Student Teachers Research Articles

Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools

ABSTRACT This paper contributes to the knowledge on supportive mentoring practices in student teachers’ practicum by exploring the ways that mentoring conversations structured around a specific observational tool built on the theoretical concepts of professional noticing and collaborative reflection might support professional learning in student teachers’ practicum. An observation-grounded mentoring framework (OMF) was designed and examined in an intervention study conducted in Norway. The study used Van Es and Sherins’ framework of learning to notice (2002) in the analysis of the intervention. School-based mentor teachers and student teachers in eight practicum groups participated in the study. Data was collected from interviews, worksheets and reflective texts. The findings show that structuring mentoring conversations around observation descriptions can support student teachers’ learning to notice by helping them identify noteworthy classroom interactions and reason about what is noteworthy with peers and mentors. Moreover, findings suggest that observation-grounded mentoring conversations can nurture deeper understandings of teaching and learning and boost awareness of the purpose of teaching. The paper underscores the importance of supporting noticing development in initial teacher education and recognises the potential contribution observational tools can make.

Inclusion in the Classroom: Student Teachers’ Views on Affirming Gender and Sexual Diversity

Research shows that gender and sexually diverse learners face discrimination in schools; however, there is little evidence of affirming gender and sexual diversity in Namibian classrooms. This qualitative case-study investigated student teachers’ views on affirming gender and sexual diversity in the classroom. The researchers purposively selected 90 student teachers. Semistructured focus group interviews revealed that gender and sexuality were not considered as a form of diversity in the classroom. However, participants understood the importance of affirming gender and sexual diversity in the classroom. The study demonstrated a need for intense gender and sexual diversity content in the pre-service teacher curriculum.

Multicultural perspectives on building instructional capacity for multilingual learners: synergy of teachers, community members, and academics

ABSTRACT This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Effectiveness of Peer-Assisted Learning in health professional education: a scoping review of systematic reviews

BackgroundPeer-assisted learning (PAL) has been widely implemented for many years worldwide. To further enhance the understanding of available data, a scoping review of systematic reviews was conducted to synthesize existing evidence on the effectiveness of PAL in health professional education, aiming to provide more comprehensive outcomes.MethodsNine databases were systematically searched. The review process was guided by the five-stage scoping review framework proposed by Arksey and O’Malley. The JBI Critical Appraisal Checklist for Systematic Reviews and Research Syntheses was used to assess the methodological quality. The results were narratively synthesized and reported following the Context, Input, Process, and Product (CIPP) evaluation model.Results24 systematic reviews (including nine meta-analyses) were included. The majority of these reviews were synthesized using narrative analysis. The application of PAL in health professional education was developed. In the context of evaluation, support for the theory, problem-based drivers, and the need to develop teaching and assessment skills for students were the main reasons for the development of PAL. Inputs for PAL predominantly centered on tutor recruitment and tutor training. Common activities within the PAL process encompassed peer teaching, peer tutoring, peer feedback, peer simulation, peer discussion, peer-led debriefing, peer supervision, and curriculum design. Outcomes of PAL were categorized across peer tutees, peer tutors, health professional educators, and challenges of PAL.ConclusionsDespite certain challenges, the reciprocal benefits of PAL for peer tutees and tutors are evident. It is recommended that relevant institutions should consider incorporating PAL into the curriculum for health professional students. Future research should aim to develop a more rigorous framework to determine the short- and long-term effects, cost-effectiveness, and generalizability of PAL in health professional education.

Integrating digital technologies into teaching embodied knowledge in the context of physical examination.

There is a growing presence of digital technologies in clinical learning environments. However, there is little research into how such technologies shape embodied teaching and learning for health professional students. This study aims to explore current teaching practices in health disciplines to illuminate how digital technologies are used to facilitate the development of embodied knowledge during student learning of physical examination. A qualitative interpretive approach was undertaken, sensitised by body pedagogics as a theoretical frame. In-depth interviews with 18 clinical educators across the disciplines of medicine, physiotherapy, midwifery and nursing were held. These interviews explored their current practices for teaching physical examination. The data was analysed using reflexive thematic analysis combined with a 'thinking with theory' approach, in which the theoretical framework of body pedagogics was central to guiding the reflexive and interpretative process. We interpreted a framework of five approaches where digital technologies are used to develop bodily knowledge: for sensate knowing; for modelling; for rehearsing; for guiding practice and for providing feedback information. Findings suggest that in current teaching practices, digital technology may be used to facilitate multiple essential elements of physical examination instruction. We conceptualised a framework that extends body pedagogics, where we recognise the multiple roles of digital technology for developing bodily knowledge in the context of physical examination.

A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices

ABSTRACT Numerous action research studies have investigated in-service teaching and learning. Still, there has been a lack of collaborative inquiry into the ‘here-and-now’ pre-service teaching practicum experiences. This study adapted the Critical Participatory Action Research (CPAR) framework as a pedagogical strategy to a five-phase Teaching English as a Second Language (TESL) teaching practicum over four months. This article explores the extent to which the CPAR framework can be accommodated and discusses its potential to empower and educate practitioners during the practicum. First- and second-person inquiries, drawing on practice architectures, observations, and sharing sessions, were adopted for exchanging individual and collective voices. Findings suggest that the flexible and adaptable nature of the CPAR framework facilitated a collaborative spiral inquiry process. This process involved iterative back-and-forth phases of identifying key issues in each phase, planning measures, taking actions to address challenges, and reflecting on post-actions through collaborative efforts within public spheres. These spheres functioned as open, communicative, and safe spaces, empowering student teachers, cooperating teachers, and the university supervisor to collaboratively exchange and reflect on our voices. This collaboration ultimately transformed the initially linear Planning → Action → Observation → Reflection process into dynamic, iterative interactions across the Planning ↔ Action ↔ Observation ↔ Reflection phases. This transformation fostered collective reflection, unforced consensus, and shared decision-making, addressing real-life teaching challenges by deepening understanding, driving meaningful change, and promoting equitable practices. The adapted CPAR framework cultivates educators who promote inclusive practices and make productive decisions, resulting in a more sustainable pre-service practicum program.

Reimagining the unimaginable: Moving an on-campus health course online during COVID-19

In early 2020 the world experienced the one in 100-year COVID-19 pandemic, causing major disruption to higher education in Australia. In Victoria, Australia this necessitated a rapid shift of university teaching and placements to the online environment. For health programs in particular, which are typically taught with significant on-campus and face to face components, this shift online created major changes in both teaching and learning. This study sought to explore the lived experience of teaching and learning for Australian occupational therapy students and academics at one Australian university during COVID-19. More specifically, this study aimed to explore the facilitators and barriers to occupational therapy online teaching and learning and the impacts it had on student/academic roles, professional identity, motivation and wellbeing. A qualitative phenomenological approach was adopted, with semi-structed interviews conducted with students (n=10) and academics (n=6). Inductive, thematic analysis of data was utilised. Five key themes were identified from the analysis of data: impact on professional identity, disruption of roles, feeling pressure, mutual respect and gratitude, and the importance of social connection at university. Whilst online learning may be more flexible for students and more cost effective for universities, the findings of this study suggest that there is a need to provide continued opportunities for health students to engage with academics and each other on-campus.

Empowering Novice Teachers through Mentorship and Supported Teaching in Schools: Implications for Education Policy and Practice

Purpose: This study aimed to support novice teachers in teacher education institutions in Ghana on how mentoring and supported teaching in schools (STS) can be used to shape the novice teacher’s thought on the school profile dimension throughout the mentoring relationship. The purpose is to review literature on mentoring using Hudson's five factor mentoring model process and STS and think through how mentoring and STS can be improved in teacher preparation. The Hudson's five factor model of mentoring was used as the conceptual framework. Methodology: The study was conducted using document analysis (secondary data sources), such as reports, online papers, or datasets that have already been gathered from Google, ERIC, Research gate, and Academia. Findings: The findings of the study were that the STS has created an opportunity for mentors to spend time with their mentees and share their professional and pedagogical experiences. Again, it is believed that structured mentoring, feedback and reflection would enhance the student teacher’s capacity to succeed. Unique Contribution to Theory, Practice and Policy: The study suggests that there should be on-going professional development for mentors, structured mentoring programmes, feedback and reflection mechanisms to check for coherence through assessment procedures and monitor students’ progress. Case study research can also serve to illuminate both positive and problematic aspects of the STS mentoring.

Systematic Teaching and Personalized Assistance Analysis Based on Teacher Module and Student Module-

Systematic Teaching and Personalized Assistance Analysis Based on Teacher Module and Student Module-

Adapting teaching practices and enhancing intercultural competence: student teachers’ experiences in an international exchange program

Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environment. Design/methodology/approach Using a qualitative case study approach, this research highlights the transformative experiences of 13 Vietnamese student teachers who participated in a three-week exchange program in Thailand. Data were gathered using semi-structured interviews and reflective journals to capture rich insights into how the exchange shaped their teaching practices and intercultural competence. Findings The findings indicate that the program significantly impacted participants’ teaching practices, as they adapted their instructional strategies to better meet the needs of diverse students and manage cross-cultural classroom dynamics. In addition, participants demonstrated growth in intercultural competence, developing greater empathy, flexibility and cultural sensitivity. These skills not only improved their teaching but also enabled them to engage more effectively with students from different cultural backgrounds. Originality/value This study contributes to the understanding of how short-term international experiences can lead to both pedagogical transformations and the development of intercultural competence in a global educational context. It underscores the necessity of incorporating structured intercultural training within teacher education programs to better prepare educators for the complexities of teaching in culturally diverse settings.

Incorporating Critical Pedagogy into Second Language Teacher Education: An Identity Lens

Language teacher identity has become an established field of inquiry over the past decades. Despite strong calls to integrate critical pedagogy into language teacher education programs to foster student teachers’ critical awareness and catalyze their identity development, there is a paucity of empirical studies on how such integration can take place and influence student teachers’ identity construction. Adopting a case study approach, this article demonstrates two student teachers’ identity changes in an undergraduate Teaching English to Speakers of Other Languages course with a critical pedagogy design. Multiple sources of data were collected including semi-structured individual interviews, online forum discussion records and final reflection essays. Throughout the course, the two student teachers actively engaged in multiple course activities and reflected on their personal beliefs about English and its learning and use. Diwata (pseudonym) regained confidence as a language teacher who was determined to disprove misconceptions in this field, and Ting (pseudonym) reclaimed ownership of English by unearthing her shining points in teaching (e.g. shared experience and empathy with students). The findings underscore the role of critical pedagogy in catalyzing student teachers’ identity transformation into linguistically inclusive, socially conscious and culturally responsive language teachers. Practical implications are also provided in the article.

A Study on the Use of Large Language Models for Lesson Preparation by Student Teachers in Hong Kong

This study focuses on Hong Kong's student teachers and explores whether they utilize large language models (LLMs) for lesson planning, as well as their perspectives on this practice. The findings reveal that some student teachers have begun adopting LLMs, discovering that it significantly enhances their lesson planning efficiency and enriches their instructional content. However, they also encounter challenges such as mastering artificial intelligence (AI) technology. On the other hand, despite recognizing that LLMs represent a popular trend in the future, some student teachers have not yet adopted this technology due to insufficient guidance and privacy concerns. Overall, student teachers are receptive to the application of AI technology in lesson planning and believe it can revolutionize teaching methods. Still, they call for more support and guidance to surmount potential issues. The study concludes that AI technology holds substantial potential in the education field but requires meticulous guidance and regulation to maximize its positive impact.

Personal Factors as Predictors of Attitude Towards ICT Utilisation Among Lecturers of Students with Special Needs in Nigeria

Teaching students with special educational needs in higher institutions of learning, through the use of information and communication technology (ICT) facilities and equipment is beneficial to both the students and their lecturers. This study, therefore, investigates the contribution of lecturers’ personal factors (age, teaching experience, area of specialization and educational qualification) to the attitude of lecturers towards the use of ICT in teaching students with special educational needs in higher institutions of learning in Oyo State Nigeria. The descriptive research design was used, while the multi-stage sampling procedure was adopted for the study. There was a purposive selection of two institutions namely, the University of Ibadan and Federal College of Education (Special) Oyo, Oyo State, Nigeria. Using random sampling technique, 80 lecturers were selected from the two institutions. An adapted questionnaire on the attitudes of in-service teachers toward the use of the ICT was adopted for data collection. Data was analysed using frequency counts, percentages and multiple regression statistics. Demographic profiles revealed that the majority of the respondents were aged 44 years and above, highly experienced lecturers, Ph.D holders, special educators and from the non-science disciplines. The joint contribution of personal factors to lecturers’ attitude towards the use of ICT in teaching persons with special educational needs shows a multiple correlation R of 0.147 and a multiple R2 of 0.022. Also, the relative contributions of the independent variables to the dependent variable, expressed as beta weights, reveal: age (β = 0.02), teaching experience (β = 0.10), area of specialization (β = 0.07), and educational qualification (β = 0.03) respectively. The study concluded that the selected demographic variables are not significant predictors of lecturers’ attitude towards the use of ICT in teaching students with special educational needs in higher institutions of learning. It was recommended that all categories of lecturers, notwithstanding their demographics, should be encouraged to acquire more skills in the use of ICT tools for teaching their students with special educational needs and use these skills effectively for enhanced learning outcomes.

Surgical video course receives better evaluation than participation in the operating room as part of student teaching

Imparting knowledge in the operating room represents aparticular challenge in student teaching. Participation in the operating room was compared with teaching via a surgical video course as part of the block practical course in ophthalmology at the University of Lübeck. All students took part in both observation in the operating room and in the video course. Thereafter, they were surveyed on both forms of teaching using the same items taken from a catalogue of questions. Based on the evaluation of these answers, we carried out adirect comparison between participation in the operating room and teaching with surgical videos. Teaching of the surgical content and steps (p < 001), the underlying clinical picture (p < 001), the surgical indication (p < 001), and the surgical outcome (p < 001) was rated better in the surgical video course than for participation in the operating room. The assessment of learning gain (p < 001) was also higher in the surgical video course. Only the interest in ophthalmic surgery (p = 0.62) was rated similarly between participation in the operating room and teaching with surgical videos. The video format is well suited for pure knowledge transfer. However, it does not replace participation in the operating room, where not only the operation itself can be followed but also the preparation and post-processing of the surgery. We therefore prefer acombination of both parts of the course and will retain the structure presented. In addition, we will use the knowledge gained to further improve teaching in the operating room.

The Use, Profile, Uptake, Characteristics and Attributes of Users of Homeopathy: Initial Findings from a Student Teaching Tele-Healthcare Clinic Based in North America

Research into the uptake profile and usage of Homeopathy has hitherto tended to be buried amongst complementary medicine research. Despite high levels of uptake of homeopathy, and robust numbers of over-the-counter sales of homeopathic products the current evidence evaluating the uptake of homeopathy remains limited on several fronts. The aim of this study is to explore the basic demographic features and characteristics of users of homeopathy services. The setting is a student teaching tele-health facility based in NA. Concurrent intake forms from 303 participants were analyzed. Intake forms were entered into a coding frame instrument designed and developed to explore health care information. A majority of participants (70%) who attend this clinic are female. The average age is 31 years old. Almost half of the participants in this clinic were using other additional complementary therapies in the management of their conditions. Almost the same number of participants (134) were only using homeopathy. The majority had some prior use of homeopathic products (91.6%), but 52.8% of participants had never worked with a professional homeopath. Twenty-four conditions are listed by participants as chief health complaints. Findings are in alignment with what is already known about the uptake in complementary medicine. Findings also reveal that the users of Homeopathy are seeking an ‘alternative’ to conventional medicine rather than only using Homeopathy as ‘complementary’ medicine. A proportion of participants in this clinical setting find homeopathy through over-the-counter sales and are, for a period, self-prescribing in chronic conditions. Further comparative research is needed to compare this to other complementary medicine avenues as well as conventional medicine settings. Conclusion: This in-depth empirical study of the users of homeopathy at one clinical facility represents initial, novel measured preliminary insights into the participants features and characteristics.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; x¯age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.

TEACHING STUDENTS COMPREHENSIVE DESIGN OF DECORATIVE AND APPLIED ART OBJECTS

TEACHING STUDENTS COMPREHENSIVE DESIGN OF DECORATIVE AND APPLIED ART OBJECTS

Faculty's Negative Emotions in Poor Teacher–Student Online Interactions: Sources and Intentional Handling Strategies

ABSTRACTA knowledge gap exists regarding the faculty's dynamic selection and modification of emotion regulation strategies to reduce negative emotions in synchronous teaching. This study conducted semi‐structured interviews with 16 teachers at higher education institutions in China, focusing on their handling of the negative emotions that arose from poor teacher–student interactions. Technology‐induced and student‐induced behaviour problems are two primary causes of faculty's negative emotions. The problem‐focused emotion regulation strategy effectively reduced faculty's negative emotions when facing the former. In handling student‐induced negative emotions, the problem‐focused strategy was only occasionally sufficient. The ownership of synchronous teaching provides faculty with continuous agency to reflect on teaching challenges. The outcome of this reflection enables faculty to alter emotion regulation strategies and ultimately reduce negative emotions without compromising students' rights. We propose that critical reflection that challenges underlying assumptions (e.g., double‐loop learning) can effectively mitigate negative emotions while ensuring equitable online education.

Cultivating Moral Values: An Analytical Study of Current Practices in Government Primary Schools

The study's goal was to investigate current practices promoted by teachers for students' moral development in primary schools. The study was descriptive. The study's population consisted of 3955 teachers from government schools in the district of Multan, Punjab, Pakistan. A sample of 300 (male, 160; female, 140) The elementary public schools in the Multan district were surveyed for their teachers using a simple random sample approach. Descriptive and inferential statistical techniques were used to examine the acquired data. These methods included calculating the mean, standard deviation, percentage, independent variable, and t-test. Overall, the study's results indicate that most teachers are performing well in promoting activities, contributing positively to the moral development of their students. The study recommended that schools should recognize and reward students who demonstrate excellent behavior during their school stay.