Preparation Programs Research Articles

The Psychology of Mindfulness for Pre-Service Teachers Preparation Program

The benefits of mindfulness in adults have been widely researched, and its positive impact on psychology and teacher performance has become a major focus in the field of education. These benefits include stress regulation and reduction, increased compassion, and improved teaching effectiveness. Many studies have highlighted the positive relationship between mindfulness traits and teaching readiness. This study specifically examines the role of prospective teachers' mindfulness traits in their readiness to teach. The theoretical model proposed by Manasia et al. (2019), which includes four key dimensions of teaching, was used to measure the teaching readiness of prospective teachers in three academic programs at the Department of Language Education at a leading state university in Malang, East Java, Indonesia. The Five Facet Mindfulness Questionnaire (FFMQ) was employed to measure the mindfulness traits of students as future teachers. The study found that mindfulness traits were able to predict higher teaching readiness in participants. These findings also form the basis for a community service activity, which involves providing mindfulness psychology training during teaching preparation orientation for students as prospective teachers.

“Let's Take the B*tch Down!”: A Multimodal Critical Discourse Analysis of Race and Gender in HBO's Vice Principals

Purpose: In the HBO comedy series, Vice Principals, two white men vice principals respond to the hiring of a Black woman high school principal with physical, emotional, and workplace violence. The purpose of this study was to explore (1) white men educational leaders’ perceptions of a Black woman educational leader, and (2) their responses to being passed over for promotion by a Black woman. Methods: Using whiteness as property as the theoretical framework, this study uses a Multimodal Critical Discourse Analysis applied to the first season of the television series (nine 30-min episodes) to uncover the relationships and power dynamics between the three main characters. Findings: White men are the most likely to hold the high school principalship. The findings highlight how the series’ white male characters worked together to force the Black woman out of her role as principal, based on the assumption that either of them was more deserving of the position than her. Although fictitious, these examples parallel the real-world experiences of Black women educational leaders in today's public schools. Implications: This study contributes to scholarship about why Black educators may leave the profession, particularly highlighting the influence of unsupportive school contexts, and more specifically, the gendered racism experienced by Black women. Superintendent preparation programs can consider coursework that encourages aspiring district leaders to identify specific mentoring and support for Black women principals and principals from other marginalized backgrounds. Finally, this scholarship highlights how popular media can be a useful data source for educational leadership research.

Teacher Academic Training Systems in Greece and Serbia

This study examines the teacher preparation paradigms of Serbia and Greece, two countries with similar histories and religions but different educational ideologies influenced by their social and cultural backgrounds. The study aims to determine the effect of various settings on teacher preparation, with a particular emphasis on pedagogical approaches and curriculum designs. Using a mixed-methods approach, the study assesses how each system affects student results and teacher effectiveness by combining quantitative data from educational tests like PISA with qualitative views from educators and policymakers. Concerns have been raised regarding the influence of Greece’s reliance on a centralized curriculum on developing critical thinking and practical application abilities in aspiring teachers. On the other hand, Serbia’s adaptable strategy incorporates contemporary teaching approaches, boosting students’ capacity for analysis and practical problem-solving. The report emphasizes the value of stakeholder participation, highlighting Serbia’s successful interactions with parents and educational institutions, which help create a climate conducive to educational change. The study emphasizes the integration of cutting-edge pedagogical approaches and standardized assessments, underscoring the necessity for systemic transformation in teacher training processes to satisfy contemporary educational demands. It also asks for fair resource distribution and sufficient funding to enable enhanced teaching approaches that comply with European standards. Ultimately, our research aims to promote international understanding and cooperation, increase teacher preparation programs, and raise education standards globally.

Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community

Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development.

Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography

Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative autoethnography to determine how our identities and experiences with language and DLBE related to our feedback and supervision of DLBE PSTs. We analyzed and discussed the narratives we wrote about our experiences and the feedback we provided while supervising 13 Spanish–English bilingual PSTs in elementary DLBE classrooms. Our identities and experiences, which were influenced by families, education, language histories, geography, and sociopolitical contexts, influenced our feedback. Considering identities and experiences illuminates what is (sometimes unconsciously) prioritized and ignored in feedback. Engaging in deep reflection is important for continued support of supervisors and PSTs.

Diversification of the educator workforce: toward communities of practice and integrated networks of care

Abstract Diversification of the Educator Workforce (DEW) is an urgent need requiring intervention to push against many deeply entrenched systemic barriers (Chapman, Anne. 2021. Opening doors: Strategies for advancing racial diversity in Wisconsin’s teacher workforce. Wisconsin Policy Forum. Available at: https://wispolicyforum.org/wp-content/uploads/2021/03/OpeningDoors_FullReport.pdf; James, Weade & Jacqueline Rodriguez. 2020. The use of networked improvement communities in educator preparation programs to improve teacher shortage and diversity. Success in High-Need Schools Journal 16(1). 10–22). This collaborative autoethnographic case study (see e.g., Chang Heewon, Ngunjiri Faith & Hernandez Kathy-Ann. 2016. Collaborative autoethnography. New York: Routledge) illustrates how a group of individuals across institutions collaborated to dismantle barriers to students who are Black, Indigenous, and People of Color (BIPOC) entering the educator workforce. More specifically, this study reveals how members embodied a collaborative and non-competitive approach to overcoming systemic barriers that BIPOC teacher candidates experience. Through this collaborative approach, the unique contributions of members were evident, and tenets of critical consciousness and feminist theory supported the development of an integrated network of care (Reyes, Ganiva. 2021. Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education 62(4). 471–485). This case study identifies positive impacts of communal support of DEW workers and illuminates invisibilized labor of professional stakeholders and BIPOC students.

Infusing Illinois Educator Preparation for the Education of Multilingual Learner

A longstanding opportunity gap persists between multilingual learners and their English proficient peers. This gap has been characterized as “a persistent and seemingly intractable educational problem” (Leider et al., 2021, p. 3). In response, this article outlines how a Midwestern educator preparation program has infused mainstream teacher preparation with the minimum content knowledge and pedagogical expertise necessary to meet the needs of multilingual learners. Curriculum infusion includes theoretical grounding, literacy instruction and assessment strategies, and field experiences nurturing culturally responsive dispositions. Implications for policy and practice are discussed, including integration of Culturally Responsive Teaching and Learning Standards (Illinois State Board of Education, n.d.) and the Illinois Comprehensive Literacy Plan (https://www.isbe.net/Documents/IL-Comp-Literacy-Plan-2024.pdf).

Advancing Middle Level Leadership: Middle School Principal Preparation Programs and Approaches to Leadership

Advancing Middle Level Leadership: Middle School Principal Preparation Programs and Approaches to Leadership

RETHINKING TEACHER EDUCATION IN CONTEXT TO NEP 2020 AND MULTILINGUAL CLASSROOMS

The National Education Policy (NEP) 2020 represents a transformative shift in India's educational landscape, particularly concerning multilingual education. As a comprehensive framework, NEP 2020 advocates for the integration of mother tongue or regional language instruction in the early years of education, underscoring the policy's commitment to preserving India's rich linguistic diversity while enhancing educational outcomes. Multilingual education is grounded in the belief that children learn best when they are taught in their mother tongue or a language familiar to them. Therefore, this idea has been strongly recommended by the policy which promotes the use of the mother tongue or regional language as the medium of instruction up to Grade 5, and wherever possible, up to Grade 8. This approach was taken up to improve comprehension, cognitive development, and academic performance by aligning the language of instruction with the students' linguistic background. Furthermore, NEP 2020 also encourages the learning of additional languages, promoting multilingualism as a means to foster cognitive flexibility, cultural understanding, and global competencies.In this paper, the authors attempted to explore the core elements of NEP 2020 relevant to multilingual classrooms, the anticipated impacts on educational practice, and the challenges and opportunities presented by its implementation. In addition to many benefits, the authors observed a few challenges in its implementation in Indian classrooms. One major obstacle was the lack of qualified teachers who can instruct in a multilingual environment and are fluent in multiple languages. Another major barrier worth mentioning was the development and distribution of teaching materials in multiple languages. The authors of this paper emphasize how critical it is to reconsider and consistently work on the curriculum of teacher preparation programs in order to incorporate the high demand aspects of today’s educational scenario. In conclusion, the authors strongly believe that by overcoming the challenges and taking advantage of the opportunities presented by NEP 2020, India can progress toward a more successful and equitable educational system that honors and builds upon its rich linguistic heritage.

Implementation of P5 in Schools for Student Development: A Literature Review

This study investigates the implementation of the Pancasila Learner Profile in the Merdeka Curriculum in terms of its contribution to the character and competency development of the students. This study looks at how the Pancasila Learner Profile (P5) is used in the Merdeka Curriculum and how it helps students become more competent and morally upright. This study assesses the literature on P5 implementation in schools using the literature review approach. According to the findings, P5 contributes significantly to the development of critical thinking abilities, creativity, teamwork, and moral principles via a student-centered, contextual, and multidisciplinary approach. Among the difficulties noted are resource availability, community participation, and teacher preparedness. Among the suggestions include enhancing teacher preparation programs, providing facilities for assistance, and creating locally relevant initiatives.

A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics

With the growth of artificial intelligence (AI) tools available to anybody with internet access, English language learners are increasingly turning to these resources to improve their writing skills. By examining their utilization of AI tools to improve their writing proficiency, this research examines the perspectives of Turkish English language learners enrolled in a preparatory program at a state university in Istanbul. Using a Q methodological approach, researchers created a set of 40 statements based on a literature study, which were then sent to 55 consenting individuals. Qualitative information was also collected by interviewing five students in depth. The analysis indicated a growing tendency among students to utilize AI tools for writing assignments, highlighting advantages such as assistance in translation, idea generation, and preparedness for future studies. However, participants expressed concerns over excessive dependence on these technologies, which can result in problems such as plagiarism, reduced originality, and ethical dilemmas. These findings highlight the need for supporting the ethical and balanced use of AI technologies in language learning environments, ensuring that learners may use technology efficiently while maintaining the integrity and authenticity of their work. Further study should explore strategies for integrating AI tools into language teaching in ways that minimize these concerns and enhance their benefits for learners.

EFL Learners’ Perceptions of Factors Contributing to their Cultural Intelligence

This study aims to provide qualitative insights from interviews with preparatory program students, examining factors that influence cultural intelligence (CQ) development. To achieve this, semi-structured interviews were conducted with 11 English as a Foreign Language (EFL) learners to explore factors affecting their CQ beyond English language learning alone. Content analysis, following a six-step approach, was used to analyze the qualitative data, identifying four main factors influencing CQ: individual effort, social interaction, internet, and classroom. The interviews showed that individual effort and social interaction, including engagement on social media, significantly impact CQ development. When asked about CQ improvement activities, most students indicated a lack of dedicated cultural activities but showed a strong interest in them. This study adds to the existing literature by emphasizing the importance of cultural activities within language education. Keywords: culture, cultural intelligence, cultural intelligence development, English as a foreign language.

Needs Analysis: Developing a Digital Literacy Integrated Speaking Syllabus for Arabic Pre-Service Teachers in China

Integrating digital literacy into language teacher preparation programs has gained increasing attention in recent years. With the expanding economic trade with Arab countries, Arabic language education is becoming more important in China. This study aims to identify the needs for developing a digital literacy-integrated speaking syllabus for Arabic pre-service teachers in China. The study presents phase 1: needs analysis of the design and developmental research (DDR) approach. Interviews were conducted to collect data. The finding shows that while digital literacy elements are integrated into the existing speaking syllabus through resources and multimedia presentation teaching approach, it is mainly concentrated on the skill domain rather than the knowledge and attitude domains. The study further found that the challenges for Arabic lecturers to integrate digital literacy are the lack of digital teaching resources, the lack of digital literacy training for lecturers, the heavy teaching tasks but limited class instructional time, and the restrictions of higher education institutional policies. Moreover, Arabic pre-service teachers have basic digital literacy skills for daily use but lack technical knowledge in Arabic and awareness of digital literacy. The results of the study provide valuable insights for curriculum designers and educators for language teacher education programs in China.

Duration of the effect of breathing and speech training under excess oxygen pressure

This article presents the assessment of the duration of the effect of a 5-day course of breathing and speech training under excess oxygen pressure in 12 Vietnamese volunteer subjects. The follow-up assessment was conducted six months after the training, with rapid aircraft cabin depressurization being simulated with excess oxygen pressure (500 mm H2O) supplied through an oxygen mask. The training and the present study were carried out using the “BARS-GD” hardware/software system developed by the Russian company Konstel. All Vietnamese volunteer subjects were found to retain high tolerance to excess oxygen pressure, maintained speech formation abilities and work capacity. A statistically significant increase in systolic and diastolic blood pressure (by 25% and 34.2%, respectively), heart rate and respiratory rate (14.4% and 41.7%, respectively) was recorded. Analysis of psychophysiological performance at the peak of excess oxygen pressure revealed a 45.2% (p 0.01) increase in simple sensorimotor reaction time, which is 27% (p 0.01) higher than immediately after the training. No significant changes were observed in the psychological component. Therefore, the functional state of the Vietnamese volunteer subjects under simulated rapid cabin depressurization and breathing under excess oxygen pressure was considered normal, with higher involvement of the body’s adaptive mechanisms than immediately after the training. The 5-day course of training in breathing and speech under excess oxygen pressure effectively developed sustainable psychological readiness in the volunteer subjects, breathing and speech skills, and professional reliability under extreme conditions of stratospheric cabin depressurization. Overall, this training course is considered promising for inclusion in the program of psychophysiological preparation of Vietnamese pilots for stratospheric flights.

Leveraging a Candidate Assessment System to Develop an Equity-Centered School Leadership Pipeline Through a University–District Partnership

The role of the school principal has garnered international significance. When it comes to student learning outcomes, the effectiveness of the principal has been recognized as being more important than the effectiveness of a single teacher. Studies also highlight the role school leadership plays in fostering equity and social justice practices in schools and communities. Yet only a small body of research exists on how to prepare leaders to lead for equity. In this paper, we will describe, analyze, and reflect on the components of one school leadership preparation program’s (SLLP’s) candidate assessment system (CAS), which guided the selection of equity-centered leadership candidates for a cohort program in a university–district partnership. We applied a qualitative content analysis to the documents we utilized to select aspiring equity-centered leaders through the program’s redesigned CAS. Our findings revealed that the content and process of the program’s CAS was aligned with many tenets of equity-centered leadership, specifically in CAS documents and in the involvement of a broad group of constituencies and partners during the design and implementation of CAS. We also uncovered a new finding outside of our framework: an emphasis on instructional leadership in our CAS documents as a key component of leading for equity. This study is likely to inform other SLPPs intending to select leadership candidates who will have the capacity to lead for equity.

Leadership for the Future: Enhancing Principal Preparation Through Standards and Innovation

This manuscript presents a comprehensive analysis of NC State University’s redesigned principal preparation program, emphasizing its alignment with state and national leadership standards, innovative curriculum, and commitment to practical application. The program’s redesign addresses long-standing criticisms of traditional university-based leadership preparation, such as the disconnect between theory and practice, by incorporating data-driven instructional leadership, equity-focused training, and collaborative community engagement. Additionally, this article explores the role of specialized internships, full-time residencies, and the integration of technology in training future principals. The program’s success is demonstrated by improved principal placement, school outcomes, and teacher retention—particularly in high-need schools. Finally, the manuscript discusses the future of leadership preparation, highlighting the potential of artificial intelligence to further enhance decision-making, personalized professional development, and administrative efficiency, while addressing ethical considerations such as data privacy and equity.

Preparation of pre-service teachers for English first additional language teaching: A literature review approach

Pre-service teachers in English First Additional Language (FAL) preparation programmes are designed to skill with knowledge so they become competent teachers. This study underpinned the historical development of English language teaching in South Africa and preparing pre-service teachers for English FAL teaching in schools. It highlighted the role of higher education institutions in preparing pre-service teachers for English language teaching and the importance of teacher education curriculum and pedagogy. It discussed the teaching and learning of the English language and presented some approaches used for English language development in teacher education. It finally recommends extending the practicum period for greater exposure to natural classroom environments and ensuring that the qualification requirements are uniform so that teachers are adequately prepared to teach in different school contexts. Pre-service teachers must be exposed to speaking and presenting so they do not get overwhelmed in crowded classrooms.

Assessing High School Preparedness for University Engineering Programs: A Study of First-Year Students at the University of Saskatchewan

The transition from high school to engineering school is notably challenging, exacerbated by the COVID-19 disruptions. The College of Engineering at the University of Saskatchewan introduced Summer Top Up (STU) quizzes to enhance incoming students' readiness, covering essential subjects like Math, Physics, Chemistry, Reading and Writing, Indigenous Culture, and Computer Programming. The perceived usefulness of these quizzes is analyzed using survey results from first-year engineering cohorts (2021-2022 and 2022-2023). The survey also examined students' self-confidence and self-perceived preparedness from high school upon entering first-year engineering, considering demographic factors. Findings revealed no gender disparities but noted differences in preparedness levels based on age, regional background, and community background. The STU quizzes were generally well-received, though their effectiveness varied across subjects. The study recommends targeted support for older, rural, and international students and emphasizes the importance of refining preparatory programs to align with students' needs.

Towards decolonising the approaches of teaching and learning Indigenous African Music at a South African university: Insights from pre-service music teachers

The teaching of Indigenous African Music (IAM) in institutions of higher learning has received considerable attention due to the need to decolonise the curriculum. It is crucial to cultivate future educators who have a profound understanding of IAM and are capable of actively participating in the teaching and learning of African music within educational institutions. This inquiry aims to reveal the impact of the approaches used in the teaching and learning of IAM at universities in South Africa from the perspective of pre-service music teachers. The study is underpinned by Paulo Freire’s praxial theory. Data were collected from twelve participants within an interpretive paradigm integrated into a qualitative methodology. The ethnographic study design was used due to its capacity to capture the lived experiences of the participants and to comprehend the meanings they attribute to their participation in IAM lessons. Thematic analysis of journal entries and semi-structured interviews was employed to generate the data. The results unveiled the advantages of utilising a wide range of models, delivery methods, and approaches such as Ubuntu pedagogy, discussion groups and dialogue, the instructor’s approach, peer coaching, and the development of positive attitudes towards the teaching and learning of IAM in higher education. It is recommended that pedagogical strategies that foster positive attitudes and elevate IAM in music teacher preparation programmes be implemented in institutions of higher learning through the use of the approaches that emerged in this study, in an effort to remove barriers related to the marginalisation and discrimination of the subject.

“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color

Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.