In-service Education Research Articles

Autonomy Support and Motivation in Physical Education: A Comparison of Teacher and Student Perspectives

The aim in this study was to identify predictors of teachers’ and students’ motivation and autonomy support in physical education. Ninety-four physical education teachers (26 female, 68 male) and 2127 students (1093 boys, 1026 girls, and 8 no gender specified) from 56 (42 public, 14 private) high schools all voluntarily participated in the study. The students' perceived autonomy support, the intrinsic motivation for physical education and teachers' perceptions of their own autonomy support in lessons and their motivations to teach were assessed. Pearson correlation analysis showed no relationship between teachers’ perceptions of autonomy support and the students’ perceptions of autonomy support. Regression analysis showed that a) the students' perceptions of autonomy support were positive predictors of the students’ intrinsic motivations, b) the assessment support sub-dimension of autonomy support was positive predictor of teachers’ intrinsic motivations to teach in physical education. Given these findings, it becomes critical that PE teachers learn about the value of autonomy support and how to provide it during pre-service and in-service teacher education.

Revisiting language teacher education in an ELF aware perspective: responses to innovations

Abstract Teachers’ and teacher educators’ individual theories, attitudes and beliefs underlying their daily practice, are often challenged by sociolinguistic changes, curricular innovations, or new language policies that may often trigger teachers’ resistance to change, particularly when they are required to adapt and revisit their teaching practices. In many European countries recent migration flows have modified the countries language landscapes; their school population is now growingly plurilingual and with different learning and language needs. In their out-of-school experiences, learners are more and more exposed to English through social media and to non-native speakers’ English (ELF), aspects not integrated yet in local language policies, nor in teacher education programs. It is thus important to design pre- and in-service teacher education programs aimed at sensitizing language and subject teachers to these new scenarios, using reflective practice approaches in multilingual contexts. These contexts require English language teachers, and teachers who use English in different fields such as Content and Language Integrated Learning (CLIL) or English Medium of Instruction (EMI), to reconsider their personal assumptions and beliefs, and to develop new competences that would incorporate the powerful reflective framework provided by ELF-awareness. The ELF-aware perspective had been adopted in recent courses for English teachers carried out in Italy, as the ENRICH CPD course, and in the CLIL courses for content teachers. The aim of this contribution is to present and discuss findings of two research studies carried out within the above-mentioned courses that were meant to make teachers aware of new instantiations of English through a reflective practice approach such as the ELF-aware approach, and to sustain their professional development as well as their agency. This paper is mostly related to the lessons learnt from the findings from teachers’ responses to course innovations and their agency development during these courses.

Nauczyciele języków obcych: Iluzje – fakty – badania

The article aims to analyze meanings underlying the popular concepts of a good teacher, efficient teacher, novice, expert and experienced non-expert from a diachronic perspective. Criteria used across developmental stages of second language acquisition/ foreign language teaching in the process of teacher accreditation are examined, as well as social contexts influencing teacher evaluation. Reasons for teachers’ dissatisfaction with European school systems are presented, as well as coping strategies employed by frustrated teachers. New challenges springing from economic, social and cultural student diversity are also discussed. Implications are sought for pre- and in-service teacher education.

Exploring Nurses' Job Satisfaction in India: A Discussion Paper

This discussion paper aims to explore the factors influencing nurses' job satisfaction in India and its implications for healthcare. Job satisfaction among nurses is crucial for ensuring high-quality patient care and retaining skilled professionals in the healthcare workforce. In India, where the nursing profession plays a vital role in the delivery of healthcare services, understanding and addressing nurses' job satisfaction is of utmost importance. To accomplish this objective, a comprehensive literature review was conducted to identify the key determinants of nurses' job satisfaction in India. The findings reveal that several factors contribute to nurses' job satisfaction, including salary and benefits, working conditions, professional development opportunities, leadership support, and the recognition of their contributions. By shedding light on the factors influencing nurses' job satisfaction in India, this discussion paper provides valuable insights for healthcare policymakers, administrators, and researchers. It underscores the importance of prioritizing nurses' well-being and job satisfaction to foster a resilient and effective healthcare system in India. Further research and collaborative efforts are warranted to develop evidence-based interventions that positively impact nurses' job satisfaction and, ultimately, patient care. Keywords: Nurses, India, Job satisfaction, salary, In-service education

Strategies for Effective Utilization of Hybrid Approaches for Improve Instruction in Office Technology and Management (OTM) In Public Tertiary Institutions in South East, Nigeria

This study was carried out to investigate strategies for effective utilization of hybrid instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The study answered two (2) research questions which were raised based on two (2) variables. Two null hypotheses were tested at 0.05level of significance. The study adopted descriptive survey research design and the study area was South East geo-political zone of Nigeria. The population of the study consisted of two hundred and sixty-eight (268) business educators employed under Business Education Department of public tertiary institutions in South-East Geopolitical zone, Nigeria. The instrument for data collection was a structured questionnaire titled “Strategies for effective utilization of hybrid instructional approaches in office technology and management questionnaire (SEUHIAOTMQ)” with 18 items. The instrument was validated by three experts, two in business education and one in science education. Reliability of the instrument was determined through pilot test using Cronbach Alpha Reliability Statistical Tool. The analysis yielded a reliability coefficient of 0.85. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that utilization of flipped model and rotational teaching strategies can enhance effective teaching of Office Technology and Management (OTM) in public tertiary institutions. The study also revealed that gender and years of experiences did not affect the opinion of business educators’ opinion on strategies for effective utilization of hybrid or blended instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The implication of the findings was that that every business educator should attend regular in-service education so as to keep abreast of current and future innovations in teaching. Based on the findings, it was recommended, among others, that management of public tertiary institutions in South East, Nigeria should from time to time train business educators on emerging technologies which can be adopted for hybrid instructional approaches in public tertiary institutions.

Mathematical modelling when the problem is proposed with digital video: multi-voicedness, multimodality, domestication

This article describes research that explored the possibilities of digital video in mathematical modelling practices. It was developed in an online course aimed at in-service teacher education. Its scenario was a modelling practice in which a problem is proposed through a digital video (modelling videoproblem) and the participants are challenged to produce a video as an answer (modelling videoresponse). This is qualitative research based on the theoretical perspectives of the humans-with-media construct, Activity Theory, and Social Semiotics. The results point out that the way of combining semiotic resources in the videoproblem scenes influences the production of meanings and the modelling, and that the underutilization of resources of this media can limit educational possibilities. Furthermore, from the combination of different theoretical approaches, new theorizations emerge to be explored in future investigations.

Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science

ABSTRACT This study examined the impact of a practice-based approach to in-service science teacher education, using small-group discussions about photovoltaic (PV) science to support teachers’ instruction on sustainable energy transitions in response to climate change risks. Ultimately, we aimed to promote teachers’ PV science comprehension as well as their ability to use small-group discussions productively in their future classrooms. In-service teachers (N = 6) participated in a five-week summer Solar Energy Engineering Research Experience for Teachers program where they read a series of scientific articles, attended presentations, and engaged in small-group Quality Talk discussions, all about solar energy as a sustainable technology for post-carbon energy futures. Using a qualitative content analysis approach, we gathered evidence associated with both the indicators of high-level comprehension evidenced within the talk as well as teachers’ individual PV science knowledge before and after each discussion. We also collected data related to teachers’ instructional intentions via lesson plans and their self-reported future use of classroom discussions. Numerous indicators of high-level comprehension were present within the talk and teachers evidenced growth in their PV science knowledge from pretest to posttest. Additionally, teachers not only infused their lesson plans with the PV science topics they discussed, but they also expressed intentions to teach PV science using discussions in their future classrooms. Findings suggest in-service teachers can benefit from opportunities to engage in a practice-based approach emphasizing discussions, resulting in not only enhanced PV science comprehension but also intentions to enact discussions about the learned content in their future classrooms.

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.

Teaching Efficacy Structures and Influencing Factors in Promoting Success and Retention Among Pre-Service Teachers

This study explored the collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna, Philippines. Multiple regression analysis was used to determine significant predictors of pre-service teachers’ performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents’ in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers’ performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers’ performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers’ collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.

A place for TPACK in popular music education: A review of existing literature

This article is a synthesis of literature pertaining to the connections of music technology and popular music education. Music technology has become a vehicle through which music educators address the inclusion of popular music practices into existing models of music education. Making these connections has proven useful and engaging but has also helped to illuminate issues regarding technology and popular music training at the pre-service and in-service levels. Through a discussion of the role of technology in popular music education pedagogy, current collegiate curricular offerings and current professional development offerings, I argue that the inclusion of the technological pedagogical and content knowledge framework is necessary to prepare pre-service and in-service music educators to embrace popular music pedagogies. Drawing from the research conducted in various contexts, the following literature review is geared towards the music education paradigm in the United States. In the concluding section, I suggest avenues for future research and implications for pre-service and in-service music education practices.

Music Teacher Identity: The Use of Videos in Teachers’ Self-Reflections of Their Past and Present Teaching Effectiveness

Professional teaching videos could be a powerful resource for shaping music teacher identity (MTI). This study examined preservice and inservice string instrument teachers’ (SITs) ( N = 3) preservice and inservice teaching videos to perceive similarities and differences in MTI to reveal professional growth over time. Results indicated that the SITs evolved with experience, knowledge of self, and self-assessment through reflection. MTI development results from teachers’ receptiveness to professional development over time and their ability to adapt to changing contextual environments.

A descriptive study to assess the knowledge regarding emergency triage among student nurses in Selected Institutions, Jalandhar

Background of the study: TRIAGE comes from French trier, meaning to sort. Patient acuity is quickly determined via triage. A triage system prioritizes essential patients by identifying and categorizing them. It classifies patients by kind and urgency to bring the right patient to the right place at the right time with the right care provider. Student nurses are future quality care providers, thus they play a unique role in hospital emergency triage and treatment. They should learn more about emergency triage so they can make precise judgments for early detection, successful referral, and patient prevention. To minimize emergency department morbidity and mortality, staff and student nurses should participate in in-service education, teaching, demonstration, and self-learning. Methodology: The study setting was conducted at MHR DAV Institute of Nursing and LalaLajpatRai Institute of Nursing Education, Jalandhar, Punjab. The study sample comprised of 100 student nurses from selected Nursing Institutions. Non probability purposive sampling technique was used to collect the data. Written consent was taken from the student nurses who were selected as sample. Self-structured knowledge questionnaire was used to evaluate the knowledge regarding emergency triage among student nurses. Information booklet was prepared and distributed among student nurses. Results and conclusion: The mean knowledge score regarding emergency triage among student nurses was 20.16 (±3.62) with mean percentage of 50.4%. Hence, it revealed that the student nurses were having average knowledge regarding emergency triage.

Generalist Early Education and Specialist Physical Education Teachers’ Views on the Scope of Early Childhood Physical Education

On a national ministerial announcement concerning employing specialist Physical Education (PE) teachers to teach PE in early childhood education (as opposed to generalist early education teachers), this research sought to investigate teachers’ views on this issue. Taking Lawson's (1983) theory of occupational socialization as a sensitizing framework, we examined whether teachers' specialization and experiences of participation in PE influenced their perspectives on early childhood PE teaching. Twenty in-service teachers, male and female, working in public education as generalist early childhood teachers (n = 10) and specialist physical education teachers (n = 10) participated in the study. Semi-structured interviews and the thematic analysis technique were used to generate data. The results showed that irrespective of their specialization, teachers’ positive acculturation experiences in PE and sports influenced their attitudes towards early childhood PE. However, all participants assigned a functional-practical value to PE rather than an educational one. This finding was attributed to broader socio-cultural influences concerning the scope of school PE in early education. Both generalist and specialist teachers perceived their professional roles and responsibilities as distinct. They advocated for establishing interdisciplinary professional training programs as a prerequisite for employing PE specialists in early childhood education. Even though teachers’ specialization shapes their scientific assumptions and understandings, personal acculturation and professional socialization experiences seem influential in determining their daily practices at school. The emerging early childhood PE literature could open up a myriad of opportunities for research in this field, always keeping in mind that the learning needs and interests of young children stay in the foreground.

Knowledge of pulse oximetry among emergency and critical care nurses.

The pulse oximeter is a simple, cost-effective and reliable device for estimating arterial blood oxygen saturation. Nurses are required to be knowledgeable in pulse oximeter use. Little is known about nurses' knowledge of pulse oximetry in the Middle East region. To assess nurses' knowledge of pulse oximetry among emergency and critical care nurses and to explore predictors of nurses' knowledge of pulse oximetry. This is the second part of data analysis that was first presented in the 'proficiency in ECG' study conducted in Jordan. The original data used for both parts of analysis included a questionnaire with two tests; a knowledge of pulse oximeter test and an ECG proficiency test. Participants were asked to take, alone without receiving assistance, both tests. In this study, the second part of analysis, the focus is on the pulse oximeter test. The test consisted of 21 items that emphasize knowledge of basic physiological principles as well as device limitations; whether technical or interpretation. The test administration procedure also included asking participants to provide socio-demographic variables. In the original data collected in both parts of analysis, nurses working in the emergency department, cardiac care units or intensive care units from nine different hospitals (1 governmental, 6 private and 2 educational) and holding a bachelor degree or higher were asked to participate. The total number of participating nurses was 210; out of 247 approached (response rate, 85%). The mean score in the nurses' knowledge of pulse oximetry test was 12.33 out of 21, corresponding to 58.7%. The clinical area currently working in predicted the knowledge of pulse oximetry test score after controlling for all other variables. Emergency department and intensive care unit nurses scored higher than cardiac care unit nurses by 1.86 and 1.63 points respectively (58.2% and 60% respectively). Nurses consistently report inadequate education and training concerning pulse oximeter use and interpretation. A revision to hospital in-service education seminars and undergraduate nurses' curriculum to assure adequate preparation is needed. Knowledge of pulse oximetry among emergency and critical care nurses is modest. This is a challenge worldwide. Predictors of nurses' knowledge of pulse oximetery are the clinical area currently working in (ICU and ED nurses are more knowledgeable than CCU nurses), proficiency in electrocardiography and taking an advanced cardiac life support course.

Tool for Digital Inclusion in Italian Schools: The Use of Self-Assessment Framework from ENTELIS Project.

The use of technology in education has the potential to create more inclusive environments for all students, including those with disabilities. In Italy, the Ministry of Education has recognized the importance of digital literacy in schools and has issued several documents outlining the steps necessary to build a more inclusive educational system. However, in order to achieve these goals, it is important to assess the current situation and identify areas for improvement. The Entelis Self-assessment framework, particularly the Italian short version, can be used as a tool to help schools assess their digital inclusion practices and develop strategies for improvement. In 2015, the Ministry of Education issued the new Law 107/2015, called "La Buona Scuola", which included the New National Plan on School Digital Literacy - PNSD (MIUR, 2015) and the Three-year plan of in-service teachers' education and training. These documents aimed to consolidate the path of innovation and digitization in schools through a strategy that invested in the technological, epistemological, and cultural dimensions. The PNSD focused on the initial and in-service training of teachers, recognizing that educational innovation through digital technologies requires a reformulation of traditional teaching-learning methods to include pedagogical accessibility and inclusion. However, the success of these initiatives depends on the readiness of teachers to implement new technologies in their classrooms. The European Union (EU) identified teacher training as a critical factor for the success of ICT-related educational innovation in 2003. Teachers themselves recognize the need for training, with TALIS results (OEDC, 2014) showing that the need for training related to teaching with information and communication technology (ICT) skills and using new technologies in the workplace was a priority for teachers.

Prerequisites for emergent literacy in Swedish preschools

ABSTRACT This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.

In-service education in trauma care for intensive care unit nurses: An exploratory multiple case study

AimThis study explores the perceptions of intensive care units (ICUs) nurses with different educational backgrounds regarding their abilities in trauma care and the in-service education they receive to support it. BackgroundThe advanced care of patients with traumatic injuries in ICU environments requires skilled and knowledgeable nurses, who need continuing and in-service education to provide the best care. Therefore, it is essential to understand the competencies and educational support these nurses may need in the ICUs to ensure safe and effective care delivery. DesignAn exploratory multiple case study design was used, comprising three hospitals located in two different regions of Saudi Arabia. MethodsThe study was conducted between October 2021 and March 2022. A total of forty ICU clinical staff, twelve managers, nine leaders and seven clinical educators participated in semi-structured interviews, which were complemented by a review of available documents on the trauma care in-service education syllabi, competencies and protocols. Interview data were analysed according to the Framework analysis approach, while documents were reviewed using qualitative content analysis. FindingsThe data analysis revealed two interrelated categories relevant to trauma care: (i) care practice and (ii) education practice. The trauma care practice category highlighted the limited competencies and education in trauma care, as well as the perceived challenges and educational needs of nurses. The education practice category described the staff learning behaviours, supervision practices and in-service education systems in the participants’ settings. ConclusionsThe study concludes that there is a lack of trauma care education at the examined sites. It suggests the need for further research to develop a theoretical foundation for trauma care education that can meet ICU nurses’ educational needs while this being feasible to implement in the specific ICU context and practice.

The Possible Uses of Foldscopes as a Form of Frugal Science in the Biology Classroom As Well As in Out-of-School Science Activities

This article explores the possibilities of a cheap one-dollar microscope, the Foldscope, for enhancing out-of-school science education. Developed by Manu Prakash and Jim Cybulski from Stanford University, these origami-type paper microscopes make it possible to provide all students with their own microscopes, due to the low cost. This provides students the opportunity to engage in science outside of the classroom, as amateur sleuths engaged in environmental inquiries, e.g., determining the levels of pollution of local water resources. In this article the authors share two sets of research data: an activity where school students engaged in authentic problem-based learning using the Foldscopes, as well as student teachers’ experiences of engaging with Foldscope microscopes. The outcomes of the first research project indicate that affective outcomes and cognitive gains were achieved. Responses in the second research project included five categories: preparation and presentation; potential of the Foldscope; use of slideshow; energy/complements; and limitations. The conclusion reached was that Foldscopes hold possibilities for enhancing STS (science-technology-society) approaches inside and outside the classroom. One recommendation is that such frugal-science approaches are emphasized more in both pre-and in-service teacher education.

Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy: A Psychological Framework and Survey of Within-Race Diversity

Historically, Black educators have played a critical role in Black youth's well-being. Consequently, they are often assumed to “naturally” engage culturally relevant pedagogy (CRP), obscuring the diverse ways Black individuals identify, think, and behave regarding race and culture. This psychological survey study examines in-service Black educators’ ( N = 238) multidimensional racial identity attitudes, background sociodemographics, and education contexts (postsecondary and current/teaching) in relation to their varied enactments of three CRP domains ( African American Curriculum, Culturally Relevant Teaching, Sociopolitical Commitment). Results show CRP variation across individuals according to their racial identity attitudes, backgrounds, and contexts. The resulting conceptual framework advances research and discourse on teacher race by challenging homogenizing, detrimental narratives. Findings have important implications for teacher workforce diversification, training, and retention.

Portuguese research on physical education and sport didactics-a critical discussion.

This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books. This development is also reported from the theoretical, conceptual, and methodological perspectives, showing how it has informed the quality of Physical Education and teacher education as the two main research strands to be described, however, acknowledging that a strand on sports coaching and coach education exists. On teaching Physical Education, the article discusses the elements relative to the teacher and to the student, focusing from the immediate and short-term to the distant and long-term events that lead into young adulthood's active lifestyles. In this analysis, research on curriculum and assessment are also reported. On physical education teacher education, the article shows the prevalence of the post-primary Physical Education to argue for the need for more research on primary-level education, and discusses the diverse foci from initial teacher education to in-service education practises. In line with current trends in research, we suggest a set of four features for the future research agenda: (1) addressing short to long-term outcomes of Physical Education; (2) adopting multifactorial and multi-layered perspectives of analysis; (3) embracing inter- and multidisciplinary designs; and (4) taking comparative perspectives within and between European countries, and between Europe and other continents. We conclude that these features need to focus on four levels of integration and cooperation: (a) integration between the research initiatives and the needs of the professional field; (b) integration between research on teaching and learning, teacher education and the curriculum; (c) cooperation between the different national higher education and professional institutions; and (d) integration in the international research agenda by leading and participating in project partnerships which are needed to fully and effectively implement such agenda.