Teacher Education Programs Research Articles

Context, Climate, and Red Tape: Considerations for Social-Justice Curriculum Development in Kinesiology

Curricula grounded in social justice are vital in higher education, including kinesiology programs. The United States has seen continued increases in diversity, with education consistently displaying poor representation of historically marginalized groups. The purpose of this paper is to offer three elements that kinesiology programs should consider when aiming to successfully engage in developing social-justice curricula: context, climate, and “red tape.” We define and describe each element and how it influences our approach to curriculum development and provide specific examples from our work in the University of New Mexico Physical Education Teacher Education program to illustrate practical implementation. We argue that social-justice curriculum development is required to prepare young professionals to enter the field with the knowledge, skills, and dispositions to meet the needs of diverse communities.

Teacher Education Programs in the Arabian Gulf Through the Eyes of Novice Teachers: A Systematic Review with Narrative Synthesis

Understanding novice teachers’ perceptions of their teacher education programmes (TEPs) remains an under-researched area in the six Gulf Council countries (GCC). This paper implements a systematic review with a narrative synthesis following Popay et al. (2006) guidelines to answer two questions: (a) what are the reported views of beginning teachers in the GCC region regarding the strengths and weaknesses of their TEPs? and (b) what are the reported suggestions of beginning teachers in the GCC region for enhancing TEP implementation? Four studies conducted between 2010 and 2022 were included in this review from three GCC countries. The findings revealed several themes regarding the first review question, such as (a) impactful practicum courses, (b) theory–practise gap, and (c) non-culturally responsive curricula. The themes around the second question were (a) enhancing course quality, (b) bridging the school-programme gap, and (c) building on work-related skills. The findings show that the perceived weaknesses of TEPs by beginning teachers outweigh the perceived strengths of some TEPs in the Arabian Gulf. Drawing upon the findings of this systematic review, broader literature, and my professional experiences, I propose a model of essential components for effective TEP implementation based on the theory of change (ToC).

Navigating Challenges in Gifted Education: A Teacher's Perspective on Overcoming Barriers

Gifted education is of utmost importance in the development and growth of intellectually advanced students; however, it often encounters various obstacles that hinder its effectiveness. This research delves into the perspectives of teachers regarding the overcoming of these barriers to providing effective gifted education. Employing qualitative research methods, a combination of interviews and surveys is conducted to gather valuable insights from a diverse group of teachers. The findings shed light on several challenges faced by teachers, including limited resources, inadequate training, and insufficient support from stakeholders. To address these challenges, teachers put forth potential solutions that could lead to the improvement of gifted education. These solutions encompass enhanced professional development opportunities for teachers, increased funding to allocate resources effectively, and the promotion of collaboration among all stakeholders involved. By effectively addressing these barriers, a more inclusive and nurturing environment can be fostered for gifted students. The study underlines the importance of integrating modules on gifted education into teacher education programs. By incorporating these modules, future educators can be equipped with the knowledge and skills necessary to effectively support and educate gifted students. Consequently, the implementation of the GATE policy to promote good practice plays a key role in gifted education. Ultimately, this research contributes to a deeper understanding of the challenges faced in gifted education and provides valuable insights that can inform policies and practices aimed at supporting the education of gifted students. Keywords: barriers to gifted, gifted learners, teachers' perspectives, teachers’ development.

Collaborative approaches to health education: perspectives of parents and teachers on self-care and managing common health issues in UK primary schools

BackgroundHealth education in primary schools plays a critical role in equipping children with essential self-care skills, fostering health literacy, and addressing social determinants of health. This study explores the perspectives of parents and teachers on teaching self-care and managing common health issues in UK primary schools. Despite the recognized importance of health education, there is limited research on how self-care education is perceived and implemented in the primary school setting.MethodsA qualitative study was conducted using semi-structured interviews with 18 participants, including 9 generalist primary teachers and 9 parents from diverse educational and socioeconomic contexts in the West Midlands, East Midlands, Northwest, and London of England. Participants were recruited via social media and professional networks, and interviews were conducted via video conferencing platforms. Data were thematically analysed using NVivo 12 to identify recurring themes related to the delivery and impact of self-care education in primary schools.ResultsTeachers and parents highlighted key self-care topics, including hygiene, managing common illnesses like colds and cuts, and mental well-being. There was a consensus on the importance of self-care education, but views diverged on whether the responsibility should lie primarily with schools, parents, or a collaborative approach. Teachers expressed concerns about their preparedness to teach sensitive topics, citing a lack of training and resources. Socioeconomic and religious contexts further influenced perceptions, with participants emphasising further importance of school-led self-care education for children from lower socioeconomic backgrounds. Strengths were identified in current self-care education efforts, particularly in practical lessons that empower children with age-appropriate skills.ConclusionsThis study highlights the critical need for comprehensive and collaborative health education in primary schools to promote health literacy and reduce health disparities. Enhancing teacher training, integrating self-care topics into the primary curriculum, and fostering stronger partnerships between schools and families are essential to improving the quality and consistency of self-care education. Policymakers should consider implementing mandatory health education training in teacher education programs and providing ongoing professional development to support teachers. By addressing these gaps, schools can play a pivotal role in preparing children for lifelong health management, reducing the burden on healthcare services, and supporting public health objectives.

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

An examination of sources fostering student teachers’ academic well-being

ABSTRACT This study examined student teachers’ perspectives on the sources of their academic well-being within the context of a four-year undergraduate teacher education programme in Qatar. A survey was developed and validated using a conceptual framework entailing cognitive, social and emotional dimensions. Statistical analyses involving 806 responses revealed five factors that contributed to participants’ academic well-being, namely: (F-1) self-regulated learning, (F-2) academic values, (F-3) social engagement, (F-4) peer learning and (F-5) emotional engagement. Comparative analyses between gender, age, reported GPA and credit hours verified the different influence of the five factors on fostering academic well-being. These results are further discussed in light of implications for using the validated instrument and devising tailored interventions.

Contributions of an action research initiative to English language teachers’ professional wellbeing

ABSTRACT In this study, we report on how a group of teachers engaged in action research (AR) and navigated their emotions in the way of experiencing wellbeing. We collected data over one year from rounds of semi-structured interviews, reflective journals, classroom observations, and post-class discussions. Data analyses showed that the teachers experienced wellbeing in three major terms: From initial emotional tensions to subsequent emotional wellness, developing wellbeing through practicing collective care, and wellbeing and self-empowerment as learning. Collectively, the teachers moved from hedonic to eudemonic forms of wellbeing during and after the AR programme, spanning their programme, inter-individual, and intra-individual levels of empowerment. Based on the findings, we provide implications for teacher educators in how to systematise wellbeing in teacher education programmes so that teachers experience higher levels of wellbeing across their career span, especially through AR initiatives. Furthermore, the study concludes with insights into how pre-service and in-service teachers could be supported through anchoring AR into teacher education programmes in order to experience enhanced wellbeing.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

Preparing Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge, Perceptions and Experiences of Inclusive Pedagogy from Teaching Practice

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university

This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.

Preparing Teachers for the ‘Ummah’: A Case Study of Hayat Foundation

This preliminary study initiates an exploration into a novel informal Islamic teacher education programme developed by a community organisation. The presented case study explores the Afghan Muslim inspired Hayat Foundation’s communal educational initiative, the Marefat programme. The programme, derived from Islamic educational theoriesis ‘imbued with notions of reflective, critical, and reflexive thinking’, which are designed to recognise the individual levels of development for every educator and simultaneously elevate their efficacy, agency, and person. Adopting an interpretivist-narrative methodology conveyed through a dialogical approach, this study focuses on the lived experiences of this social-welfare organisation by seeking to decipher the teleological nature of the programme. This examination is guided by three questions which seek to identify its intended audience, the specificity of the issue it attempts to address, and the approaches it has adapted to implement its programme. The findings suggest that the overarching purpose of this educational initiative is to foster empowering liberatory pedagogical responses to counter oppressive narratives in the reading of the Islamic tradition.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Equitable teacher education in a virtual world: the promise of learning-oriented assessment

ABSTRACT This study reports teacher perceptions towards learning-oriented assessment (LOA) in an English language teaching certification course (Kompetanse for Kvalitet, KfK). The course was delivered online during emergency remote teaching caused by the COVID-19 pandemic. Equitable practices in instruction and assessment aimed at collaboration, dialogue, group engagement, and active involvement based on LOA practices. Even though using assessment to promote learning has been gaining prominence, applying LOA in online learning has recently gained momentum. Thus, the study reports on how an online implementation of LOA is perceived by participants of a teacher education program concerning their learning. Data collection tools included a questionnaire (n = 132) and randomly sampled reflective writings (n = 23) submitted as part of the learner portfolio. Data were analyzed qualitatively through thematic analysis and quantitatively on SPSS using descriptive statistics and Factor Analysis with Varimax rotation. Findings indicated that LOA was perceived positively, offering opportunities to improve language and skills, link course content with teaching practice, and reflect on learning. Using LOA in post-COVID times empowered course participants to identify and monitor their progress and skills. The study has implications for teacher educators integrating LOA and technology in professional development to maintain equity and cultivate efficient learning.

Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers' topic-specific pedagogical content knowledge

The primary goal of initial teacher education programmes is to develop pre-service teachers' pedagogical content knowledge (PCK). In science education, there have been calls for programmes to help pre-service teachers develop this knowledge at a topic-specific level. In this study, I investigated how lesson planning using a specific guideline called the rationale for lesson design (RfLD) can be used as a tool to develop science pre-service teachers' topic-specific pedagogical content knowledge (TSPCK). This study is positioned within the collective PCK realm of the refined consensus model of PCK and the five components of TSPCK. The participants were six third-year Life Sciences pre-service teachers. Data were collected through lesson plans on the topic of evolution and narrative interviews. A 4-point scale rubric was adapted to score the quality of pre-service teachers' PCK in terms of the five components of TSPCK in each section of the RfLD. Results indicate that the pre-service teachers showed higher levels of PCK especially, in terms of learner prior knowledge and curricular saliency. I argue these scores can be attributed to the RfLD guidelines. I recommend that science pre-service teacher programmes need to expose students to this guideline as a way of developing their PCK in teaching methodology modules. Furthermore, I argue for the value of the RfLD in tracking pre-service teachers' PCK.

‘I feel like they don’t want us to stay’: identity negotiation and agency of international prospective teachers learning to teach in the United States / ‘Tengo la sensación de que no quieren que nos quedemos’: negociación de identidad y agencia de futuros docentes internacionales que aprenden a enseñar en los Estados Unidos

With the rise in globalization and transnational migration, universities worldwide are experiencing an influx of international students, some of whom choose to pursue teaching as a profession. Despite the growing presence of international prospective teachers (IPTs), they continue to be positioned as outsiders through dominant discourses and teacher preparation practices. Employing narrative inquiry, the study examined how four IPTs navigated learning to teach in a predominantly White teacher education programme at a large public university in the United States. Inspired by the podcast This American Life, the study presented three ‘Acts’ that illustrate the complex stories of how IPTs negotiated multifaceted ascribed outsider identities — linguistically as non-native speakers, socially and culturally as international students, and professionally as foreign employees. The study also discussed situations where IPTs’ sense of agency was achieved, particularly when they embraced identity positions from an asset-based and strength-focused perspective. The study offered recommendations to teacher education researchers, practitioners and policymakers on supporting IPTs and other educators from minoritized backgrounds to join and thrive in the teaching profession.

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Being, non-being and the in-between

What is presence really? What are we talking about when we talk about presence? For a performer, it seems such an obvious thing but the closer you look, the more elusive it becomes, like one of those optical illusions which can only be perceived sideways through the eyes; looking directly makes it immediately disappear. And the whole thing becomes even more sideways when we take presence and put it in the middle of a classroom. Is it possible that we might have been over emphasising presence in the search for the elusive-mysterious? Have we been overly focused on presence in our pursuit of the qualities that make teaching and learning truly transformative? And obviously, what sort of transformative are we talking about in the fractured times that we live in? What is the other side of the story? What can Absence tell us about its polar twin? Does the absent become present by its very absence? And what or who is it that is absent? In my talk which I've framed as a set of field notes, entirely subjective observations gathered over a period of time, I am drawing upon my experience as a performer in search of the elusive-mysterious; my experience as a teaching artist in a teacher education program at Delhi University; and as a researcher investigating teacher agency in the classroom. In interrogating the binary of presence/absence, I seek to throw some light into that liminal space where these two intersect and collide, and begin to reveal the elusive-mysterious so that pedagogical practices can be reimagined and reenacted.

Assessment Beliefs, Practices and Competence Vis-À-Vis Demographic Characteristics of Senior High School Social Studies Teachers in Ghana

This study examined the impact of demographic factors on the assessment beliefs, practices and competence of Social Studies teachers in selected Senior High / Technical Schools in the Volta and Oti Regions of Ghana. The study was guided by the Human Capital Theory (HCT). It utilized a quantitative research approach and a cross-sectional research design. Employing a two-stage simple random sampling method, 196 Social Studies teachers were randomly selected from 80 Senior High Schools (SHS) and Senior High Technical Schools (SHTS) in the Regions. Data was collected through a questionnaire, covering the participants’ demographic information and assessment beliefs, practices and competence. Statistical data treatment was done through frequency distributions. It was displayed using a contingency table and Cramer's V analysis. Findings indicated no significant correlation between the teachers’ gender, educational background, teaching experience, assessment beliefs, practices and competence. The study concludes that the demographic did not influence the teachers’ assessment beliefs. Based on the conclusions, it is recommended that professional development should focus on individualized training that targets specific needs of teachers in assessment literacy rather than generalizing based on demographic factors. This could help foster more robust and consistent assessment beliefs across the teaching population. In addition, teacher education programs should prioritize skills-based training on contemporary assessment methodologies and address competency gaps regardless of demographic factors.

Teaching as a performative art

This paper reports on diagnostic workshops conducted at a teacher training centre in Istanbul focusing on how Applied Theatre methods can support English Language Teacher Education in the areas of self-awareness and self-reflection. The workshops provided 12 participant English Language teachers experience of Applied Theatre methods and techniques to elicit feedback on their pedagogic value and efficacy in teaching. Through dialogue and reflection, participants identified the performative and meta-performative skills they valued from the workshops. While Applied Theatre methods have a proven track record in many contexts, they are rarely utilized in teacher development programmes. Feedback from the workshops revealed that Applied Theatre methods, notably Forum Theatre, provide embodied, participant-led, solution-oriented, multiple voiced opportunities for reflection and dialogue on critical incidents teachers’ face. In addition, participants highlighted performative skills pertaining to developing awareness of self, others and setting that are disregarded in current competence-based teacher education programmes. Participants also uncovered meta-performative skills reflecting on why teachers act in the way that they do. The workshops provide an initial template to create teacher development programmes incorporating Forum Theatre and other Applied Theatre techniques.