Teacher Preparation Research Articles

Context matters: rethinking graduate teacher readiness for hard-to-staff schools

Context matters: rethinking graduate teacher readiness for hard-to-staff schools

Understanding Pakistani Elementary School Teachers' Attitudes toward Inclusive Education: Development of the Teacher Inclusion Attitude Questionnaire

The objective of the study was to develop an instrument, the Teacher Inclusion Attitude Questionnaire (TIAQ), for measuring Pakistani elementary school teachers' attitudes towards inclusive education. There remains a dearth of contextually validated instruments to measure teacher preparedness in spite of Pakistan's policy commitment towards inclusive education. TIAQ was developed by using extensive literature review and expert consultation in conjunction with aspects of culturally and contextually associated with the Pakistani education system. The researcher completed a questionnaire that was administered to 300 elementary school teachers drawn from public and private schools in Pakistan. The study investigated the underlying factor structure of teachers' attitudes and preparedness for inclusion through principal axis factoring with varimax rotation. The analysis revealed a four-factor solution explaining 72.9% of the total Variance: Professional Knowledge and Preparedness accounted for 18.45%, Attitudes and Beliefs for 18.29%, Resource Availability and Support for 18.21%, and Collaboration and Professional Development for 17.95%. The sampling adequacy and suitability of the data for factor analysis were also confirmed by the Kaiser-Meyer-Olkin Measure (.891) and Bartlett's test of sphericity (χ² = 4680.261, p < .001). High commonalities (ranging from .638 to .796) were shown for all items, with strong factor loadings (ranging from .778 to .880) on their respective dimensions. The psychometric properties of the TIAQ were found to be robust, and it was found to be a valid and reliable instrument for assessing teachers' readiness for inclusion in the Pakistani context. The findings of these studies will help education stakeholders to have a validated tool to assess and enhance teacher preparedness to implement inclusive education practices in Pakistani elementary schools.

Unveiling Challenges and Possibilities for Implementing Critical Pedagogy in Nepalese Higher Education

This paper explores the challenges and opportunities of implementing critical pedagogy (CP) in Nepal's higher education, using qualitative methods within critical and interpretive paradigms. Drawing on interviews, classroom observations, and student focus groups, it explores how Nepal’s cultural, institutional, and socio-economic context shapes educators' efforts to foster critical thinking, social consciousness, and transformative learning. The study highlights both barriers, such as linguistic diversity, infrastructural limitations, and teacher preparedness, and opportunities, including student advocacy against inequalities, concept-based teaching, and local government support. Emphasizing cautious implementation to address potential risks, it underscores CP's transformative potential in addressing disparities, challenging dominant knowledge, and fostering dialogue for societal harmony

Empowering impaired learners: Technological advancements in higher education

Background Sensory impairments, such as visual impairment, deafblindness, deaf or hard of hearing (DHH), muteness, and Sensory Processing Disorder, present significant challenges for students in higher education. These challenges include difficulties in accessing information, participating in discussions, and adapting to academic environments. Objective This review aims to explore advancements in assistive technology that support sensory-impaired individuals in higher education and identify existing gaps in accessibility, usability, and educator preparedness, aligning with (UNSDG) (United Nations Sustainable Development Goals) 4’s goal of inclusive lifelong education by 2030. Methods We conducted a systematic literature review of 68 studies focussing on technological solutions such as assistive devices, adaptive learning platforms, and communication tools designed to enhance accessibility and inclusion in academic settings. Results While various assistive technologies have improved access, disparities in resource availability across institutions persist. Many educators lack adequate training to effectively integrate these technologies, and infrastructure limitations further hinder their use. Conclusions The findings underscore the need for further research to address accessibility gaps and improve educator training. By enhancing the adoption of assistive technologies, higher education institutions can create more inclusive learning environments, ensuring equal opportunities for all students, regardless of sensory impairments.

ECoaching as an Alternative to Traditional Supervision: Practices and Perspectives From University Supervisors

Internship is a culminating student teaching experience traditionally involving sustained mentorship in the classroom of an experienced mentor teacher with some university supervision, and as such, it is a critical component in teacher preparation. When provisionally licensed teachers complete a non-traditional internship in their own classroom, however, they must rely primarily on university supervision for mentorship. We describe a study of an eCoaching model for university supervisors who were able to successfully provide sustained mentorship to these teachers through eCoaching. After completing online training modules, the participants implemented the eCoaching model that included focused goal setting and multiple feedback loops. In this study, we examined multiple data sources to describe university supervisors’ practices when enacting eCoaching and to gain a better understanding of their perspective about the use of the eCoaching model with provisionally licensed interns.

The Quality of Science Education: Viewpoints of Secondary School Science Teachers

In today’s world, the success of a society is increasingly tied to its ability to cultivate a scientifically literate population. Yet, many nations struggle to provide a solid foundation in science education, especially in under-privileged regions. Science education plays a crucial role in shaping the future of societies by fostering critical thinking, innovation, and scientific literacy among students (DepEd, 2020). This qualitative research study explores the perceptions of secondary school science teachers regarding the current state of science education in the Philippines, specifically focusing on the province of Bukidnon. The primary objectives of the study are to understand teachers’ viewpoints on science education, identify significant barriers that hinder quality instruction, and propose actionable solutions to these challenges. The thematic analysis of the data reveals a notable increase in student interest and engagement, driven by factors such as rising enrollment in STEM programs and active participation in science fairs. Despite these positive trends, ongoing concerns about teacher quality, inadequate resources, and outdated curricula continue to impede effective science instruction in the classroom. Key barriers identified include insufficient teacher preparation, foundational gaps in student comprehension, and constraints on resources, such as limited access to laboratory activities and essential equipment. The findings emphasize the pressing need for program restructuring, the early introduction of science concepts, and the integration of prerequisite courses designed to enhance the overall effectiveness of science education programs. These recommendations aim to better equip future science educators and foster a more conducive learning environment. Ultimately, this research contributes valuable insights to ongoing efforts aimed at improving science education in the Philippines, underscoring the necessity of addressing systemic issues to promote a more effective, equitable, and enriching educational experience for all students.

Teaching to whom and with whom: the role of context in developing preservice teachers’ self-efficacy for teaching engineering and coding via robotics

Abstract Due to mandates for the inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. To provide experience teaching and learning engineering and coding, PSTs in an instructional technology course were partnered with undergraduate engineering students in an electromechanical systems course to teach robotics lessons to fifth graders (10–11 year olds) over Zoom. A multi-case study approach explored teaching self-efficacy development for three preservice teachers during their robotics project experiences using multiple data sources, including surveys, reflections, interviews, and Zoom recordings, which were examined to identify how the project's social and intrapersonal context influenced the development of each PST’s teaching self-efficacy for engineering and coding. The PSTs gained teaching self-efficacy through all four sources of teaching self-efficacy, although not all PSTs benefited from all four types, nor did they benefit equally. These sources also influenced the PSTs’ intention to integrate engineering and coding into their future classrooms. This study demonstrates the potential of providing PSTs with the opportunity to teach robotics to children during their teacher preparation programs to support the development of their teaching self-efficacy for engineering and coding. When conducted in the context of a college course, such opportunities can be thoughtfully structured to leverage positive interactions with peers and elementary students and to take advantage of low-stakes environments, like afterschool clubs, offering PSTs settings rich in sources of self-efficacy information.

Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms

IntroductionThis study applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom.MethodsThe cross-sectional study collected data through a validated questionnaire from 411 pre-service teachers were analyzed with descriptive statistics such as frequency counts and simple percentage calculation, as well as inferential statistics which involved correlational analysis and Structural Equation Modeling (SEM).ResultsThe study established that effort expectancy had a positive and direct significant contribution to the perceived behavioral intention of pre-service teachers to adopt and use AI for inclusive education teaching. Technological self-efficacy had no direct contributory effect on these teachers' behavioral intention to adopt and use AI for inclusive education teaching. Technological self-efficacy did, however, have a significant positive and indirect contribution to the effect of performance expectancy and social influence on the pre-service teachers' behavioral intention to adopt and use AI for inclusive education teaching, based on their technological self-efficacy.DiscussionThe implication of findings of this study points to the exigency of a need to strengthen institutional policies and teacher preparation curricula in a manner that would advance the infusion of the use of artificial intelligence for teaching of learners with special needs.

Special Education Teachers’ Perspectives on Preparing Students With Intellectual and Developmental Disabilities for College

As more opportunities for students with intellectual and developmental disabilities (IDD) to attend college emerge, it is important for secondary special education teachers to be knowledgeable about how to prepare students with IDD for college. We conducted a survey of 1,048 secondary special education teachers from Illinois, Missouri, and Texas to understand their prior experiences with receiving education and training addressing college options for students with IDD, the instruction and activities their students with IDD participate in to prepare for college, and teachers’ perceptions of their own mastery of college preparation domains. We also investigated the extent to which teachers’ demographics, education and training, caseload, and school demographics were associated with their perceptions of their own mastery of college preparation domains. Our results suggest teachers’ perceived levels of mastery and the types of activities in which students with IDD participate in vary significantly by college preparation domain. We discuss implications our results have for teacher preparation programs, middle and high schools, special education teachers, and researchers.

Prevalence and characteristics of mistreatment during childbirth in two Israeli hospitals.

This study aimed to investigate the prevalence and characteristics of mistreatment during childbirth in Israeli medical centers, addressing gaps in quantitative data within developed countries. A new questionnaire, incorporating demographic, obstetric, and mistreatment-related questions, was developed and distributed to postpartum women in two Israeli hospitals. Mistreatment categories included physical, sexual, and verbal abuse, failure to meet professional standards, poor rapport between women and providers, and health system conditions. Statistical analysis examined associations with clinical and demographic variables. Of 422 analyzed questionnaires, most prevalent categories associated with mistreatment during childbirth were failure to meet professional standards (51.9%) and poor rapport between women and providers (33.2%). Cesarean section, complications during childbirth, and planned birth mode were significantly associated with mistreatment. Painful vaginal examinations, inadequate pain relief, and lack of explanations were common concerns. Factors like educational preparation, previous vaginal delivery, and doula support were linked to specific mistreatment subcategories. This study revealed a considerable prevalence of mistreatment during childbirth in Israeli medical centers, emphasizing the urgent need for reform in maternity care. Addressing specific issues, such as improving communication, consent procedures, and pain management during childbirth, is crucial for enhancing the overall birthing experience. The findings contribute valuable insights to promote respectful maternity care practices in Israel.

Radio-sulfur (35S) as short-term water residence time tracer – Step-by-step instruction for sample preparation and LSC setup

Radio-sulfur (35S) as short-term water residence time tracer – Step-by-step instruction for sample preparation and LSC setup

Bridging Educational Reform and Faith: Evaluating Kurikulum Merdeka's Compatibility with Islamic Values in Madrasahs

This study explored the implementation of Kurikulum Merdeka (KM) in Indonesian Islamic schools (Madrasahs) by analyzing the compatibility of its implementation with Islamic educational values and its challenges and opportunities. The primary aims are to determine the alignment between KM principles and Islamic education, examine obstacles and recommend ways to effectively implement it in Madrasahs. This research synthesizes several academic articles, government policy documents, historical texts, and literature on curriculum development based on library research methods. Content analysis is used to uncover underlying themes, comparative analysis is used to assess compatibility with the curriculum, and critical evaluation is used to assess KM's impact on Islamic education. One key finding revealed is that the features of KM, such as student-centred learning, critical thinking and the development of student character, correspond well with the holistic goals of Islamic education. Nevertheless, major obstacles exist, such as a lack of teacher preparation, resource gaps, and tensions between KM's flexible approaches and Madrasah's traditional frameworks. Despite these challenges, KM presents opportunities for integrating secular and religious education, fostering inclusivity, and promoting innovative teaching practices. KM holds transformative potential in Madrasahs as it can integrate national education reforms with basic Islamic concepts. That would necessitate personalized teacher training, collaborative policy development and tailoring of curriculum for local contexts. Future research has the potential to yield a longitudinal insight into adoption across diverse demographics in different Islamic educational contexts.

PERSIAPAN SEKOLAH DALAM MENYELENGGARAKAN PENDIDIKAN INKLUSIF UNTUK ANAK BERKEBUTUHAN KHUSUS DI SD

The purpose of this study was to describe the school's preparation in organising inclusive education for children with special needs at SD Negeri Nayubarat II, located at Jalan Majapahit, Number 21, Nusukan, Banjarsari, Surakarta City. This study used a qualitative method with the research subjects including the principal, class teachers and Special Assistance Teachers (GPK). Data collection techniques were conducted through observation, interviews, and documentation, with data validation using source triangulation and technique triangulation. The data obtained was analysed through the stages of data collection, data reduction, data presentation, and conclusion drawing. The results showed that SD Negeri Nayubarat II has made various efforts in organising inclusive education, such as providing accessible facilities, modifying the curriculum according to student needs, providing support from GPK and Shadow Teachers, conducting customised assessments, and providing equal educational facilities. However, there are still obstacles in its implementation, such as the lack of adequate facilities, the limited number of GPKs and the low level of environmental acceptance of the needs of children with special needs. To overcome these obstacles, the school continues to seek solutions through evaluation, socialisation and increasing parents' understanding. It can be concluded that SD Negeri Nayubarat II's preparation for inclusive education for children with disabilities has been quite successful, although there are still some obstacles that need to be overcome to support the sustainability of the inclusive programme.

Assessment of Knowledge and Skills for Technology Integration among Primary School Teachers in Kano State Nigeria

This study aimed to assess the knowledge and skills of primary school teachers in Kano State, Nigeria, in terms of integrating technology into classroom teaching. It studied the knowledge, skills, factors influencing technology integration, and barriers faced by primary school teachers in Kano State, Nigeria. The aim was to evaluate the readiness of teachers for effective technology use in the classroom and identify key challenges to its integration. A survey design was employed, with data collected from 365 teachers using a structured questionnaire. Descriptive and inferential statistical analyses were conducted to examine the teachers' technology knowledge, skills, and perceptions of the barriers to integration. The results revealed that most teachers possessed moderate to low levels of technology knowledge and skills, with positive attitudes and access to technology being key factors influencing adoption. Major barriers included inadequate infrastructure, limited access to training, and resistance to change. The study also identified significant differences in technology knowledge based on years of teaching experience, and significant relationships between barriers and technology use. The findings highlight the need for targeted interventions, including professional development programs, improved infrastructure, and policies that promote a positive attitude toward technology. These interventions are crucial for enhancing technology integration in primary education and improving educational outcomes in Kano State.

The Relationship Between Teachers' Planning and Content Delivery Using the Five‐Stage Lesson Plan Structure: An Analysis of Age, Gender, Experience and Academic Qualifications in Kenya

ABSTRACTEffective instruction is vital for quality education in Kenya, with learners' success mainly dependent on structured methods like the five‐stage lesson plan (5‐SLP). Nonetheless, the effectiveness of instruction may differ depending on the demographic and professional attributes of the teachers. Although the value of planning for content delivery is well acknowledged, there is limited information on how teachers' characteristics (age, gender, experience and academic qualification) influence their planning and content delivery. Thus, this study examined the relationship between teachers' planning and content delivery through the 5SLP, focusing on their characteristics. A sample of 226 CRE teachers was analysed using an observation checklist and a semi‐structured questionnaire. The impact of gender, age, experience and academic qualification on teachers' planning and content delivery was investigated in the study using multivariate analysis of variance (MANOVA) and tests of between‐subjects effects. Results indicated that age significantly affects both planning and content delivery (p = 0.003, p = 0.002, p = 0.000), while gender, experience and educational qualifications did not show a substantial impact. Nevertheless, significant combined effects were observed between age and gender (p = 0.010), gender and experience (p = 0.045), age and experience (p = 0.004) and age and academic qualification (p = 0.016). Furthermore, tests of between‐subjects effects indicated significant interactions among age, academic qualifications and experience (p = 0.039, p = 0.016, p = 0.004) affecting content delivery. The study findings recommended a policy on the need for customised training programmes that consider these complex interactions to enhance instructional effectiveness. Generally, the study contributes to understanding how demographics influence educational practices, offering valuable insights for improving teacher preparation and professional development.

Kurikulum Merdeka: Harapan Baru Bagi Pendidikan Indonesia

The Independent Curriculum is here as a response to the demands of educational transformation in the contemporary era. This study aims to analyze the implementation of the Independent Curriculum as an effort to renew the national education system. Using a qualitative research method with a literature study approach, this study examines various aspects of the implementation of the independent curriculum. The results of the study show significant transformations in several aspects: (1) a shift in the learning paradigm that increases student engagement by 76%, (2) an increase in problem-solving skills through project-based learning by 45%, (3) adoption of learning technology reaches 78.5%, (4) an increase in parental involvement by 65%, and (5) teacher competency development shows an increase of 67%. The main challenges include the digital divide, teacher readiness, and equal access. Recommendations include strengthening technological infrastructure, ongoing professional development, and a support system for educational tri-center collaboration.

Evaluation of the implementation of the operational curriculum of the education unit (KOSP) of the school mover of Indonesian language subject in grade 7 SMP Negeri 2 Wanggarasi Pohuwato District, Indonesia

This study examines the implementation of the Kurikulum Operasional Satuan Pendidikan (KOSP) for Bahasa Indonesia in Grade 7 at SMP Negeri 2 Wanggarasi, a participant in the Kurikulum Merdeka reform initiative in Indonesia. The study aims to evaluate how KOSP facilitates curriculum alignment, instructional practices, and assessment strategies while identifying challenges and proposing actionable solutions. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and document analysis to provide an in-depth understanding of curriculum implementation in a real-world educational context. The findings reveal progress in adopting student-centered and project-based learning methods, fostering critical thinking and creativity among students. However, challenges persist, including limited digital literacy among teachers, inconsistent assessment practices, and insufficient resource alignment with curriculum objectives. The integration of technology and the Pelajar Pancasila profile into instruction was uneven, highlighting the need for enhanced professional development and institutional support. This study contributes to the growing body of knowledge on curriculum reform by offering localized insights into the operationalization of the Kurikulum Merdeka. It underscores the importance of teacher readiness, resource accessibility, and collaborative practices in achieving successful implementation. The findings have implications for policymakers and educators and point to future research exploring scalable strategies to address these challenges.

Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates

This case study presents the development of a system that integrated two strands of SoTL research—Decoding the Disciplines and Students as Partners—into a secondary history teacher preparation program. This system simultaneously refined teaching in undergraduate history courses and provided authentic learning experiences for secondary education teacher candidates. The system involved partnering a teacher preparation course with an undergraduate history course. Teacher candidates interviewed students from that history course to decode bottlenecks in their historical thinking. Teacher candidates then suggested instructional changes faculty could implement to respond to surfaced bottlenecks. This study explores how the connection between Decoding the Disciplines and Students as Partners can address the gap between university instruction and secondary teaching. It further describes how teacher candidates applied the decoding paradigm to analyze learning in undergraduate history courses and proposed curricular improvements. The study reflects on the benefits of this system for stakeholders, including teacher candidates, student researchers, history faculty, and undergraduate students taking history courses. Teacher candidates benefited from the practical experiences of decoding research, including eliciting learning cognition, assessing learner needs, and responding instructionally. Student research partners gained experience in data management and mixed-methods research while providing a valuable perspective as co-analysts. History faculty gained opportunities to have the cognition of their students systematically examined and receive recommendations for improving instruction. Finally, undergraduate students collectively benefited from improved instruction in history courses. This adaptable system could extend beyond history departments into other disciplines, especially in contexts that train secondary teachers.

Prospective primary school teachers’ mathematical knowledge of sampling

Sampling is a fundamental stochastic concept that bridges statistics and probability. Due to its importance, some elementary sampling ideas have been included in the latest Spanish primary education decrees; however, teachers may not be familiar with the topic, and research on the sampling knowledge of teachers is scarce. To fill this gap, the aim of this study was to assess common and advanced mathematical knowledge of sampling of 105 prospective primary school teachers by analyzing their responses to a questionnaire with open-ended questions. Common content knowledge was assessed by asking for definitions and examples of sample and population and by discriminating between correct and incorrect sampling methods. Advanced knowledge was tested by asking for an estimation of the population mean from the sample mean and of the population and proportion in a new sample from the sample proportion. Results indicated better common content knowledge than previous studies and gaps in advanced knowledge. Most participants had a multi-structural understanding of sampling concepts, where several aspects were described but not related to each other. We conclude that there is a need for better preparation of prospective primary school teachers’ sampling knowledge considering the current curricular deepening on this topic, and new research should be oriented toward designing and evaluating related teaching actions.

FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE FASHION INDUSTRY SPECIALISTS WITH EMPLOYERS' INVOLVEMENT IN THE EDUCATIONAL PROCESS

The modern labour market in the fashion industry requires specialists with creative thinking, strong communication skills, initiative, and with the ability for continuous self-education, and quick adaptation to the demands of modern production environments. These specialists must possess high professional competence and practical skills for working in the real production sector. To form such specialists, it is increasingly relevant to consider the issues regarding the interaction between higher professional education systems and potential employers, as well as the exploration of innovative forms of integration and mutual interest between universities and businesses. This research aims to explore methods of forming the professional competence of future fashion industry specialists, considering employers' experiences and their involvement in the educational process. To determine the impact of educational activities conducted in production environments on forming professional competence in future fashion industry specialists, principles of the systemic approach were used. Theoretical methods such as synthesis, analysis, and generalisation were employed,alongside empirical methods including observation, interviews, questionnaires, testing, and surveys. The research is devoted to solving the issues of forming professional competence in future specialists in the fashion industry and developing students’ interest in the future profession by involving experienced industry specialists in the educational process and using the technical base of enterprises. The authors proposed innovative models for forming professional competencies inhigher education students studying Speciality 182: Light Industry Technologies by conducting variouseducational events in the industrial environment. The authors share their practical experience in conducting educational activities for students of Speciality 182: Light Industry Technologies at fashion industry enterprises and the methods of organising classes in the production environment of factories. They offer the following recommendations: each educational component's curriculum should establish a mandatory list of activities involving employers and specify the content of the classes. It is advisable to carry out classes at fashion industry enterprises, as a form of educational activity, purposefully and systematically. These activities should be at least 10-15% of the total study time, provided that partners characterising production processes will emphasise the professional growth prospects, and the profession's importance, additionally increasing students’ motivation. The use of active teaching methods in the educational process contributes to the formation and development of future fashion industry specialists' general and professional competencies and the development of independent thinking, creative activity, readiness for continuous education and self-education.