacher training programme in Malta, aimed at providing student teachers with practical exposure to different industries. This study reports on an evaluation conducted within a higher education institution, utilising a responsive approach alongside the RUFDATA evaluation framework to observe the value-added of having micro-placements in a programme that enables students to become teachers. Through qualitative analysis, this study underscores the value of micro-placements in enriching pedagogical practices by enabling teachers to integrate diverse workplace experiences, thereby fostering the development of skills essential for active citizenship among students. The findings advocate for the integration of micro-placements into initial teacher training programmes and for their incorporation into continuous professional development initiatives for educators.

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing —an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs.

Social representations of teachers' dropout in the French context: An exploratory study

AbstractThis work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well‐being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England

This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants’ teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession.

Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all

IntroductionThe advancement of inclusive education over the past few decades emphasizes the pivotal role of teachers in transforming the educational landscape. As schools transition toward a more inclusive approach, it is imperative to evaluate the efficacy of initial teacher training programs in preparing educators for this inclusive transition. This study aims to describe the preparedness and perceptions of students in the Master’s Degree in Secondary Education, Vocational Training, and Language Teaching (MDSE) regarding inclusive education, guided by the profile developed by the European Agency for the Development of Special Needs and Inclusive Education (AEDNEEI).MethodsFurthermore, the research analyzes how external factors, such as perceived self-efficacy, influence these perceptions and readiness for inclusive teaching. A total of 218 students enrolled in the MDSE, with an average age of 31.5 years and a standard deviation of 6, were examined. Of the participants, 33% were male and 67% were female. These students came from different Spanish universities and were either in the final stages of their studies or had already completed them. Prior to participating, they had finished the generic module and completed their practice sessions in secondary education centers. The “Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (TTSE-IN) questionnaire was employed, which includes five validated and pertinent instruments, with four of them being employed for the study’s objectives: The “Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention,” the “Questionnaire for the Evaluation of Teacher Training for Inclusion CEFI-R,” the “Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education” (SACIE-R), and the “Brief Scale of Teacher Self-Efficacy.”Results and DiscussionThe results show the presence of positive attitudes in future educators along with a poor overall assessment of the training received, which raises concerns about the development of teaching functions more related to daily work in the classroom and the implementation of inclusive methodologies. At the same time, both regular and close contact with people in situations of special vulnerability, experience in training in nonformal contexts, and the level of teacher self-efficacy, in its different components, are postulated as some of the facilitators of the development of the postulates and values of inclusive education and predictors of greater capacity toward attention to diversity.

Self-Authorship: A Pedagogical Tool for Pre-Service Teachers to Develop (Pre)Professional Identity

This article reports on the use of self-authorship as a pedagogical tool to develop pre-service teachers’ professional identities. Pre-professional identity is considered a dynamic, less mature version of professional identity. Such a notion of fluidity in the professional self necessitates the integration of both personal and professional life experiences in the process of becoming, rather than already being, a teacher. A random sample of 56 pre-service teachers from a population of first-year students at a South African university was selected for this qualitative interpretivist study. Thematic analysis of personal reflections after a professional orientation programme indicates that the pre-professional identity of first-year pre-service teachers is mostly based on external cues and naïve perceptions rather than on well-thought-through personal ideology. The authors draw on Baxter-Magolda’s theory of self-authorship to highlight this influence of past life experiences that shape the pre-professional identity that first-year pre-service teachers bring to initial teacher training programs. Self-authorship is defined as a person’s ability to conceptualise and apply their own beliefs, identity, and social relations in various contexts. Findings confirm that most first-year pre-service teachers place themselves within the first phase of self-authorship. It is postulated that higher education institutions could, through platforms such as Work Integrated Learning, shift the structure and focus of pre-service teacher training programmes away from passive observation and instruction to active partnership, engaged reflection, and critical thinking. Such an approach can then contribute to professional and personal development through the remainder of the pre-service teacher programme. It is further argued that a longitudinal study is needed to explore this required movement towards and through the three phases of self-authorship.

An online video annotation tool for optimizing secondary teachers’ motivating style: Acceptability, usability, and feasibility

This paper introduces an online video annotation tool for improving teachers' motivating style (autonomy support and structure). The tool's acceptability, usability, and feasibility were tested by both pre- and in-service physical education teachers. Overall, both groups of teachers exhibited moderate to high acceptance of the tool and reported that its use stimulated reflection on their motivating style. Although the tool was user-friendly and required minimal guidance, some teachers expressed concerns about the time required to use it. In response, we have proposed several solutions. Finally, both groups of teachers agreed that an online tool could complement traditional self-reflection methods in initial teacher training programs.

Hybrid Blended Learning Solution for Teacher Education Innovation

The study reports data from the implementation of hybrid blended learning solutions (HBLS) in initial teacher training programmes for pre-school and primary school teachers. The design of the relevant university courses were revised in a transformative way, using innovative and digitally integrated approaches (DM 289/2021). Twenty teacher educators and 364 students were involved through the administration of semi-structured questionnaires whose dimensions investigated organizational flexibility to facilitate work-life balance processes, methodological quality and the role of teachers in HBLS.

Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity (Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12)

ABSTRACTThe study explored teachers’ awareness of classroom cultural diversity using a cross-sectional survey and thematic content document analysis of Ghana’s inclusive education policy and teacher professional development manuals to explore teachers’ cultural diversity awareness. 219 K-12 teachers completed the survey. The study found that teachers are culturally sensitive to working with culturally diverse families and the use of non-standard English. However, most of the teachers have limited general cultural diversity awareness of their classrooms. Consequently, teachers are less culturally sensitive to using multicultural teaching methods and creating a multicultural classroom environment. Further, teachers are less culturally responsive in their assessment practices. Our study also revealed that although teachers were introduced to multicultural education during their initial teacher training programme, within their schools, there was limited ongoing teacher professional development on multicultural education. Results from the thematic content document analysis of the inclusion policy showed that within Ghanaian schools, there are no practical guidelines on how in-service teachers and pre-service teachers can be supported to address cultural diversities in the classroom and schooling contexts.

Expressed Willingness of STEM Teachers to Teach Engineering

Teaching engineering at the middle and high school levels has been a topic of discussion among scholars regarding the challenges it creates. One of the most critical challenges at the school level is identifying qualified teaching staff to lead engineering courses. The present study explored teachers’ willingness to lead an engineering course and the reasons behind their willingness or unwillingness to do so. The study involved 434 participants, who were enrolled in a STEM professional development program and were diverse regarding their teaching subjects, the grade levels they taught, and the locations of their schools in Turkey. In this mixed-methods study, researchers collected data at the beginning of an online professional development program. Quantitative data were analyzed descriptively, while qualitative data were analyzed with a data-driven codebook. Almost two-thirds of the participants were keen to teach an engineering course, yet differences were observed according to the subjects they taught and their professional backgrounds. Most of the mathematics teachers, the group with the highest percentage of willingness, seemed to have a holistic approach towards engineering, with half emphasizing collaboration between teachers and engineers. The study provided further insights into how initial teacher training and continuous professional development programs can be structured based on teacher expectations and needs.

Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments

The technological reconfiguration of humanity and advancement requires initial teacher training (ITE) programs that create and enhance sustainable learning environments (SLEs) where teachers are prepared to embrace posthuman pedagogy to teach confidently. This case study aims to examine pre-service science teachers’ level of preparedness and teaching efficacy beliefs to teach in SLEs. The study findings revealed that teaching science requires content knowledge and an understanding of how to teach the content. Furthermore, education programs need to be responsive to the socio-economic demands and produce 21st-century-ready graduates. The participants’ teaching philosophy aims to promote SLEs where quality teaching will be prioritized. Without proper training, support and resources, this aspiration will remain a mirage. Maintaining responsive classrooms will thus be a challenge that continues to be an albatross to social change. This study has some implications for ITE programs, impacting the school curriculum and educational transformation.

Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers’ perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher’s actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices.

Comparative Study of Dual Professionalism of Teachers in Vocational Education and Training in China and Australia

This study presents a comparative analysis of dual professionalism requirements for Vocational Education and Training (VET) teachers in China and Australia through comparing and analyzing policies and current literature from both countries. The findings of the study reveal that both China and Australia have implemented policies to enhance the teaching capability and industry expertise of VET teachers over the past few decades, indicating that dual professionalism is not a new concept in either country. However, each country’s VET system employs different strategies and practices to achieve dual professionalism, as reflected in their initial teacher training programs, vocational qualification requirements, and rules and expectations regarding teachers’ industry expertise and ongoing engagement in their vocational fields. This study asserts that although the quality and attributes of VET teachers may vary in different countries and education systems, the realization of dual professionalism in VET requires a collective and ongoing commitment from all relevant stakeholders in each country to equip their VET teachers with the necessary skills and knowledge to deliver high-quality vocational education programs.

Lesson study in physical education: a collaborative and contextualised approach to initial teacher training

ABSTRACT Lesson study is a collaborative and contextualised approach to professional learning that involves small groups of teachers working together to design and reflect on the teaching of a research lesson. Although it is a well-established approach to professional learning in classroom-based subjects, research on its effectiveness within physical education (PE) initial teacher training (ITT) and in the general practice of PE teachers is scarce. This study examines the views of 18 secondary PE associate teachers (ATs) who completed a lesson study cycle as part of their one-year postgraduate ITT programme. A questionnaire and semi-structured interviews – conducted at the end of the lesson study and six months later at the end of the programme – were used to generate data. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that the ATs benefitted from the experience in similar ways to established teachers. They developed their understanding of lesson research and engaged in elevated levels of critical reflection that helped to change and develop their approaches to teaching and learning. Moreover, the ATs recognised that their learning was enhanced when they could rehearse the phases of the cycle before starting the lesson study in their placement school. They also understood the value of a mentor who could support their progress and ensure their full engagement in all phases of the lesson study cycle. These findings have implications for providers of ITT as the considered inclusion of lesson study contributed to the immediate aim of developing ATs’ teaching competencies while also promoting the skills needed for them to manage their own ongoing learning as fully qualified teachers.

Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic

ABSTRACT This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators’ experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the Covid-19 pandemic. Data were collected via narrative conversations between the two teacher educators such that they could ‘pool their stories’. The findings suggest that during a time of unprecedented change, the teacher educators had contradictory experiences associated with two contrasting leadership approaches. The data reflects the impact of being immersed in an ITT programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a HEI. The authors examine what it feels like for teacher educators as they are torn between contrasting leadership approaches and discuss the potential of autonomy-supportive leadership approaches to support the achievement of agencies, particularly when decisions and actions require swift and careful attention.

Secondary school teachers code of ethics in Ethiopia: implications for policy and practice

This study investigated the implementation level of teachers' code of ethics in secondary schools in Ethiopia. A descriptive survey research design with quantitative and qualitative approaches was employed. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education office experts. Data was collected by means of questionnaires and interviews. The quantitative data was analyzed by using percentage, frequency, mean, standard deviation, and independent samples t-test and the qualitative data through thematic analysis technique. The findings indicated that teachers implemented the code of ethics regarding students, colleagues, and the teaching profession at a high level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level of teachers' code of ethics in the three dimensions. Based on the results, it is recommended that concerned bodies need to: pay due attention to ethics courses in the initial teacher training programs; design and implement different mechanisms that can increase teachers’ intrinsic motivation and commitment to their code of ethics; frame a clear, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help them to maintain their interest in and commitment to their profession and thereby help them practice their code of ethics more effectively.

Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training.

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (Mage = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.

Differentiated instruction: ‘to be, or not to be, that is the question’

ABSTRACT Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed.

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.