Teacher Education Research Articles

A word to the wise (gair i gall): university teacher educators’ experiences of emergency response pedagogy in Wales

A word to the wise (gair i gall): university teacher educators’ experiences of emergency response pedagogy in Wales

Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries

This special issue provides some needed insight into the tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. These topics warrant exploration due to complex, and at times contradictory educational landscapes, which must deal with the question of how to generate comprehensive, coherent, and interdisciplinary education programs. Drawing on studies utilizing different theoretical perspectives on tensions, coherence, and progress in higher education, and with the use of a variety of research methodologies, the Nordic authors in this special issue expand our knowledge on current issues and tendencies in ECTE in Sweden, Norway, Denmark, and Finland. In light of the great importance of and real challenges in the field of early childhood education and care, the question of how to educate early childhood education teachers is highly relevant, and requires more research in, and reflection on, how these teachers are educated. This special issue draws specific attention to opportunities and challenges in ECTE, which has so far received limited research attention.

A Study of The Identity Process of Novice Teachers and Their Professional Adaptation

The aim of this study is to explore the identity process of novice teachers at the beginning of their careers and their professional adaptation, and to analyse the challenges they face and their strategies for solving them. The study begins by reviewing the theoretical foundations of identity and highlights the complexity of novice teachers' identity processes in the early stages of their careers. Then, it examined the major challenges faced by novice teachers in their professional adaptation, including teaching management, workload and emotional adjustment, and explored the interaction between identity and professional adaptability. It was found that teacher education and practice, social support, and personal factors had significant effects on novice teachers' career adjustment and identity. Specifically, high-quality teacher training and practice, effective campus support systems, and positive personal reflection and career development planning can significantly enhance novice teachers' career adjustment and identity. The study concludes with strategies for optimising teacher training and continuing education, building campus support systems and promoting novice teachers' self-reflection, and points to directions for future research, including an in-depth exploration of novice teachers' adaptability in different educational settings, the effectiveness of support mechanisms and the impact of technology on teaching and learning. The findings provide useful guidance for educational practice and lay the foundation for further research.

‘We have a great deal of influence’: Finnish early childhood in-service teachers’ agency for culturally sustaining pedagogy

ABSTRACT This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection.

Utilizing Video Feedback for Effective Motor Skill Learning in Online Physical Education

ABSTRACT Video feedback is a commonly recommended tool for online physical education (OLPE) instructors. However, there is little evidence to support its effectiveness in motor skill learning. This study investigated the impact of different forms of pedagogical guidance delivered alongside video feedback on the acquisition and retention of two-disc golf skills: the spin putt (SP) and backhand throw (BT). Forty-three college students were randomly assigned to one of the three video feedback groups: visual cue sheet (VCS), self-assessment (SA), or delayed teacher feedback (TF). During four online practice sessions, they trained on the spin putt and backhand throw techniques. Pre-, post-, and retention tests assessed their performance on both skills. The results indicate significant improvements in BT technique at posttest for both SA and VCS groups. All participants exhibited significant gains in SP technique at posttest; however, only the VCS group sustained these improvements for both disc golf skills at the retention test. No significant differences were observed between the groups for both disc golf skills at all three measurements. These findings suggest that video feedback, particularly when combined with in-the-moment guidance like VCS or SA, can effectively enhance motor skill learning in online settings. This result underscores the potential of OLPE to go beyond fitness-based activities and effectively address psychomotor learning standards. Future research should explore the long-term impact of video feedback in OLPE and identify optimal guidance strategies for diverse motor skills and demographics.

Common Errors in Manuscripts Submitted to the Journal of Music Teacher Education (JMTE)

Common Errors in Manuscripts Submitted to the Journal of Music Teacher Education (JMTE)

Failing successfully with dance in physical education teacher education

ABSTRACT Background Studies underline physical education teacher education (PETE) students’ unfamiliarity and discomfort with dance in physical education (PE) and PETE and place dance outside students’ comfort zones. At the same time, research highlights PETE students’ athletic background and how this continues to be rewarded in PE. Hence, many students enter the PETE programme without any experience of failing – not mastering – activities done in PE. When students enter the PETE programme, they are faced with the expectation of being able to teach dance as future PE teachers, and many students experience unfamiliarity with the content and teaching and working methods in PE for the first time. This unfamiliarity creates emotional tension and uneasiness among the students. Purpose In this project, we borrow Nancy Stark Smith’s concept of failing successfully to investigate how students’ worries about failure can be turned into more successful achievements and considered valuable for learning processes in higher education. The research question guiding this article is: How can risk-taking and fear of failing become significant assets for gaining teacher competence in PETE? Methods This paper is a combined teaching and research project focusing on PETE students’ experiences as they were given the task of developing and performing breaking series. All students participated in two dance lessons. The data material consists of the PETE educator’s notes, Post-it notes from an emotional poll and the students’ subsequent written reflections. Findings Our analysis shows that all students were worried and even dreaded performing their breaking series. The students’ written reflections revealed that they were challenged on a personal and emotional level. For most students, the assignment changed from being perceived as (almost) impossible to becoming an experience of mastery that exceeded their expectations. The study underlines the importance of risk, conceptualises challenging situations, and makes the process of learning a common concern. Conclusion This study emphasises that dreading failure and the experience of failing can be turned into success, and such understandings not only allow examining students’ experiences in new ways but also redirect dance teaching in PETE and PE in new, more challenging, and expanded directions.

Enhancing the value of teacher education research: Implications for policy and practice

Enhancing the value of teacher education research: Implications for policy and practice

FINDING SILVER LININGS: UNDERSTANDING THE CHALLENGES FACED BY NON-SPECIAL NEEDS EDUCATION TEACHERS IN THE ERA OF INCLUSIVE EDUCATION

This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes. KEYWORDS- Non-Special Needs Education Teachers, Lived Experience, Challenges, Inclusive Education, Qualitative, Phenomenology, Philippines

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.

Tverrfaglighetens mosaikk. Lærerutdanneres perspektiver på tverrfaglighet i skolen.

This study investigates how teacher educators who work with decentralized competence development understand interdisciplinarity in schools. The inclusion of three interdisciplinary themes in the Norwegian curriculum has brought interdisciplinarity back on the agenda both in schools and in teacher education, and in in a variety of approaches to institutional collaboration. The research is based on the fact that interdisciplinarity as a concept and phenomenon is multifaceted, which the analysis of qualitative interviews with eight teacher educators helps to substantiate. In various ways, the informants of the study link interdisciplinarity to the categories collaboration, curriculum understanding, interdisciplinary themes and didactics. These categories point to aspects of the phenomena that are not necessarily linked to the degree of interaction between school subjects, but to how teachers work to develop an understanding of the national curriculum and put this into practice. The study argues for a closer look at a form of interdisciplinary didactics as an entry point to further development of theoretical and practical approaches to interdisciplinarity.

Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland

ABSTRACT This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders.

Luokanopettajaopiskelijat kielellisiä havaintojaan selittämässä

In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.

“Once We Found Our Groove, . . .”: A Study of Preservice Music Teachers Engaged in a Popular Music Education Experience

The purpose of this intrinsic case study was to examine the perceived benefits and challenges of implementing informal learning practices through popular music education for preservice music teachers. Specifically, we sought to understand why and how preservice music educators would perceive benefits and challenges from their experiences in a modern band. We conducted a study with five preservice music teachers in a modern band outside of the curriculum in a music teacher education program. We collected the data for 9 weeks, gathering multiple interviews, participants’ written responses, artifacts, and researchers’ field notes. Three overarching themes emerged from the data analysis: (a) a self-navigating process of aural-based learning, (b) autonomy with freedom, and (c) reflective educators. Our findings indicated that the ultimate goal of informal learning practices in music teacher education may not be limited to mastering musical skills but should include improving problem solving and classroom decision making.

The Impact Of-Problematic Learning Styles-On Learning Outcomes Of Cultural Diversity In My Country 1 Sub-Diameter 1 Unity

The Impact of Problematic Learning Styles on Learning Outcomes in My Country Cultural Diversity Teachers and Teaching Education Dissertation Pacuan University. 2566 This study is a quasi-experimental study using traditional and problem-based learning models to investigate how cultural diversity sub-factors affect learning outcomes in My Country State School in Bokor IV C 78 Problem-based learning models have more requirements than traditional control class learning problems based on the experimental class model compared to the model. Because the results of both samples are lower than the L table, they have a high N value, so to find out whether the sample <0.148 is distributed in normal class groups, the researcher conducted an additional normality test using the Liliefors test hypothesis test of 7.42843 is greater than 1.9944 in the table, therefore the alternative hypothesis is accepted and the null hypothesis H0 is rejected Based on the above findings, the problem-based learning model is more effective than the traditional approach. diversity in my country.

The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master’s degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master’s degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators.

Promoting learner-centred education amid the culture of test-based accountability: insights from a cross-cultural teacher education programme

ABSTRACT Based on third generation activity theory, this study analyses the interplay between a test-based accountability mechanism and a pedagogical reform that introduced unfamiliar educational experiences (including those popular in other contexts) to implement learner-centred education (LCE) in a cross-cultural teacher education programme in China. Interviews with principals and teachers and school documents in four schools were analysed. Findings questioned the polarisation of test-based accountability and LCE. Participants supported the pursuit of examination excellence, partly due to the tradition of honouring examinations in China, but also recognised that enhancing examination performance and implementing LCE could align. However, to resolve short-term conflicts between these two objectives, developing school-specific development plans that accommodated both goals became essential. This research revealed the effectiveness of third generation activity theory in investigating the interactions between LCE and test-based accountability. ‘Expansive transformation’ of pedagogics became possible when educators developed a local understanding of the purpose of LCE.

Pre-service teachers’ technological pedagogical and content knowledge (TPACK): their readiness for online instruction

ABSTRACT Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological pedagogical and content knowledge (TPACK) when they are grouped based on their profile. Through proportional random sampling, 400 third-year pre-service teachers were surveyed using comparative research. No significant difference in the readiness of pre-service teachers to online instruction based on their TPACK when grouped according to their sex and specialization. However, it was found that the respondents when grouped according to their specialization were different in terms of their Technological Knowledge and Technological Content Knowledge. This study suggests that as the era of technological changes emerged, the abilities of preservice teachers must be highly targeted to cope with dramatic changes in the educational landscape.