Teaching practice is a vital phase in the professional development of preservice teachers, helping them bridge the gap between theory and classroom application. However, many struggle with this connection due to the compartmentalized nature of teacher education and the absence of standardized frameworks. As a result, preservice teachers often graduate feeling underprepared, highlighting the need for improved teacher education models. Reflective practice has emerged as a valuable tool for enhancing preservice teachers’ professional growth by deepening their understanding of teaching roles and improving the integration of theory and practice. This study examines the impact of structured reflective practice on preservice teachers’ professional identity and pedagogical competencies during teaching practice, employing a narrative inquiry approach. A qualitative case study design was used, involving all 396 preservice teachers from St. Paul’s University who participated in teaching practice in 2024. Data were collected through structured reflective diaries and analyzed thematically to identify patterns in their evolving professional identities and competencies. Findings revealed varied outcomes: while many narratives demonstrated growth and identity development, others reflected limited reflective skills and weak connections to the teaching profession early on. The reflections also highlighted gaps in teaching knowledge and skills, underscoring the critical role of reflective practice, mentorship, and a supportive school environment in professional development. The study recommends integrating structured reflection into teacher training, along with planned mentorship and quality feedback, to better link teacher education theory with real-world classroom practice. This calls for a review of current teaching practice models.

This article examines the pedagogical foundations for cultivating metacognitive strategies within professional development programs for educators. It emphasizes the critical role of self-regulation, reflection, and cognitive awareness in advancing professional growth. Drawing on contemporary theories of metacognition and adult learning, the study highlights integrative and reflective teaching practices that enable teachers to monitor, evaluate, and enhance their learning and instructional performance. The research underscores that embedding metacognitive training into teacher education fosters reflective practitioners capable of adaptive and evidence-based decision-making. The findings contribute to the modernization of professional learning frameworks in alignment with competency-based education and lifelong learning paradigms.

Human-AI interaction, particularly in educational contexts, is a dynamic and cognitively demanding process that holds promise for enhancing goal-directed learning. Yet, there remains a scarcity of empirical studies that examine how learners’ interaction with generative AI (GenAI) varies in structure and how these patterns influence distinct learning outcomes. This study investigates the relationship between human-AI interaction processes and outcomes such as AI literacy, problem-solving skills, metacognitive strategies, and task performance. We conducted an experimental study with 45 secondary school physics student teachers engaged in a GenAI-supported lesson plan assessment task. Using questionnaire responses, trace data, and prompt logs, we coded human-AI interaction behaviours based on self-regulation and cognitive processing levels. Through sequence clustering analysis, we identified two distinct interaction patterns. Both clusters showed significant improvement in task performance, but with divergent benefits. Cluster 1 exhibited diverse regulation processes characterized by exploratory, divergent prompting and low-level cognitive engagement in the early stages. This group showed significant gains in problem-solving skills through active idea generation and broad reflection. Cluster 2 demonstrated structured regulation behaviours, initiating interaction with deep-level cognitive processing and convergent prompting. These learners made more deliberate modifications and completed full self-regulated learning (SRL) cycles—planning, monitoring, and reflecting—which led to enhanced AI literacy and metacognitive strategy use. Our findings suggest that effective human-AI collaboration goes beyond prompt diversity; structured regulation behaviours serve as a key mediator between prompting and learning gains. GenAI served as both cognitive and metacognitive scaffolding, facilitating critical assessment and productive delegation. These results contribute to SRL theory in AI contexts and emphasize the importance of process-level analysis. Limitations include a small sample and limited prompt feature analysis. Future research should explore emotion-aware AI systems, multimodal interaction data, and the impact of task complexity on interaction dynamics. This study provides practical insights for educators and designers of AI-integrated learning systems. Specifically, it highlights the importance of tailoring AI scaffolds to different learner regulation styles: for exploratory learners, scaffolds can encourage broad idea generation and reflection, while for structured learners, scaffolds should support iterative planning and monitoring. These findings underline both opportunities and limitations of current GenAI use in classrooms, suggesting concrete directions for teacher practice and instructional design.

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.

Recent declines in student ethics and learning diligence indicate deeper systemic challenges within the contemporary educational ecosystem. This situation prompts critical inquiry into the respective contributions of school governance, teacher practices, and familial environments in shaping student’s learning orientations. This study seeks to identify the principal determinants of learning diligence from the perspectives of teachers, parents, and students, employing a qualitative exploratory–interpretive design. Data were elicited through narrative stimuli intended to provoke reflective and affectively grounded responses, which were subsequently examined using inductive–thematic analysis. The findings demonstrate that structural weaknesses within school systems, particularly ambiguous policy direction, inconsistent institutional regulations, and ineffective evaluative mechanisms—constitute dominant factors undermining student’s motivation and academic discipline. Parental influences also play a substantive role; insufficient parental engagement and inadequate developmental guidance contribute to weakened responsibility and diminished learner commitment. Some students report withdrawing from academic engagement due to unclear expectations and the absence of supportive school conditions. Moreover, perceptions of automatic grade promotion and guaranteed graduation exacerbate motivational decline. Collectively, these findings indicate that learning diligence emerges from a complex interplay between institutional structures, pedagogical practices, family dynamics, and student’s psychosocial conditions. Addressing these issues thus requires coordinated, systemic, and multi-stakeholder intervention.

This study examines the implementation of a design project in a preservice biology teacher education course titled "Biology Education for Sustainability," aiming to enhance creativity while addressing the United Nations Sustainable Development Goals (SDGs). This work presents a comprehensive framework divided into 10 chapters, spanning approximately 16 weeks (or about three and a half months) of meetings, each corresponding to key lessons designed to empower preservice biology teachers. In addition, the project engages preservice teachers in collaborative teams to identify local environmental challenges related to specific SDGs, such as clean water, climate action, and life on land. Utilizing a design thinking framework, participants engage in brainstorming, prototype development, and iterative feedback that lead to the fostering of innovative solutions. Moreover, data were collected through pre- and post-project surveys, reflective journals, and presentations to assess the impact on creativity, understanding of the SDGs, and confidence in teaching sustainability concepts. The results indicate significant improvements in creative problem-solving skills and a deeper awareness of the SDGs, along with increased motivation to integrate sustainability into their future teaching practices. As a result, this experiment highlights the effectiveness of experiential learning in the "Biology Education for Sustainability" course, preparing preservice teachers to address global challenges through innovative and creative educational strategies.

Pre-service teachers in South Africa frequently encounter challenges during school-based teaching practice, including a persistent theory-practice gap, insufficient mentorship, difficulties in classroom management, and struggles with curriculum differentiation. This study investigates the use of LEGO® Six Bricks®—a play-based, low-cost, and scalable educational resource—as a pedagogical tool to address these recurring challenges. Adopting a Participatory Action Learning and Action Research (PALAR) approach within a transformative paradigm, six final-year Foundation Phase students from a South African university were purposively selected to integrate LEGO® Six Bricks® into their teaching practice placements. Data collection was guided by PALAR and framed by Kolb’s experiential learning theory, enabling iterative cycles of planning, implementation, reflection, and adaptation. Key findings indicate that the use of Six Bricks® not only enhanced learners' engagement and pre-service teachers’ confidence, but also significantly contributed to developing professional identity, building rapport with mentor teachers, and facilitating inclusive pedagogical practices. Moreover, participants demonstrated increased pedagogical agency through curriculum innovation, classroom management strategies, and formative assessment techniques. The study concludes that experiential engagement with playful resources such as Six Bricks® fosters reflective practice and bridges both the theory-practice and belief-practice gaps in teacher education. It recommends structured training, reflective mentorship, and continued research into contextually relevant, low-threshold pedagogical tools to better prepare student teachers for the complexities of South African classrooms.

<span>Philippine-Chinese schools have been in existence for several decades. This study explores the influence of Chinese culture on Filipino teachers’ pedagogical and content delivery, language and social interaction, and their practices and constructions while teaching in a Chinese school. Through a descriptive–qualitative approach to explore the experiences, 12 non-Chinese teachers were purposively chosen to participate in the study. Guided by the validated interview guide and the qualitative data analysis steps by Braun and Clarke, six themes emerged: bilingual pedagogy, cultural values integration, language immersion, technology in education, thriving through diversity, support and collegiality. The study revealed the enriching interaction between Chinese cultural influences and Filipino teaching practices, suggesting the need for ongoing professional development that enhances cultural competence, innovative pedagogical strategies, and supportive teaching communities</span><span>.</span>

ABSTRACT As policy efforts focus on improving teaching practice and learning in increasingly diverse classrooms in Pakistan’s schools, there is a need to document and understand teachers’ practices with low-performing students and those with disabilities. This article i) highlights variations in teachers’ classroom practices, and ii) engages in an analysis of teachers’ beliefs and how these shape their practices. This study is set in government school classrooms in rural Central Punjab and draws on data from semi-structured interviews with 18 teachers and a series of classroom observations. The analysis suggests that teachers’ practice extends beyond chalk and talks to attempts at group work, individualised attention, and monitoring, but with mixed success. During lessons, low-performing students and those with disabilities are more likely to be excluded. This article argues that tensions between teachers’ practices and beliefs can help explain the simultaneous efforts to be inclusive, while continuing to exclude some learners.

Understanding teachers’ expertise for interdisciplinary teaching practices: A scoping review

The role of teacher attitudes and collaboration for inclusive teaching practices

<span lang="EN-US">Science, technology, engineering, and mathematics (STEM) education has been emphasized in Vietnam’s new general education curriculum; however, the teaching competencies of pre-service teachers in this area remain underexplored. This study addresses that gap by proposing and validating a STEM teaching competency framework tailored for pre-service teachers. A mixed-methods approach was employed, including literature review, expert interviews, and surveys. The sample consisted of 400 participants— pre-service teachers, in-service teachers, and lecturers—selected through stratified random sampling. Data were collected using questionnaires and analyzed with SPSS 24. Reliability was confirmed using Cronbach’s alpha (0.724) and construct validity was assessed through exploratory factor analysis (EFA). Results indicate that pre-service teachers face challenges in interdisciplinary integration, classroom organization, and technology application. The proposed framework includes five key domains: understanding STEM education, designing integrated lessons, organizing learning environments, implementing instruction, and evaluating and improving teaching practices. This study offers a reliable and practical tool to assess and enhance STEM teaching competencies. Its novelty lies in contextualizing competencies for pre-service teachers in Vietnam. The framework has practical implications for teacher training programs and policy development, and further application across teacher education institutions is recommended.</span>

Reflective teaching is an essential pedagogical approach that emphasizes incessant self-assessment and critical reflection on teaching practices to improve educational outcomes. Teacher burnout is an attitude resulting from job stress that occurs when teachers lack the necessary skills to address challenges and overcome the hurdles of managing the requirements of the teaching profession. This paper explored the relationship between reflective teaching and teachers’ burnout. The findings suggested that reflective teaching not only improves individuals' teaching styles but also plays a vital role in fostering a culture of continuous improvement within educational institutions, ultimately benefiting both educators and learners. Data were collected from 300 teachers of public secondary schools in District Vehari, using questionnaires. Data were analyzed through descriptive statistics and inferential statistics. The research study concluded that a significant negative relationship was found between Reflective teaching and their sensitivity to burnout. Reflective teaching reduces the intensity of burnout in teachers. Additionally, the more teachers reflect on and have concern for developing their teaching skills, the less they experience feelings of helplessness, disillusionment, and emotional exhaustion

This study explored the lived experiences, coping mechanisms, and perceptions of teachers on the assimilation of technology into teaching practices in selected private elementary schools in Talomo District, Davao City. Using a phenomenological design, the researcher conducted in-depth interviews (IDI) and focus group discussions (FGD) with ten purposively selected teachers. Findings revealed four major themes from their lived experiences: navigating the learning curve, transforming instructional delivery, strengthening autonomy and creativity, and emotional and professional growth. Teachers also employed key coping mechanisms such as self-directed learning, seeking support systems, and time management and prioritization. Their perceptions were grouped into three themes: perceived usefulness, perceived challenges, and attitudes toward technology use. Teachers saw technology as helpful in improving instruction, but also expressed concerns about training gaps, weak infrastructure, and time demands. Despite these, most teachers showed a strong willingness to adapt and reported increased confidence over time. The study’s results align with the TPACK framework by Mishra and Koehler (2006), emphasizing the integration of technological, pedagogical, and content knowledge. These insights suggest the need for holistic professional development, peer collaboration, and sustained leadership support. Overall, the study highlights that meaningful tech integration is possible when teachers are empowered and systems are responsive to their needs. Keywords: Technology Integration; Teaching Practices; TPACK Framework; Teacher Experiences; Coping Mechanisms

ABSTRACT Drawing upon data gathered as part of a PhD research project exploring the affordances of Interactive Fiction in secondary school English lessons at an inner-city secondary academy in England, this paper responds to the following question: How can producing works of Interactive Fiction (IF) enhance a teacher’s understanding of the role played by choice in the L1 English classroom? Writing from a New Materialist perspective, I map a “line of flight” that emerged from the introduction of IF into my practice, focusing on the ways in which IF affected my understanding of choice and pedagogical choice design. Passages from works of IF written during the research are used to support the mapping of this line of flight, as are data relating to the classroom-usage of IF. In mapping this line of flight, I identify several choice types and explore their pedagogical significance. For example, I consider the significance of focus choices, tangle choices, meta-narrative choices, language choices and task choices. To conclude, I discuss how these choice types can support teachers to reflect upon and develop their teaching practice.

This study aimed to assess the moderating effect of collegial support on the relationship between the scholastic environment and teacher creativity in Panabo North District, Panabo City, using a non-experimental quantitative design with a descriptive-correlation approach. The study involved 217 public elementary school teachers selected through simple random sampling. Data were collected using modified and enhanced adapted survey questionnaires, which were pilot-tested for reliability and internal consistency. Findings indicate that the scholastic environment is generally rated as moderately extensive, with innovative teaching practices being the most prominent. In contrast, engagement in learning activities is the least evident, suggesting that teachers may benefit from more active learning strategies. Teacher creativity is also rated as moderately extensive, with creative problem-solving as the most evident and encouraging student expression as the least. Collegial support is moderately extensive, with open communication and idea-sharing being the most prominent, while participation in group discussions is the least evident. The analysis revealed a significant positive relationship between the scholastic environment and teacher creativity, with collegial support acting as a significant moderator. Specifically, the interaction effect of scholastic environment and collegial support enhances teacher creativity, confirming the importance of supportive peer relationships in fostering innovative teaching practices. Keywords: Scholastic Environment; Teacher Creativity; Collegial Support; Moderation Analysis; Educational Practices

This study explores the innovative pathways and educational value of music theater teaching within the framework of aesthetic education reform in secondary schools. It systematically examines the multidimensional aesthetic functions of music theater across four domains—aesthetic perception, artistic expression, cultural understanding, and creative practice—and constructs a tripartite model integrating “technology, culture, and education” alongside an aesthetic immersion framework centered on “artistic practice empowering cultural heritage”. The research demonstrates that intelligent technologies and interdisciplinary integration significantly expand the boundaries of music theater education, transforming it from a mere artistic performance into a multidimensional educational platform encompassing cultural transmission, psychological healing, and social communication. Accordingly, a differentiated three-tier promotion system tailored to metropolitan, county-level, and rural schools is proposed, providing a replicable theoretical framework and practical paradigm for aesthetic education reform.

ChatGPT is now a widely used generative AI tool among university students to assist them in their learning journey. Such a technological shift in education however poses essential questions on the extent of its use , academic integrity and ethics, calling for a broader reconsideration of teaching, learning, and assessment practices in higher education. Since AI tools are being more deeply incorporated into education, understanding how students perceive the advantages and disadvantages of such tools is significant, especially in small island developing states, which have certain inherent characteristics. This study therefore attempts to investigate the perception of university students in Mauritius, a small island state, regarding the use of Chat GPT. It attempts to critically analyse the opportunities and challenges university students face when using Chat GPT as a generative AI tool in their academic pursuits. The Technology Acceptance Model (TAM) was adopted to achieve same. The research design was based on the four dimensions of the TAM, together with another parameter added, that is Trust in the Use (TU). 515 students from 5 different public tertiary institutions agreed to take part in an online survey. Data obtained was analysed using SPSS. Weighted average values of 3.35, 3.44, 2.86,2.75 and 2.99 were obtained for the five dimensions of the TAM respectively. Findings thus revealed a strong intention among students to use Chat GPT as an AI generative tool because of its efficiency, user friendliness and accessibility. While they displayed a moderate trust in the accuracy of information provided by Chat GPT, they found it to be a valuable tool to find useful information. However, the challenges which students claim to face is the moderate clarity in the responses provided and thus maintained that Chat GPT could not replace their lecturers at the university.

This community service initiative was conducted to strengthen 21st-century skills, particularly computational, critical, and creative thinking, among pre-service teachers at Universiti Teknologi Malaysia (UTM). The program was designed as a training workshop that combined interactive lectures, hands-on activities, and collaborative problem-solving tasks to expose participants to innovative approaches in teaching and learning. A total of sixty pre-service teachers participated in the program, engaging in activities that integrated computational thinking strategies with opportunities for critical reflection and creative expression. Evaluation data were collected through pre- and post-training questionnaires, reflective journals, and group discussions. The findings revealed notable improvements in participants’ ability to analyze problems systematically, apply logical reasoning, and generate innovative solutions within educational contexts. Furthermore, the participants expressed positive attitudes toward adopting these skills in their future teaching practice. This initiative demonstrates the potential of structured community service programs to support the development of essential 21st-century competencies among pre-service teachers, contributing to the broader goal of preparing future educators to meet the challenges of contemporary education

This paper explores the role of artificial intelligence (AI) tools in enhancing teaching practices and faculty behaviour in higher education. The study applies a quantitative research approach to examine faculty perceptions, student engagement, and instructional efficiency within an e-learning environment. The research object is the use of digital learning platforms in higher education, while the research subject is the influence of artificial intelligence tools on faculty teaching practices. The central research problem concerns faculty behaviour during the integration of Artificial Intelligence into their teaching. The study aims to identify whether such tools improve instructional methods and faculty performance in delivering education. The findings suggest that the use of Artificial Intelligence positively affects course design, teaching methodology, and student motivation. Nevertheless, the study highlights concerns related to ethical implications and potential over-reliance on technology. The results indicate a need for comprehensive institutional policies and further research to clarify and optimize the role of Artificial Intelligence in higher education.