Teacher Education Development Research Articles

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Engaging Preservice Secondary Science Teachers in TeachLivETM to Support English Learners in Developing and Communicating Science Ideas: An Innovation Guided by a Trifocal Approach

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.

Z세대 예비영유아교사의 자기보고에 관한 질적 내용분석

This study qualitatively analyzes the self-report of 22 Generation Z pre-service early childhood teachers attending a four-year university, in anticipation of the imminent implementation of the policy integrating early childhood care and education systems. The self-reports consist of freely written reflections on various topics, including the reasons for aspiring to become an early childhood teacher, the background of their family environment, their innate dispositions, personal experiences related to their career path, their self-assessment of whether they possess the qualities and competencies required as early childhood teachers, and in what aspects they see themselves as suitable or lacking for the role.The total text amounted to 48 pages, and a continuous comparative analysis method was applied through the coding process. The qualitative content analysis resulted in the identification of three key concepts: developmental and environmental characteristics, personal characteristics, and relational characteristics, which were further categorized into seven main themes. The developmental and environmental characteristics included motivations for choosing a career in early childhood education. The personal characteristics encompassed self-management, the thoughts and attitudes of early childhood teachers, and efforts to improve oneself in preparation for the role. The relational characteristics were categorized as empathy and consideration, cooperation and support, and the demand for professionalism among early childhood teachers. An understanding and analysis of Generation Z pre-service early childhood teachers can provide valuable reference material when restructuring teacher education or teacher personality development courses in early childhood education departments, particularly after the integration of early childhood education and care systems.

Exploring Themes in English Language Teaching Publications in Iran’s Medical Education: A Content Analysis

The present study explored the trajectories of themes in the English for Medical Purposes (EMP) studies in the Iranian medical education context. Informed with the frameworks of language planning, it juxtaposed the extracted themes with the pillars of English for Specific Purposes (ESP)-needs analysis, learning objectives, materials and methods, and evaluation. It explored the EMP themes in a corpus of 41 documents extracted from Google Scholar, Scopus, ISI, and PubMed databases. Then, the researchers performed a content analysis of the corpus based on a matrix incorporating the title, abstract, introduction, and discussion, keywords, and the field of expertise of the author(s) of the documents. The analysis revealed the themes of learners’ need analysis, language skills, learning strategies, cognitive and affective variables, teaching methodology, teaching materials, material evaluation, use of technology, evaluation of learners and learning, program evaluation, and evaluation of instructors. The juxtaposition of the themes with the mainstream pillars showed that although there was a match between the themes and the pillars, the size of the themes falling under each pillar differed. While utilizing technology and affective variables were the most frequent themes, learning materials, language skills, and learner variables were the least frequent ones. Most of the themes matched with the learning objectives pillar; the needs analysis pillar, on the other hand, had the fewest number of the themes. Notable gaps, particularly in the areas of instructors' needs, administrative needs, learner variables, and instructor variables were discovered. The study also showed that EMP research predominantly focuses on English for medical academic purposes (EMAP) in the absence of studies on English for Medical Occupational purposes (EMOP). The findings have implications for EMP research, policy setting, teacher education, and materials development, providing guidance for future research endeavors and contributing to the enhancement of English language education in the field of medical sciences.

Role of English language teaching methods in enhancing English language learning at Chinese vocational colleges: Mediating influence of intercultural communicative competence

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

Learning into the unknown: art education as a means to better understand learning for sustainability

ABSTRACT Whether in response to a growing awareness of climate change and sustainability issues or to government strategies in this area, teachers are increasingly encouraged to incorporate these issues into their teaching and ultimately, their assessment practices. In England, however, there are no guidelines on how this might be achieved and no mention of learning for sustainability (LfS) in official frameworks for initial teacher education or continuous professional development. LfS aims to develop students’ critical and creative thinking and their self-confidence in addressing complex and unforeseeable issues. With that in mind, this article explores the similarities between LfS and art education because in both fields students encounter the unknown and seek creative solutions in novel ways, all of which challenges increasingly rigid regimes of standardised assessment. While we hope this might provide guidance for those who are unfamiliar with LfS, we recognise that the analogy is imperfect, so contradictions between LfS and art education are also highlighted. The ultimate objective of this work is to support further investigation on how assessment practices used in art education might inform the assessment of LfS and how teacher CPD programmes can support teachers to assess LfS, an area of limited research at present.

Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children

The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi—northern Scandinavia and northwest Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.

Professional development in teacher education: (Vocational) teacher students’ descriptions

This article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher education means for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the development of subject specific and vocational knowledge, 3) the development of leadership, 4) the development of relationship-building, 5) the development of knowledge about policy documents, laws, rules and regulations, 6) the development in relation to changes in the society. Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study describe that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.

EXPLORING KAZAKH EFL TEACHERS’ PROFESSIONAL IDENTITY: A QUANTITATIVE STUDY

This study's extensive quantitative research design to investigate the professional identities of in-service EFL teachers in Kazakhstan and Turkistan makes it stand out. A comprehensive survey, unparalleled in scope and exhaustiveness, was distributed to 470 English instructors in 45 state schools, offering an extensive synopsis of how these educators see their professional identities. The survey findings provide insights into several professional identity factors, including the propensity to teach, act as role models, and establish productive learning settings. The results show that participants' professional identities were generally average, with major exceptions for knowledge-sharing and role modeling. Simultaneously, less emphasis was placed on recognizing students' original language culture and establishing a favorable classroom atmosphere. The study also looks at how different professional identities are within qualification categories, and it finds statistically significant variances that highlight how teachers' self-perception and professional growth are influenced by their educational background. These findings have implications for teacher education and professional development initiatives and a deeper knowledge of the elements influencing EFL instructors' professional identities in Kazakhstan.

Exploring diverse educators’ language ideologies: how lived experiences shape understandings of bilingual education goals

ABSTRACT This study explores the ways diverse educators’ lived experiences shape their understanding of dual language bilingual education (DLBE) goals, responding to calls for research to better understand how educator ideologies impact the equitable implementation of program goals. This qualitative case study highlights the voices of DLBE educators who identify as transnational, Latinx and African American and includes data from classroom observations, interviews, focus groups and pláticas. We offer a conceptual framework that reveals how ideologies related to language acquisition, status, and variation are impacted by teachers’ prior schooling/teaching, institutional positioning and understandings of racialization and cultural identity – sociocultural factors that are co-constructed across micro and macro-level discourse. Our findings suggest that through teaching in DLBE programs and reflecting upon their lived experiences, educators’ ideologies are constantly developing and can shift to foreground equity and center multilingual learners in DLBE programs. Our study has implications for teacher education and professional development that recognizes educators’ diverse experiences (e.g. transnational and/or lived experiences related to race/ethnicity and institutional positioning) to support the ongoing development of ideological clarity that has bearing on the realization of DLBE goals in the pursuit of equity.

Examining the personal growth of college teacher educators through the lens of human development ecology: An approach utilizing artificial neural networks (ANNs) modeling

College teacher educators play a crucial role in improving teaching quality and have a significant impact on educational development. They must engage in a process of self-growth to achieve personal development, considering the interaction between individuals and their environment. This process involves deep exploration of their knowledge, skills, and attitudes, as well as an understanding of the broader institutional and cultural contexts. Through self-reflection and continuous learning, college teacher educators can foster personal growth by acquiring new teaching strategies, developing effective communication and interpersonal skills, and cultivating a reflective and adaptive teaching practice. Collaboration with colleagues, engagement with professional communities, and involvement in educational research and innovation are also essential aspects of personal growth. Creating supportive environments that facilitate the continuous development of college teacher educators is crucial for enhanced teaching quality and educational advancement. In this study, an artificial neural network (ANN) was employed to estimate the impact of changes in knowledge and skill development and reflection and continuous learning on the acquisition of new educational strategies, development of communication and interpersonal skills, and reflective and adaptive practice. The ANN's predictions indicate that increasing reflection and continuous learning has a more positive impact on acquiring new educational strategies compared to increasing knowledge and skill development alone. Additionally, when both knowledge and skill development and reflection and continuous learning are combined, it results in substantial growth in the development of communication and interpersonal skills and reflective and adaptive practice. The accuracy of the neural network's predictions was evaluated using linear regression, showing an acceptable level of error when compared to the experimental results.

Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens

ABSTRACT Purpose: Despite the acknowledged impact of generative artificial intelligence chatbot (ChatGPT) in the field of education, further research is necessary to explore the potential of ChatGPT in enhancing the professional growth of English as a foreign language (EFL) teachers. Hence, this study aims to uncover how Iranian EFL teachers’ (four novice and four experienced teachers) ChatGPT-driven collaborative reflective practice (CRP), both independently and collaboratively, can contribute to their professional development. Design/methodology/approach: We adopted a transcendental phenomenology approach which encouraged us to eliminate any biases or preconceived notions we may have had regarding the phenomenon under investigation and analyzed the data thematically. Findings: Findings gathered through group discussions, observations, and semi-structured interviews demonstrated that EFL teachers developed professionally through ChatGPT-driven CRP done individually and collaboratively. Teachers’ individual reflection with ChatGPT served as a complementary preparatory step for contributing insightful perspectives during CRP in the community of practice (CoP). Originality/value: Discussion of findings indicates the ways ChatGPT-driven CRP as a new mode can enhance the quality of language teacher education and professional development programs, especially in disadvantaged contexts where mentors and teacher educators are not always available to provide language teachers with reflective feedback.

Multidisciplinary learning assessment in Finland – a phenomenographic approach on teachers’ perceptions

ABSTRACT Multidisciplinary learning (ML) contexts have become an integral part of teaching. Since the 2014 curriculum reform in Finland, certain aspects of learning assessment have changed in Finnish basic education. These educational policy reforms and their practical implementation have increased national and international interest in the Finnish curriculum and its approach to learning assessment. This paper explores Finnish primary school (students aged 7–12) teachers’ (PST) perceptions of the significance of learning assessment in basic education, particularly regarding multidisciplinary learning modules. This study implements a phenomenographic research design based on semi-structured interviews (n = 15). The qualitative analysis resulted in five hierarchical outcome categories reflecting the primary school teachers’ perception of significance of learning assessment in a multidisciplinary learning context. The results indicate that primary school teachers’ perceptions of the significance of learning assessment can influence both the variety of assessment, and the teacher/student roles in the design and implementation of assessment. The qualitative findings of this study deepen our understanding of the role of learning assessment in multidisciplinary learning and teaching and support the further development of teacher education in the field of learning assessment. Interactive, comprehensive assessment strengthens quality learning by making learning visible and steering learning towards its goals.

Assessing the Potential for a PhD in Education Program with Specializations at LSPU-System: A Feasibility Study

The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Education program at LSPU. The study utilized a quantitative research design to gather data from 243 respondents consisting of teachers, education professionals, and stakeholders in the field of education. The data were analyzed using descriptive statistics and inferential analysis to evaluate the potential demand for the program, the availability of qualified faculty members, and the resources needed to support the program. The results showed that there is a high demand for advanced degrees in education, as evidenced by the majority of respondents expressing interest in pursuing a PhD in Education. The study also found that LSPU has an adequate number of qualified faculty members who meet the minimum requirements set by the Commission on Higher Education (CHED) policies and guidelines. Additionally, LSPU's status as a Center of Development in Teacher Education reflects the university's commitment to excellence in teacher education, which is directly relevant to the proposed PhD in Education program. The study concluded that LSPU is well-positioned to offer a PhD in Education program, given its available resources, qualified faculty, and high demand from potential students. This study's findings can provide valuable insights for LSPU in making informed decisions regarding the development and implementation of a PhD in Education program. The study's implications extend beyond LSPU, as other universities interested in offering similar programs can use these findings as a reference for their own feasibility studies.

Mentoring in Initial Teacher Education: Practices and Needs for Continuing Professional Development of Romanian School-Based Teacher Educators

Practical training is an important component of initial teacher education (ITE). Interactions with the educational reality in schools and with school-based teacher educators (SBTEs) are crucial to practical training. Often, SBTEs lack specific and consistent training to work with future teachers. This study aimed to identify the practices and needs of SBTEs guiding the pedagogical practicum of students, future teachers working in Romanian kindergarten and primary education. A questionnaire provided by the International Forum for Teacher Educator Development (InFo-TED) was administered in December 2021 to January 2022 to 116 SBTEs conducting mentoring activities for future teachers in primary schools and kindergartens. The analysis of their responses by level of education and experience highlighted the perceived usefulness of activity types considered relevant and less relevant in mentoring, training activities previously accessed, professional training needs, and how research is valued in mentoring. Specific training practices and needs are highlighted, providing grounds for developing training programs and interventions aimed at enhancing SBTEs’ competencies in mentoring prospective teachers.

Создание системы обеспечения качества педагогического образования в Китае на основе стандартов: Ретроспектива и перспектива

After entering the 21st century, a series of standards have been developed to build a standards-based quality assurance system for teacher education in China. The building of quality assurance system for teacher education has made some achievements, but it also faces some problem. At present, the building of high-quality teacher education system has been determined as the most important task in the reform and development of teacher education in China. This requires us to improve the quality assurance system for high-quality teacher education on the basis of reflecting on the existing system building. Based on documentary analysis the paper examines the building process and compositions of the standards-based quality assurance system for teacher education in China, and analyzes the problems and challenges of the existing system and puts forward some suggestions on building a quality assurance system for teacher education based on development-oriented teacher professional standards.

AI 디지털교과서 도입과 활용에 관한 중등수학교사의 인식 조사 연구: 학습자 맞춤 교육 실현을 위한 과제

This study explores mathematics teachers' perceptions of the adoption and utilization of AI digital mathematics textbooks and provides implications for both the development of AI digital textbooks and teacher education. A survey was conducted in November 2023 with 130 secondary school mathematics teachers to analyze their perceptions regarding (1) understanding and necessity of AI digital textbooks, (2) key features, (3) application in mathematics instruction, and (4) teacher professional development. The results reveal that while secondary mathematics teachers recognize the necessity of adopting AI digital textbooks, there is a significant gap in their understanding and experience with the core functionalities. There is a strong demand for features such as learning diagnostics and dashboard to support adaptive learning, along with expectations for student-centered adaptive learning and emotional support. However, concerns were also raised about decreased interactivity and challenges in lesson preparation due to changes in the educational environment. Based on these findings, the study suggests the need for enhanced teacher professional development to deepen teachers’ understanding and support practical implementation, as well as functional improvements to AI digital textbooks to ensure their effective and practical adoption in educational settings.

Creative Teaching in the Context of Educational Reform: Insights from the Perspective of In-service Teachers

Aim. This study aims to elucidate the multifaceted nature of creative teaching within the specific context of educational reform by exploring the nuanced perspectives of in-service teachers through their real-life teaching experiences. Methods. A qualitative approach was adopted, with semi-structured, vignette-based interviews with 19 teachers from elementary, junior high, and senior high schools in Taiwan. Data analysis followed reflexive thematic analysis methods. Results. The findings underscore that in-service teachers perceive creative teaching not as the creation of entirely new educational paradigms but rather as the adoption of unconventional methods. This entails the adaptive and strategic utilisation of diverse teaching methods, the integration of multidisciplinary content, and an enduring commitment to continuous improvement. It is an incremental process involving the continuous absorption of new concepts, the adaptation of new methods, and making progressive adjustments. Conclusion. Enhancing teachers’ creative teaching requires a context-specific understanding of its essence, facilitating targeted promotion and teacher education. This study addresses the research gap by qualitatively investigating teachers’ perspectives on creative teaching and its implementation. The insights gained in this study are crucial in guiding the effective integration of creativity into pedagogical practice within teacher education and professional development endeavours. Cognitive value. This study challenges the conventional notion that creative teaching involves the invention of entirely new methods, arguing instead that creative teaching is primarily concerned with the ways in which teachers implement unconventional approaches, rather than the novelty of those approaches. These findings offer a novel perspective on fostering creative teaching within teacher development endeavours.

“We Will Just Have to Take It Underground”: A Black Studies Approach to Teacher Education and Critical Professional Development

In the context of contemporary attacks on Diversity, Equity, and Inclusion (DEI) and curricula that critically interrogate race and power, as well as the Eurocentric nature of traditional teacher education, out-of-school spaces for the critical development of teachers seeking to bring Black studies into their classrooms are necessary. Informed by the historical approaches of Black educators, the authors of this essay partnered with high school and university educators of color to engage in a collaborative process of teacher education, professional development, and curriculum design. The collaboration highlights the importance of curriculum codesign as a teaching method for developing educators’ content and pedagogical knowledge.

A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?

As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.