Teacher Preparation Research Articles

Portfolio jako součást státní závěrečné zkoušky v programu Učitelství pro mateřské školy

The aim of the study is to provide a picture of the involvement of the portfolio in the state final examination in the degree program Pre-primary teacher training at the Faculty of Education of Masaryk University. One of the pillars of the study program is the concept of reflective preparatory education, which includes the current form of the state final examination in which students demonstrate their professional competence. The portfolio is a tool that enables the construction of self-knowledge and serves as evidence of professional preparedness in theory and practice. A content analysis of twenty portfolios led to the development of a typology of portfolios. Together with the questionnaire survey, it allowed to understand the role of the portfolio in the state final examination. The results show that the portfolio is perceived as a support in a psychologically challenging situation and its processing affects performance in the state final exam with regard to the ability to link theory with practice. The findings pointed to the necessity of looking for further ways to implement portfolio support activities throughout the study.

Adolescent and Young Adult Development in Transplant Recipients.

Solid organ transplantation (SOT) is the gold standard of therapy for individuals with end-organ dysfunction. Improved survival outcomes after SOT can help adolescent and young adult (AYA) recipients lead long and healthy life. However, successful SOT during adolescence and young adulthood is often complicated by the innate developmental challenges of this age group. The psychosocial tasks of adolescence include identity development, autonomous decision-making, establishing social networks, educational and vocational preparation, and navigating romantic relationships. These goals may be amplified or delayed for pediatric SOT recipients. Adolescence is also marked by rapid physical changes in linear growth and the development of secondary sexual characteristics. Yet AYA may experience physical and pubertal delays related to transplantation, as well as exaggerated body image dissatisfaction due to medication side effects. Strict adherence to medication and post-transplant regimens may interfere with adolescents' desire for normalcy and fitting in with peers. Healthcare providers should be aware that AYA value education and self-empowerment in transplant care. Transplant success needs to be defined by both medical and psychosocial outcomes, particularly when it relates to the vulnerable AYA population. Fortunately, investment from the patient, family, and care team can aid in transplant recovery and success. This article will identify the developmental challenges faced by AYA undergoing solid organ transplantation as well as strategies to engage positive outcomes.

Management Challenges in Implementing the Merdeka Curriculum

This study focuses on implementing the Merdeka curriculum from the perspective of its management challenges, exploring the experiences and perceptions of stakeholders related to implementing the Merdeka Curriculum at MAN Jombang and using a qualitative study, interviews, observations, and documentation as data collection techniques. Data analysis used data reduction, coding, and theme identification stages. To ensure data validity, the researcher applied source triangulation. The study findings indicate that implementing the Merdeka Curriculum faces challenges related to technology access and teacher readiness. Technology limitations, including unequal access to devices, hinder effective project-based learning, and administrative staff acknowledge the need for infrastructure improvements. Students appreciate the curriculum's focus on personal interests but need more guidance to navigate independent learning. Teachers have received training in project-based learning, but many teachers need help implementing new methods effectively. Although progress has been made, continued support, increased resources, and collaborative efforts among stakeholders are critical to successfully implementing the Merdeka Curriculum and improving educational outcomes. Limitations of the study include limited observation time and potential bias in participant responses. This study has yet to explore the long-term impacts of implementing the Merdeka Curriculum. Stakeholder collaboration research can provide deeper insights into practical strategies to address challenges and improve educational outcomes in Islamic education.

The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation

The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation

Changes in mathematical skills among freshman engineering students

This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement.

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.

A Survey of New York State Physical Educators’ Use of Game-Based Approaches in K–12 Physical Education

Background/Purpose: The purpose of this study was to investigate physical educators’ self-reported use, understanding, and confidence with game-based approaches (GBAs) in their K–12 physical education programs. Method: A survey of New York State physical education professionals was conducted that yielded quantitative data on how they used game-based approaches. Data were analyzed using Observation Oriented Modeling (version 5.4.2022), a tool well suited for survey data, especially teachers’ reports of game-based lesson sequences. Results: Physical educators reported both awareness and confidence with various GBAs spending most physical education game-based lessons teaching invasion games with emphasis on the psychomotor domain. Respondents’ typical game lesson sequences did not match model GBA lesson sequences. Conclusions: Findings from this study indicate respondents do not use GBAs for their game-based lessons. Beyond teacher preparation, intentional professional development should address conceptual, pedagogical, cultural, and political obstacles, and may help practitioners become more pedagogically fluent with GBAs.

Bhutanese Primary Science Teachers’ Epistemic Beliefs of Science

AbstractEpistemic beliefs of science (EBS) are considered to have a strong influence on how science teachers view science itself and carry out science teaching. To this end, Bhutanese primary science teachers, as much as secondary science teachers, are expected to possess sophisticated EBS. While this is one of the aims of the Bhutanese science education system, there is little to no information regarding Bhutanese primary science teachers’ EBS. Hence, this cross-sectional study examined EBS held by primary science teachers from three districts in Bhutan. One hundred and ninety-five (N = 195) primary science teachers took part in the study using a total population sampling design. Data collected using the Epistemic Beliefs of Science Questionnaire (EBSQ) were analysed using descriptive and inferential statistical methods. Findings revealed that Bhutanese primary science teachers from three districts in Bhutan held naive EBS in several aspects of source, certainty, development, and justification dimensions of scientific knowledge. The chi-square test of independence (χ2) revealed that there were no significant relationships between Bhutanese primary science teachers’ EBS and their teaching background (p > .05). The one-way analysis of variance (one-way ANOVA), while showed significant differences in certainty dimension, revealed that were no significant differences among Bhutanese primary science teachers’ EBS in other dimensions based on their academic qualifications (p > .05). The implications of research findings to the Ministry of Education, science curriculum documents, and teacher preparation are discussed.

University Students Speak Out: Suggestions to Improve the Move to Emergency Remote Education

The 2020 COVID-19 crisis forced universities to make a dramatic shift to emergency remote education (ERE). While the urgency of the pandemic is gone, schools continue implementing ERE, but more often on a short-notice, short-term basis in response to various situations. This research examines students’ suggestions for improving university transitions to ERE and applies them to post-pandemic use of ERE. Qualitative thematic analysis was used to analyze responses to an open-ended survey question answered by 2,751 students at a large Southeastern U.S. university. Responses identified main concerns as Grades and Grading (38%), Better University and Instructor Preparation (23%), Improved Learning Experience (18%), Meeting Student Needs (12%), and No Suggestions (9%). The study found that reducing the uncertainty students felt about ERE’s impact on grades, course content, class schedules, assignments, and communication with instructors would improve their online learning experience. Recommendations suggest preemptive steps universities can take to improve post-pandemic use of emergency remote education.

Sexual orientation and gender identity (SOGI) data collection: Feasibility of implementation.

338 Background: The 2011 Institute of Medicine report, The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding called for consistent recording of sexual orientation and gender identity (SOGI) data in clinical settings. In 2016, SOGI data were listed as required elements in the Uniform Data System (HRSA); however, implementation of this recommendation is inconsistent. The state of New Jersey (NJ) mandated SOGI data collection for patients seen within any healthcare system in NJ to start in June 2023. Jefferson Health (JH), a health system with locations in both Pennsylvania (PA) and NJ, provided SOGI data collection education for its NJ staff. The Sidney Kimmel Cancer Center (SKCC) at JH has clinical sites in both states. In this study, we report on SOGI data collection between SKCC PA (Center City/CC) and SKCC NJ to assess the impact of the educational preparation on data collection. Methods: Patients seen at SKCC’s CC and NJ locations from May 16, 2023 to May 15, 2024 were included. SOGI data between both locations were compared to assess the impact of the educational preparation. Data were collected from the electronic record. Results: Of the 6,921 patients in CC, 1,725 identified as female, 859 identified as male, 67 chose not to disclose their gender identity, and 4270 had missing data. Of the 1788 patients in NJ, 1,118 identified as female, 449 identified as male, 12 chose not to disclose, 209 had missing data. (Table). Conclusions: Educational preparation resulted in significantly improved SOGI data collection with a significant drop in missing data. Regular recording and analysis of SOGI data can identify health inequities, support the design of targeted interventions, and evaluate the effectiveness of LGBTQIA+ healthcare initiatives. SOGI data comparison. Center City (CC)/PA New Jersey (NJ) Total 6921 1788 Female Gender 1725 (24.9%) 1118 (62.5%) Male Gender 859 (12.4%) 449 (25.1%) Chose not to disclose 67 (0.01%) 12 (0.01%) Missing data 4270 (61.7%) 209 (11.7%)

Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing

This study aims to determine whether a data-driven learning approach in a telecollaborative setting can effectively aid in the preparation of non-native pre-service teachers (PSTs) of Italian concerning pragmatic aspects of the target language. The study outlines a 4-week telecollaboration module focusing on formal email writing, involving eight PSTs at an Austrian university paired with Italian students. The participants were asked to analyze specific parts of emails written by native and non-native speakers and plan a lesson. The data analyzed came from questionnaires as well as from materials produced during the module itself. Ten Italian university professors offered baseline data. Descriptive statistics and qualitative content analysis were employed. The results indicate, on one hand, a small but significant improvement in the PSTs’ understanding of target pragmatic phenomena after the intervention. On the other hand, not all the teaching strategies suggested in the module were fully grasped for potential future use by the PSTs. However, there is some evidence of PSTs’ autonomy in investigating, analyzing, and reflecting on pragmatic issues, offering a promising approach to enhancing teacher training in pragmatics.

THE SIGNIFICANCE OF THE INTERNATIONAL ASSESSMENT SYSTEM FOR PREPARING FUTURE PEDAGOGUES

This article describes the crucial importance of the International Assessment System (IAS) in molding the training of prospective educators. Acknowledging the changing demands of the global educational landscape, the research seeks to unveil the pivotal role that the IAS plays in guiding teacher preparation programs worldwide. The article examines how involvement with this assessment framework contributes to the cultivation of competent and globally-aware educators. The paper deals with primary objectives include scrutinizing the alignment of teacher preparation programs with international assessment standards, identifying perceived benefits and challenges associated with IAS integration, and proposing recommendations to optimize the preparation of future educators within this global framework.

Portfolio practices in the principal evaluation process: A qualitative case study

BackgroundThe portfolio is a vital component of the evaluation of principals and serves as a repository of evidence of achievements, skills, and capabilities. It facilitates the meticulous recording and documentation of experiences undertaken. Furthermore, the portfolio is instrumental in the refinement of conceptual ideas over time, while simultaneously offering a panoramic vista of a school's operational ethos and its alignment with professional benchmarks. ObjectiveThis study delves into the practices surrounding the principal portfolio and the formative and summative evaluation of principals by their evaluating supervisors. It aims to uncover principals’ perceptions regarding the obligatory nature of portfolios and other evaluative methodologies throughout both assessments. In light of the pivotal role that portfolios occupy in the realm of professional development and evaluation for school principals, the Abu Dhabi Education Council has mandated the compilation of principal portfolios within public schools. This mandate requires a detailed accounting of principals' proficiencies, achievements, and developmental trajectories. Markedly, this exploration stands as one of a scant number of inquiries probing the application of portfolios by school principals, with a particular focus on the context of the United Arab Emirates. It is poised to enrich the discourse on the utility of portfolios as instrumental tools for fostering leadership acumen and evaluative competency within the spheres of educator and principal preparation over the preceding two decades. The critical examination of these practices is vital for a nuanced understanding of their operational dynamics, the efficacy and challenges of e-portfolios, the array of opportunities they unveil, the identities of the involved stakeholders, and their ultimate objectives. MethodsThis study adopted a qualitative research approach to gather and analyze non-numerical data in the form of concepts, opinions, and experiences presented by principals and their supervisors within the Al-Ain School District (overseen by the Abu Dhabi Education Council). The cohort of participants comprised nine individuals endowed with extensive portfolio experience, six principals and three cluster managers. All worked in public educational institutions and were meticulously selected based on predefined criteria. This study relied on several data collection methods to obtain participants’ perspectives on their experiences with portfolio practices, including face-to-face interviews and documents from their portfolios. ResultsA thematic analysis of the participant data yielded five salient themes reflecting the experiences of the principals: (1) inconsistent expectations for portfolio evidence; (2) portfolios summoned in response to rising tensions at the summative evaluation; (3) portfolios promoting reflective practices in formative evaluation; (4) portfolios susceptible to manipulation or falsification; and (5) excessive time spent building and developing portfolios. In order to maximize the utility of portfolios, this result invites school principals to unleash the latent potential inherent in their actions by leveraging portfolios as mirrors for reflective leadership and ongoing self-assessment. ConclusionsThis research delineates both practical and theoretical ramifications for the application of professional portfolios. It elucidates the nature of evidence principals ought to incorporate within their portfolios. Furthermore, it endeavors to better inform principals of the evidence collection process, including what artifacts and documentation to gather and how to do so.

Let’s give them something to talk about: Podcasting as a form of pedagogy

ABSTRACT Teacher preparation programs transfer explicit knowledge and training, however transferring tacit knowledge can be more difficult to get across to students. One way to acculturate students to the profession of teaching is through professional conversations. Using podcasts for conversation among professionals is a strategy for the transfer of tacit knowledge. Using audio and/or video podcasts can also be a low cost or no cost strategy for creating learning opportunities for preservice and/or in-service professionals. This article explores how instructors can use podcasts as a form of pedagogy to enhance their curriculum to increase student engagement and acculturation with low-cost accessibility to early childhood education professional development.

Curriculum Inquiry to Strengthen Teacher Preparation for Supporting Multilingual Learners in Rural Settings

Curriculum Inquiry to Strengthen Teacher Preparation for Supporting Multilingual Learners in Rural Settings

Evaluation of an English as a Foreign Language (EFL) Teacher Preparation Program

The responsibility of a teacher preparation program (TPP) goes beyond teaching future educators the knowledge and skills of the profession. It needs to provide experiences that help them succeed in the real classroom settings. (Garza-Rodriguez, 2019). However, there is evidence that disconnection between what is taught in TPPs and what is needed in the practical work exists. Therefore, there is an urgent need to improve the quality of these programs by constantly evaluating their quality and effectiveness. This paper reports a pilot study on pre-service teachers’ perspectives about their English as a foreign language teacher (EFL) teacher preparation program in Mexico. The aim of the study was to reveal how pre-service teachers evaluated the strengths and weaknesses of their EFL teacher preparation program. Following a mixed-method, data were collected from 17 participants using an online Likert scale, adapted from Peacock (2009), and three open questions to elicit strengths and weaknesses. Findings were divided in both quantitative and qualitative. Quantitative data indicated that students were undecided or to some extent in agreement with most of the items associated with the features of the program; however, the lowest mean was shown in the areas of meeting students’ needs, the balance between theory and practice and learning some practical teaching skills. On the other hand, the qualitative results showed that students’ preparation as linguists and self-reflective learners as well as some subjects from the program were perceived as strengths, while the lack of teaching experience, the content, and low English language proficiency as the main weaknesses. In conclusion, though students’ perspectives were still uncertain, they provided useful information to improve the curriculum.

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.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

The impact of educational and training programs on disaster awareness and preparedness among health sciences students: A quasi-experimental study

Disaster preparedness among health sciences students is critical but often insufficient. This study evaluates the effectiveness of a disaster awareness and impact reduction educational intervention in enhancing disaster preparedness. A quasi-experimental single-group pretest-posttest design was employed, with the intervention consisting of 16 h of education delivered over four weeks via a distance learning platform. The study involved 599 students from the faculties of health sciences, who were assessed at baseline and three months post-intervention. Results indicated that students’ baseline disaster preparedness levels were low, with no significant correlations found between demographic characteristics, previous disaster experiences, or prior disaster preparedness training and baseline preparedness levels. Repeated-measures Analysis of Variance confirmed a significant impact of the intervention after controlling for baseline preparedness levels. Significant improvements were observed post-intervention across all preparedness dimensions: disaster physical protection, disaster planning, disaster assistance, disaster warning systems, and total preparedness levels (p < .001). The most substantial gains were noted among students with initially low preparedness levels. These findings emphasize the importance of integrating disaster preparedness education into health sciences curricula to better equip future healthcare professionals for effective disaster response.

Digital Transformation, Executive Incentives, and Bachelor's Education in Chinese A-share Listed Companies

This research investigates the interplay between digital transformation, executive incentives, and executive education in Chinese A-share listed corporations. Using a comprehensive dataset, this study examines how executives' educational backgrounds, specifically those with bachelor's degrees, influence their adoption of digital transformation initiatives. The findings highlight that CEOs with bachelor's degrees demonstrate higher adaptability to digital transformation, leveraging their exposure to contemporary educational curricula and technological advancements. Furthermore, the study explores various incentive systems, such as bonuses and stock options, which effectively motivate executives to implement digital strategies successfully.This research contributes by emphasizing the critical alignment of executive incentives with digital transformation goals. It underscores the importance of educational preparedness in equipping leaders with the requisite skills to navigate and lead in the digital era. These insights are crucial for policymakers and corporate boards aiming to enhance organizational performance through targeted executive development and robust incentive structures.