Teacher Education Research Articles

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Fostering ePCK in pre-service biology teacher education using adaptive scaffolding in a video-based simulation

Fostering ePCK in pre-service biology teacher education using adaptive scaffolding in a video-based simulation

Middle-Level Teacher Development and Identity: A Review of the Literature

Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher professional identity has garnered considerable attention in the research literature as a potential source of leverage in multiple dimensions of schooling, preservice teacher education and in-service teachers’ professional learning, and teachers’ professional lives. Teacher identity at the middle level is ideally grounded in a deep commitment to helping young adolescents realize their power and possibilities. While the literature on teacher identity development is well-established in some educational contexts, studies specifically examining the potentially unique developmental trajectory of teacher identity among middle-level educators remain limited. To address this gap, we conducted a review of the literature to address the question: what does the research say about middle-level teacher development and identity? Our review identified 26 relevant sources on middle-level teacher development and identity, published from 2015 through the first half of 2024, and yielded key ideas within three themes: (a) the development of teacher identity, (b) the intersectionality of teacher identity, and (c) critical consciousness, agency, and teacher identity. This review identifies both progress and gaps in the current literature, recognizes potential future directions for research on middle-level teacher identity, and offers possible implications for preservice and in-service middle-level teacher education.

Contemplative Pedagogy and Interpersonal Trust of Teachers in Public Elementary Schools

Contemplative Pedagogy and Interpersonal Trust of Teachers in Public Elementary Schools

Trends and Comparative Analysis in College of Teacher Education Graduates' Licensure Examination Performance (2021-2024)

This study aims to analyze and identify trends in the passing rates of graduates from a College of Teacher Education (CTE) over a four-year period, compare the passing rates between different programs within the CTE, and investigate the differences between the CTE graduates' passing rates and the national average passing rate for the Licensure Examination for Professional Teachers (LEPT). Employing a quantitative, longitudinal, and descriptive approach, the study interprets changes in performance from 2021 to 2024. Data were collected from official CTE records, ensuring compliance with ethical standards and data privacy regulations. The participants included all graduates who took the licensure examinations within the specified years, with data cleaned to handle missing information and remove outliers. Descriptive statistics, trend analysis, and comparative analysis against national averages were performed. The findings reveal an overall decline in passing rates from September 2021 to March 2024, with significant fluctuations. BEED graduates consistently outperformed the national average, suggesting potential differences in program content or student preparedness compared to BSEd programs. Conversely, BSEd graduates exhibited more variable performance. The study underscores the need for targeted interventions and further investigation to understand the underlying causes of these trends, ultimately aiming to enhance the quality and consistency of teacher education programs.

Technology and Teacher Education in Canada

Technology and Teacher Education is part of the Canadian Association of Teacher Education (CATE), a constituent of the Canadian Society for the Study of Education (CSSE). Its mission is to foster a collaborative network of educational researchers dedicated to exploring the intersections of technology and teacher education in Canada. Aligning with this mission, this special issue showcases Canadian scholar expertise and amplifies the diverse voices of the TATE community. Inspired by discussions held during our annual TATE conference, where we focused on lessons learned from emergency remote teaching during the COVID-19 pandemic and the rapid technological advancements that teacher education programs are navigating, this issue offers a collection of studies from Canadian researchers working to make teaching and learning with digital technologies more effective, inclusive, and equitable for all Canadians.

How Artificial Intelligence Will Shape the Future of Education

The study investigates the impact that Artificial Intelligence can have on education. This paper examines the current education landscape, the prospects of AI, and the potential struggles that can arise. Apart from that, this paper proposes potential solutions to some struggles that are discussed. This was done by using research design and analysis techniques. Through these methods, we were able to conclude that AI can improve education to a certain extent. It cannot surpass the human connection between individuals in a classroom setting. The mentorship, bond, and experiences shared cannot be replaced with AI. In the study, we further explore the irreplaceable role of teachers in education. Due to the idea of hope from example, personal connection, and mentorship, AI won’t be able to duplicate this. The article goes more in-depth on the crucial role that all these play in students. Not only that, but we discuss the major role that life lessons shared by teachers to students can play them both the short and long-term.

The Road to Sustainable Peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria

Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.

EPortfolios: A 360-Degree Approach to Assessment in Teacher Education

ePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.

Exploring emotional experiences of Chinese university novice EFL teachers: An ecological perspective

Drawing on Bronfenbrenner's ecological system, the present study employs a qualitative longitudinal approach to delve into the emotional experiences and ecological factors that contribute to these emotions in eight novice EFL teachers from four Chinese public universities. Based on data collected from semi-structured interviews and case documents, this study identifies four types of emotional experiences—fear, anger, sadness, and joy—in their first school year. The findings revealed that their emotional experiences were shaped by college students, teachers' teaching competence, EFL teaching-related activities in the microsystem, interpersonal relationships in the mesosystem, novice teacher education and development systems in the exosystem, traditional cultural values and English curriculum reforms in the macrosystem, and changes in the emotional experiences over time in the chronosystem. The implications for novice EFL teachers, teacher educators, school leaders, and policymakers are proposed.

Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786

Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786

Development of research agenda of a teacher education institution in Central Luzon, Philippines

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

Exploring Language Teacher Education through Researcher-Practitioner Co-construction of Differentiated Instruction

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education.

STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

Emergency remote teaching during the COVID-19 pandemic has shed light on pedagogical challenges that require the immediate attention of teacher education programs. This paper focuses on teacher candidates’ preparation to teach online in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The authors present a two-phase study of two cohorts of teacher candidates enrolled in this course and explore 1) their perceptions of the dynamics and effectiveness of online teaching as a teaching modality, and 2) the impact of the course on their technological and pedagogical skills necessary for online teaching. Quantitative and qualitative data were collected through pre- and post-surveys administered online at the beginning and end of the course. Findings suggest that teacher candidates’ engagement with course content resulted in a notable improvement in their views toward online teaching as a teaching modality, pedagogical approaches, and personal abilities utilizing innovative online teaching strategies. This research emphasizes the necessity for comprehensive training programs that enhance teacher candidates’ technological competencies while simultaneously refining their pedagogical methodologies for online settings. Implications for teacher education research and practice are discussed.

Analysing influential factors in e-learning technology acceptance for digital learning effectiveness enhancement

This study aims to discover the factors that influence the acceptance of electronic learning media and its effect on the effectiveness of digital instruction. The study involved a learning management system and online tutorials using management system (MS) teams from various faculties at the Universitas Terbuka. These include the Faculty of Economics and Business, the Faculty of Teacher Training and Education, the Faculty of Science and Technology, and the Faculty of Law, Social Sciences, and Political Sciences. also conducted in three regional offices in Ambon, Gorontalo and Makassar, which were selected through purposive sampling. Primary data sources include participant questionnaires and interviews. Analytical methods include correlation and multiple regression analysis, with descriptive statistics used to summarize the dataset. Variable selection involves reliability and validity tests and classical assumption tests like multicollinearity. The F-test demonstrates a statistically significant and beneficial influence of utilizing e-learning media and individual ability, training, and intention to use it for digital learning success. The results of ttests and regression models provide empirical evidence supporting the significant effect of e-learning media and intention to use on the effectiveness of digital learning. However, variables related to training and ability do not show any significant influence.

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

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

Preparing Educators to Teach and Create With Generative Artificial Intelligence

Teachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyzed the curriculum, instruction, and assessment in an upper-level undergraduate course in multimedia design and production. Thirty-five teachers engaged in experiential activities focussed on developing artificial intelligence (AI) literacy, alongside a collaborative assignment to co-author an open-access textbook, Teaching and Creating With Generative Artificial Intelligence. To support equitable and inclusive access to the educational benefits offered by AI, the Student Artificial Intelligence Literacy (SAIL) framework was developed. SAIL facilitates student AI literacy through curriculum engagement and three distinct types of interactions: cognitive, socio-emotional, and instructor-guided. Building on lessons learned from the COVID-19 pandemic regarding the issues with technology training for teachers in Canada, five recommendations are offered to facilitate the meaningful integration of AI literacy in teacher education programs.

“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities

“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities

The use of Big Data in Continuing Teacher Education

The use of Big Data in Continuing Teacher Education

THE STRUCTURE, CONTENT AND POSSIBILITIES OF TEACHING STUDENTS TO PLAN THEIR PROFESSIONAL CAREER IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS...

The landscape of education continues to evolve, necessitating a profound examination of the preparatory frameworks that guide future educators. In this context, fostering professional career planning skills stands as a pivotal component of teacher education programs. Such skills not only enhance individual career trajectories but also contribute to the overall effectiveness and adaptability of the teaching workforce. As educational institutions prepare to meet the diverse challenges of contemporary classrooms, there is an urgent need for systematic approaches that embed career planning within teacher training curricula. This scientific article aims to explore the intricacies of developing professional career planning skills among future teachers, delving into pedagogical strategies, stakeholder roles, and the broader implications for educational practice. By addressing these dimensions, a comprehensive understanding can be established, highlighting the significance of intentional career planning in the formation of competent, reflective, and responsive educators.