Teacher Education Programs Research Articles

<b>From Imagination to Practice: Unravelling the Professional Identity of a Pre-service EFL Teacher</b>

This study uses a narrative inquiry method, focusing on the transformation journey of a pre-service EFL teacher named Brandon (pseudonym), to explore the complex process of professional identity construction and reconstruction for pre-service teachers to teach EFL from a teaching practicum. The study gathered information about critical events that shaped Brandon's professional identity through semi-structured interviews and diaries before and during his teaching practice. Using an innovative "story constellation" approach, the research creates a three-dimensional narrative, weaving together temporal, personal, social, and contextual aspects. This exploration of Brandon's journey illuminates the core tenets of effective language teaching, including adaptability, empathy, continuous learning, and a student-centred approach, thereby gaining a deeper understanding of the (re)construction of EFL teachers' professional identities. This study widens knowledge of EFL teachers' pre-teaching professional experiences and offers important implications for teacher education programs.

Transforming Sports Officiating Education: Effects of the Student-Designed Games Model on University PETE Programs

ABSTRACT This study investigates the effectiveness of the student-designed games (SDG) model in enhancing effort, cooperation, and enjoyment among 173 preservice teachers in a university-level sports officiating course within a Physical Education Teacher Education (PETE) program. Using a quasiexperimental design, participants were divided into an experimental group, which underwent an 18-week SDG intervention, and a contrast group, which received conventional instruction. ANCOVA results indicated significant improvements in all areas for the SDG group. The findings highlight the potential of the SDG model to create an interactive learning environment and improve learning outcomes in PETE programs. This research extends the application of SDG to higher education and non-western context, highlighting its potential to improve the learning outcomes.

The application of curriculum analytics for improving assessments and quality assurance in higher education

Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic studies. Well-mapped curricula that reference relevant standards and articulate aligned assessments are foundational for effective teaching and learning. Curriculum quality assurance measures are commonly accepted as a means of assuring accurate mapping. Assurance processes are, however, resource-intensive, error-prone and reflect human biases. Few studies have adopted an analytical approach to ensure programme quality assurance steps are traceable to a fundamental level of these maps: single courses and their assessment items. In this study, we adopted a novel curriculum analytics methodology to validate the mapping of professional standards to course-based assessments in a higher education degree program. Using an Australian initial teacher education programme as a case study, we applied and analysed results from a structured methodology that may be implemented across other disciplinary programs. Practical implications for quality assurance in higher education and the methodological contributions of this novel approach are further discussed. Implications for practice or policy: Quality assurance mechanisms in higher education serve to demonstrate that specific accreditation standards have been attained or maintained. An evidence-based approach is needed to ensure curriculum mapping and quality assurance. This study's novel curriculum analytics approach provides a robust foundation for demonstrating assessments’ compliance with accreditation standards at the degree program level. A data-driven approach for quality assurance presents opportunities for wider and scalable applications across other institutions.

The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

Assessment of the barriers to AI integration in teacher education programme through Deiph method Nigerian Universities lecturers’ experience

The study adopted survey design to examine Michael Okpara University OF Agriculture Umudike and Alvan Ikoku University of Education Owerri teacher educators’ experience on the barriers to AI integration in teacher education programme in Nigerian universities through Deiph method. Researchers’ made experience response questionnaire titled” Teacher-educators Questionnaire on the barriers to Ai integration in Teacher education programme in Nigerian Universities using Deiph method” (TQBAIEEP). TQBAIEEP was used for data collection. It had reliability coefficient of 0.8 5 determined using Cronbach Alpha. The data collected was analyzed using mean and standard deviation in answering research questions. The findings showed that teacher educators’ experiences indicate that barriers to AI integration in teacher education in Nigerian universities exist at the institutional, technological, and socio-cultural factors levels. Recommendations were made which span institutional, technological, and socio-cultural dimensions, emphasizing cross-cutting strategies and capacity building. The Deiph method provides a structured framework for diagnosing, evaluating, identifying, and prioritizing the barriers.

Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals

This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its pre-service teacher education courses. The findings revealed that pre-service teachers perform best in “Quality Education” and “Gender Equality.” Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,”“Life below Water,” and “Life on Land” as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.

Showing What They Know: How Supervisors Express Their Assessment Literacy

This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors’ assessment literacy, which could inform research and practice.

INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS

This study aimed at exploring how English as a foreign language (hereafter, EFL) preservice teacher (hereafter, PSTs) who had no teaching experience perceived Informal Digital Learning of English (hereafter, IDLE) and their IDLE implementation ideas for their future students’ out-of-class activities to support formal classroom instruction. The researchers employed a basic qualitative design to understand the participants’ perceptions and implementation ideas. The data were gathered through interviews and document analysis, and subsequently, 14 EFL PSTs with no prior teaching experience were recruited using a purposive sampling strategy. The data were transcribed, coded, and analyzed using inductive thematic analysis. The findings give new insights that the participants had positive perceptions towards IDLE and had various implementation ideas of IDLE for their future students, mostly through disrupting Web 2.0 technology tools, even though they had no teaching experience using technology. Two implications for English educators and teacher education programs are highlighted in this article: changing teachers’ mindsets towards EFL learning and the insertion of IDLE as a topic into pedagogy courses.

Teacher content-language awareness in Canadian immersion teacher education programs

Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service teachers acquire the knowledge and awareness they need to be effective. In recent years, scholars have lamented that research has ignored immersion teacher education and that teachers and teacher educators do not yet fully understand the knowledge base that immersion teachers require. This article reports on an exploratory study that included an examination of web-based program descriptions, course outlines, focus groups with course instructors (N = 11), and teacher candidates (N = 29) to compare immersion teacher education programs at Canadian universities with the goal of better understanding how they develop learners’ Teacher Content-Language Awareness (TCLA) and what challenges they face. Findings include the urgent need to establish general guidelines for content-based teacher education programs as well as the need to include criticality as a fundamental element to all TCLA domains.

Management Framework for Quality Assurance to Strengthen Technology and TVET Pre-service Teacher Education

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

Effectiveness of Multimedia Package on Student-teachers’ Achievement in Information and Communication Technology (ICT) in Education Course

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teacher-training to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University's pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

Pre-service teachers’ attitudes to and knowledge of marine plastic pollution and its impacts on the natural environment

Marine plastic pollution is a pervasive worldwide problem, with over 17 million metric tons of plastic entering oceans annually. While education is key to addressing this issue, initial teacher education lags behind other types of education. This paper responds to this gap by investigating a small sample of Australian early childhood and primary pre-service teachers’ (n = 13) attitudes to and knowledge of marine plastic pollution and its impact on natural environments. A mixed-methods questionnaire revealed that 100% of respondents are concerned about the impacts of marine plastic pollution, 100% believe consumers must demand less plastic, and 91% call for increased government efforts to clean up plastic pollution. Responses to the open-ended questions also identified challenges associated with tackling this issue, including the economic viability and widespread use of plastics, inadequate waste management systems, and resource constraints. Results also revealed that most respondents possess good knowledge about what constitutes marine plastic pollution and the impacts on natural and social systems. However, only a few could identify specific chemical effects of plastic pollution. This study provides baseline data to inform the development of marine plastic pollution education for initial teacher education programs, addressing a critical gap in preparing future teachers to tackle a global issue.

Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

Teacher-written feedback in L2 writing education: Insights into student tensions and responses

This study aimed to investigate the perceptions and experiences of six undergraduate students enrolled in two writing courses within an L2 teacher education programme. The focus was on understanding the tensions these students experienced when engaging with their tutors' written feedback and the impact of these tensions on their responses. Adopting a qualitative methodology, the research involved semi-structured background interviews and stimulated recall interviews. Key findings reveal multiple dimensions of tensions, including emotional, interpersonal, academic, and institutional. Students employed various adaptive and maladaptive strategies to navigate these tensions, ranging from proactive engagement and peer support to avoidance and selective feedback engagement. The study also identified five characteristics of the interaction between tensions and responses: dynamic, context-dependent, idiosyncratic, cumulative, and interconnected. These insights emphasise the need for educators to provide clear, specific, and constructive feedback, and foster a supportive environment that mitigates negative impacts and promotes adaptive strategies. The findings have significant implications for research and practice, advocating for the development of feedback literacy among educators and students to enhance the effectiveness of written feedback in L2 writing education.

Путь к инновационному дизайну педагогического образования: Профессиональная идентичность учителей как центральное понятие

Teacher education program as a focal platform of teacher identity construction has extensively been explored recently. This study examines the Engage, Study, Activate (ESA) teacher education model's effectiveness in fostering teacher professional identity. Utilizing Freeman’s (2020) evaluation model, the ESA model's content and design were analyzed. A qualitative case study followed one participant over a year, using written narratives, interviews, and demos. Applying document and thematic analysis, findings showed 93% alignment with Freeman’s knowledge base and identified three key themes: forming personal beliefs, overcoming self-doubt, and developing global citizenship. The study underscores the importance of incorporating intercultural topics, AI, and digital tools into the ESA program, highlighting its value for pre-service teachers, educators, curriculum developers, and researchers in understanding teacher identity.

The transformative potential of Open Educational Resources for teacher education and practice

ABSTRACT Open educational resources (OER) have significant potential for transforming teacher education in developing countries, yet this remains underexplored. This systematic literature review analyzes 98 articles to understand the impact and innovative prospects of OER’s ‘openness’ attributes on teacher education over the past two decades. While free access to OER is a crucial benefit and contributes to teacher education programmes, effective OER use relies on the proper application of other attributes. Thus, adaptation allows tailoring of materials to specific needs, promoting flexibility and contextualised learning, which are vital for effective teacher education. Free access addresses barriers like the digital divide and ensures content quality and sustainability, enabling equitable access to educational resources. Collaborative practices through OER foster knowledge co-construction and the development of essential 21st-century skills for teachers. The combination of formal and informal learning and remixing enriches teacher education by integrating structured curricula with personalised learning paths. This broader view of ‘openness’ beyond mere access provides insights for reshaping teacher education programmes to be more innovative and responsive to the evolving needs of educators in developing countries. The findings offer guidance for policies and practices to cultivate a new generation of empowered, adaptive teachers through OER integration.

A Socio-Constructivist Perspective on Problem-Solving Approaches in Mathematics: Perceptions of Future Primary Education Teachers

This study investigates the perceptions of future primary education teachers regarding the implementation of a problem-solving teaching approach from a socio-constructivist perspective. Although previous research has shown the benefits of problem-solving in mathematics education, few studies have yet focused on preservice teachers in primary education, particularly within a socio-constructivist framework. Therefore, this study addresses this gap by exploring the effectiveness and challenges of the Building Thinking Classrooms approach developed by Peter Liljedahl. The study was conducted through a case study design involving 36 first-year preservice teachers enrolled in a mathematics didactics course at a public university in Chile. Qualitative and quantitative data were collected through surveys, field logs, and classroom observations. The data analysis included descriptive statistics and content analysis to understand the students’ perceptions of problem difficulty, engagement, and the overall approach. The findings reveal that the problem-solving approach was positively perceived by the participants, highlighting its role in fostering critical thinking, collaboration, and a deep understanding of mathematical concepts. However, challenges were identified, particularly regarding group work and the autonomy required in solving problems. Furthermore, the study identified areas in which additional support could enhance the effectiveness of problem-solving approaches. This research underlines the importance of integrating problem-solving approaches into teacher education programmes and highlights the need for future research on the long-term impacts and strategies needed to support autonomy and collaborative learning.

Comparison of the Effectiveness of Microteaching and School Environmental Introduction (PLP 2) in Developing Teaching Skills for Biology Education Students

The research presented a comparison analysis of the effectiveness of microteaching and PLP 2 in developing teaching skills for biology education students. Microteaching, a commonly used method in higher education, involves simulated teaching sessions where students receive feedback from peers and instructors. On the other hand, PLP 2 offers practical teaching experience in a school environment, providing real challenges and interaction with students in the classroom. This research evaluates and compares how both methods contribute to improving teaching competencies. The main findings indicate that while microteaching focuses on pedagogical techniques and classroom management, PLP 2 emphasizes adaptability to various learning environments and student engagement strategies. The study concludes that integrating both approaches into teacher education programs can better prepare aspiring educators with the comprehensive skills to teach in diverse educational contexts

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

예비교사의 사회과 수업 연구 - 낮은 선호의 내용 영역은 어떻게 수업을 할까?

Purpose: The purpose of this study was to examine how preservice teachers constructed detours in teaching a less favored area of Social Studies, with implications for their development as professional educators. Methods: To this end, data collected from sixty-five preservice teachers were analyzed based on grounded theory. Results: The results showed that the phenomenon was 'hesitancy to teach non-preferred areas' and the causal condition was 'negative experiences with Social Studies in school'. The contextual condition influencing the change in the central phenomenon was “the influence of the preservice teacher education program,” and the mediating condition was “adjustment with fellow preservice teachers. The action/interaction for breakthrough in teaching non-preferred areas of Social Studies was “the sum of student experiences, preservice curriculum, and teamwork,” which resulted in “a desire to improve the quality of Social Studies teaching. The pattern of bypassing for teaching non-preferred areas of Social Studies was that: first, the causal conditions associated with the central phenomenon acted as antecedents for intervention strategies, with experiences as a student guiding teaching and learning choices; second, knowledge accumulation did not occur as a strategy to counteract the lack of content area knowledge identified as an important reason for non-preferred areas of Social Studies; and third, preservice teachers' current focus was on “how to learn”. Third, a strong perception that Social Studies should reflect life and that life should be influenced by Social Studies was the dominant criterion for choices related to Social Studies instruction. Fourth, circumvention strategies differed across Social Studies content areas, with differences in post-teaching efficacy depending on the degree of congruence between teaching intentions, teaching methods, and demonstration performance. Finally, lesson demonstrations that targeted weaknesses were found to strengthen their commitment to improving the quality of their teaching. Conclusion: Based on the results of the analysis, it is recommended that programs for learning the knowledge and skills of Social Studies should be strengthened, opportunities for lesson demonstration and reflection should be expanded, and the perception of the “life” position of Social Studies should be changed in order to foster preservice teachers' expertise in Social Studies teaching.