Teacher Preparation Research Articles

Bilingual teaching in South Africa: a qualitative inquiry into the strategies used for the preparation of mathematics teachers in the foundation phase

Bilingual teaching in South Africa: a qualitative inquiry into the strategies used for the preparation of mathematics teachers in the foundation phase

Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program

AbstractIntegrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying the GenAI tool to evaluate pedagogical content knowledge (PCK) among pre-service science teachers. By holding interactive dialogues with GenAI, pre-service teachers engage in lesson planning in a way that reveals their understanding of content, pedagogy, and PCK while facilitating the practical application of theoretical knowledge. Interpretation of these interactions provides insights into teachers-to-be knowledge and skills, enabling personalized learning experiences and targeted program adjustments. The paper underscores the need to equip pre-service teachers with the necessary competencies to utilize GenAI effectively in their future teaching practices. It contributes to the ongoing discourse on technology’s role in teacher preparation programs, highlighting the potential of addressing existing challenges in evaluating and developing teacher knowledge via GenAI. The suggested future research directions aim to further investigate the GenAI usage implications in educational contexts.

Integrating emerging technologies to enhance special education teacher preparation

Integrating emerging technologies to enhance special education teacher preparation

Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage

There is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators.

Integration of Music in Teaching and Learning in Preschool: Teacher Readiness

Integration of Music in Teaching and Learning in Preschool: Teacher Readiness

Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities

Inclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates.

Best Blends Forever

The University of Vermont’s (UVM) blended undergraduate early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE) program originated as a model to dually prepare and license future educators to teach young children with and without disabilities from birth through age 6. However, strains on the university’s budget, intersecting with the COVID-19 pandemic, led university administrators to recommend deactivating the program in 2020 and prompted program faculty to reconceptualize what the “blending” of the two fields of study could look like in the reality of contemporary contexts. The article begins by highlighting the evolving identity of UVM’s blended ECE/EI/ECSE program. Next, using a social foundations perspective, we explore several key influences that have shaped our current collaborative approach to preparing early childhood educators for inclusive environments and how our ECE and EI/ECSE programs can be officially parted, yet still be blended, in its goals to prepare all future teachers of young children for inclusive settings. It concludes with recommendations for ECE and EI/ECSE faculty who may find themselves in need of reimagining their conceptions of blended teacher preparation for inclusive early childhood settings.

Developing Interculturality in Preservice Teachers via Dance Storytelling

ABSTRACT Attention to developing interculturality during teacher preparation is increasingly important as student populations continue to be more globally mobile. The present study investigates an embodied way of helping preservice teachers develop the interculturality needed to teach immigrant/refugee populations through dance story intercultural exchanges. Analyzing pre- and postworkshop discussion sessions and written/oral reflections about the intercultural exchange experience, researchers found that dance played an important role in developing the interculturality of preservice teachers. Specifically, its embodied nature allowed for a deeper understanding of content, enhanced communication, and an emotional element that facilitated the development of empathy. Findings also revealed essential elements required for this type of activity such as helping students feel more comfortable, teaching how to tell stories with the body, and teachers/researchers cocreating with students.

A Self-Efficacy Theory-Based Study on the Teachers’ Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka

Objectives . This article explores teacher readiness for introducing artificial intelligence (AI) into Sri Lankan schools, drawing on self-efficacy theory. Similar to some other countries, Sri Lanka plans to integrate AI into the school curriculum soon. However, a key question remains: Are teachers prepared to teach this advanced technical subject to schoolchildren? Assessing teacher readiness is crucial, as it is intricately linked to the overall success of this initiative and will inform the development of appropriate policies. Participants . This study surveyed over 1,300 Sri Lankan public school teachers who teach Information and Communication Technology (ICT) using the snowball sampling approach. The respondents represent approximately 20% of the total ICT teacher population in Sri Lanka. Their readiness to teach AI was assessed using a general teacher self-efficacy scale specifically developed based on the well-established Self-Efficacy Theory. While key demographic factors like gender, education level and educational background were also collected, their impact analysis is not included in this article. Study Method . The study was conducted based on the premise that teachers’ readiness to teach AI hinges on their self-efficacy towards teaching AI in the classroom. This premise was substantiated through a review of existing research, and a conceptual model of teachers’ self-efficacy for AI instruction was developed. To assess this model, a nationwide survey targeting school ICT teachers was conducted. The questionnaire used in the survey was based on existing research on evaluating teacher self-efficacy. Data analysis, focusing on testing and validating the conceptual model, primarily employed the PLS-SEM approach. Findings . This study identified several key findings: (1) Teachers generally reported low self-efficacy regarding their ability to teach AI; (2) Teachers’ self-efficacy was most influenced by their emotional and physiological states, as well as their imaginary experiences related to teaching AI; (3) Surprisingly, mastery experiences had a lesser impact on their self-efficacy for teaching AI; and (4) Neither vicarious experiences (observing others teach AI) nor verbal persuasion had a significant impact on teachers’ self-efficacy. Additionally, the study revealed that the teachers’ own level of expertise in AI, along with their social capital, is insufficient to deliver a standard AI curriculum. Conclusions . The analysis of the results found that Sri Lankan teachers currently lack the readiness to teach AI in schools effectively. Potential lapses in certain sources of self-efficacy were also identified. It further revealed the need for a more systemic approach to teacher professional development. Therefore, the study recommends further research exploring the potential of incorporating a socio-technical systems perspective into the government’s teacher training initiatives.

Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-Service Candidates

This study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices is crucial for enhancing educational preparation programs (EPPs). Using a mixed-methods approach, this study analyzed consensus ratings from an interdisciplinary assignment that asked candidates to work collaboratively while identifying best practices in co-teaching across example and non-example videos. Both quantitative and qualitative data were collected using student ratings and videos of group discussion for consensus scoring. Quantitative data were collected using consensus ratings for each indicator on the observation checklist. Qualitative data derived from video transcripts of the consensus rating sessions illuminated the process each group used and reasons each group provided for consensus ratings. The findings reveal varying degrees of recognition and understanding of co-teaching skills, highlighting both strengths and areas for improvement in the candidates’ ability to identify and apply these practices. This study provides valuable insights into the preparedness of pre-service educators for collaborative teaching environments and offers recommendations for integrating co-teaching competencies more effectively into EPPs.

A critical review of 50 years of initial teacher education in Jamaica: challenges and solutions for improving its effectiveness

ABSTRACT This review of initial teacher education (ITE) in Jamaica highlights the policies, pivotal events, educational initiatives and reforms that have shaped the landscape of teacher education in Jamaica over the last 50 years. It offers a critical reflection on the provision of ITE and the findings of a recent report on education in Jamaica, which suggests that its ITE is weak and ineffective. The review highlights what has taken place over the last 50 years and shows how more emphasis has been placed on concerns over the supply of teachers than on the provision of the type of ITE that produces quality teachers. Drawing on recognised principles for best practice in ITE and a critical theoretical perspective around the importance of teacher and learner agency, the paper suggests more attention must be given to building a globally informed, but also locally crafted knowledge base for teacher preparation in Jamaica. This involves preparing teacher educators who are educated, critically conscious and certified to assume responsibility for developing high-quality ITE in Jamaica.

Performance of ChatGPT-3.5 and ChatGPT-4o in the Japanese National Dental Examination.

In this study, we compared the performance of ChatGPT-3.5 to that of ChatGPT-4o in the context of the Japanese National Dental Examination, which assesses clinical reasoning skills and dental knowledge, to determine their potential usefulness in dental education. ChatGPT's performance was assessed using 1399 (55% of the exam) of 2520 questions from the Japanese National Dental Examinations (111-117). The 1121 excluded questions (45% of the exam) contained figures or tables that ChatGPT could not recognize. The questions were categorized into 18 different subjects based on dental specialty. Statistical analysis was performed using SPSS software, with McNemar's test applied to assess differences in performance. A significant improvement was noted in the percentage of correct answers from ChatGPT-4o (84.63%) compared with those from ChatGPT-3.5 (45.46%), demonstrating enhanced reliability and subject knowledge. ChatGPT-4o consistently outperformed ChatGPT-3.5 across all dental subjects, with significant improvements in subjects such as oral surgery, pathology, pharmacology, and microbiology. Heatmap analysis revealed that ChatGPT-4o provided more stable and higher correct answer rates, especially for complex subjects. This study found that advanced natural language processing models, such as ChatGPT-4o, potentially have sufficiently advanced clinical reasoning skills and dental knowledge to function as a supplementary tool in dental education and exam preparation.

The promise and peril of Coding & Robotics education in South Africa: A scoping review of teacher preparation and generative artificial intelligence's potential for delivering equity

Integrating the Coding & Robotics (C&R) subject in South African schools signifies the nation's commitment to Fourth Industrial Revolution preparedness. However, challenges like inadequate teacher preparation and limited technological infrastructure must be addressed to ensure equity. Although Generative Artificial Intelligence (GenAI) may not address the infrastructural deficiencies directly, in this scoping review we examine its potential to complement existing resources and support teachers in delivering C&R instruction. Following Arksey and O'Malley's framework, we conducted a systematic literature search in numerous databases, followed by a screening procedure: 10 of the 61 eligible papers satisfied the inclusion criteria. Our findings reveal that GenAI can optimise C&R teacher development through personalised learning, content generation, feedback on teaching methods, and fostering collaboration with other teachers. Despite its potential, issues including equity, ethical concerns, technological fluency gaps, and overreliance on GenAI tools, must be navigated to enhance equitable C&R instruction and prepare learners for the digital era.

Sustainable entrepreneurship education: Impacts of the circular economy, health literacy, and well‐being

AbstractEducation systems that integrate sustainable entrepreneurship education, digitization, and the circular economy (CE) have an effect on well‐being and provide a holistic approach to the promotion of sustainable development. Higher education institutions have a valuable dual role in disseminating the CE as a new sustainability paradigm through both the teaching of students and the preparation of future teachers toward the incorporation of sustainability into other educational levels. This study focused on new health literacy (health competence) findings, with the aim to analyze the health literacy, well‐being, and socioeconomic status of university students in the era of new normality post‐pandemic (COVID‐19). The analysis was based on the health literacy questionnaire of Van der Vaart, WHO‐5, and the MacArthur Scale of socioeconomic status. The results showed that health literacy among students in Romania tended to improve during the pandemic based on their experience with digital media. This effect was particularly evident in the assessment of health information and digital health competence.

“Close to my Heart”: Teacher Educators Building Racial Literacies

Although building preservice teachers’ racial literacy is a key goal to reducing racial inequity in K-12 settings, little attention has been paid to how literacy teacher educators are prepared to conduct this work. This is unsurprising given the neoliberal logic underpinning universities today. In this multiduo autoethnographic study, six literacy teacher educators utilized reflection on critical incidents to examine their own racial literacy development. By forming cross-racial pairs and utilizing a combination of writing and dialogue, these six participant/researchers interrogated their own views and experiences of race and racism. Findings suggest that the examination of critical incidents can support teacher educators’ racial literacy growth. Specifically, participants reflected on the vulnerability necessary to support preservice teachers’ racial literacy development and utilized ethnographic methods to build the practice of sharing about their own racial literacy learning. They also used critical incidents to come to a deeper understanding of the construct of racial literacy itself. These results imply that for professional organizations such as the Literacy Research Association to deliver on their espoused commitments to addressing ongoing institutional racism, they must intentionally create professional spaces for coreflection and dialog about racial literacy. Further, we consider the implications of this work for literacy doctoral programs and teacher educator preparation within contexts of college and university-based teacher education programs.

Mentoring in the context of music teacher education: A systematic review

The preparation of music teachers represents a key factor within the educational framework. In a world in constant evolution, the need to integrate new training proposals that cater to different environments is of vital importance to strengthen music education. The aim of this study is to analyze the use of mentoring in the context of music teaching through a systematic review using PRISMA. Among the results, the main areas addressed by mentoring are observed, being centered around professional development and the accompaniment of both students and teachers who are new to teaching. The profile of the participants in the mentoring relationship (mentor-mentee) is detailed in the systematic review, being the formal models of mentoring, linked to an institution, the most widespread throughout the article. Among the main conclusions, the prominence of the USA in the research and development of mentoring programs is noted and the positive impact of mentoring in both formal and informal contexts is highlighted, emphasizing individualized and group mentoring for professional and personal development in higher education.

The Virtual University as a Frontier for Navigating New Learning Spaces, Pedagogies, and Technologies

We explore the practical and strategic considerations essential for establishing and maintaining a successful virtual university. Building on core concepts from the book, Technology Enhanced Learning and the Virtual University (Sankey et.al., 2023) we highlight the need for strategic approaches to online and digital education. This panel discussion will cover governance, the virtual environment, stakeholder support, the alignment of learning theory and practice, and the preparation of educators for online teaching. It will explore the necessity of collaboration to leverage digital opportunities and mitigate risks. Additionally, the panel will address the transformative impact of artificial intelligence and gamification on online learning and consider academic integrity and student engagement along the way. Our discussion will emphasise the importance of adaptive leadership and robust quality processes. While our focus is on the development of a virtual university, the topics we present are relevant across all aspects of digital education and e-learning, especially as universities adapt to an evolving educational landscape.

Research-Based Islamic Education Curriculum Management

This study examines the management and implementation of a research-based curriculum to understand how Islamic education can integrate contemporary scientific knowledge with traditional religious teachings. Using a qualitative approach, case study design at Madrasah Tsanawiyah (MTs) Zainul Hasan Balung, data were collected through in-depth interviews, observation, and documentation. The validity of the findings used triangulation techniques, and data analysis followed the three steps of data reduction, presentation, and conclusion/verification. The study findings indicate that the curriculum was developed through a comprehensive planning process, including needs assessment and stakeholder collaboration to align with madrasah education's vision, mission, and goals. Its implementation involved structured research activities by forming Youth Scientific Groups (KIR) and Innovative Product Groups, which provided students with hands-on experience in scientific research and inquiry. This approach effectively fostered critical thinking, problem-solving, and research skills among students. Teachers received ongoing training to guide students' research activities, ensuring effective curriculum delivery. The study also identified challenges, such as the need for adequate teacher preparation and appropriate learning materials, which were addressed through training programs and the development of research pocketbooks. The evaluation process used authentic assessments, such as portfolios and research proposals, to ensure continuous improvement and adaptation of the curriculum. Research-based curriculum management at MTs Zainul Hasan Balung shows that integrating research-oriented learning can improve Islamic education and prepare students for modern challenges while maintaining Islamic values. These findings provide valuable insights for Islamic educational institutions that want to implement research-based curricula effectively.

Exploring the Interplay Between Self-Confidence and Emotional Intelligence in College-Level Educators: Implications for Teaching Effectiveness and Student Engagement

This study explores the relationship between self-confidence and emotional intelligence in college-level educators and examines their combined impact on teaching effectiveness and student engagement. As modern educational demands evolve, educators are increasingly recognized for their role in not only delivering content but also in fostering an inclusive, emotionally supportive learning environment. Self-confidence enables educators to present material with clarity, maintain authority, and adapt to diverse classroom challenges, while emotional intelligence equips them with empathy, self-awareness, and social skills essential for connecting with students on a personal level. The interplay of these traits contributes to a balanced teaching approach that supports both academic and emotional needs in students, thereby promoting active engagement, participation, and a positive classroom climate. This study utilizes a mixed-methods approach, combining quantitative self assessments and qualitative interviews to capture the nuanced ways in which self-confidence and emotional intelligence interact and influence teaching dynamics. Findings indicate that educators who possess both high self-confidence and emotional intelligence create classrooms that encourage open communication, foster psychological safety, and inspire student motivation. However, several limitations are noted, including the subjective nature of self-reported data and the influence of cultural and contextual factors on perceptions of confidence and emotional intelligence. Additionally, the study's cross-sectional design limits insights into the long-term development of these traits in educators. Despite these limitations, the study underscores the critical role of emotional and interpersonal skills in effective teaching, suggesting that professional development programs should integrate training in self-confidence and emotional intelligence to enhance educators’ overall impact. These findings contribute to a growing body of literature advocating for a holistic approach to educator preparation, one that values emotional acumen and self-assuredness alongside academic expertise. By emphasizing the importance of these traits, institutions can better support educators in creating enriching, engaging, and resilient learning environments that prepare students for both academic success and personal growth.

Teacher Readiness Factors that Influence the Implementation of the Merdeka Curriculum in Elementary Schools

The Merdeka (Independent) Curriculum is a crucial element for the sustainability of education in Indonesia. Teachers need to have significant readiness to ensure implementation runs optimally. However, many teachers still require clarification and help to understand and need help integrating the Merdeka Curriculum with existing conditions. The objective of this study is to examine the key elements that affect teacher preparedness and how they impact the implementation of the Merdeka Curriculum in elementary schools. This research employs a quantitative methodology with an ex post facto design. Purposive sampling was used to choose a population and sample of elementary school teachers in Jakarta, Indonesia. The sample size consisted of 122 teachers. Data collection uses a questionnaire to obtain data related to the variables in this research. The data analysis employed structural equation modeling (SEM) with the SMART-PLS 3.0 software tools. The research findings indicate that a significance value of 0.000 (p < 0.05) suggests that teacher preparedness characteristics play a crucial role in positively and significantly impacting the implementation of the Merdeka Curriculum in Elementary Schools. This study emphasizes the significance of teacher preparedness in multiple dimensions, such as a profound comprehension of the Merdeka Curriculum, the capacity to incorporate it with current circumstances, and sufficient backing from the school environment and community.