Teacher Training Research Articles

Factors Influencing English Learning Motivation Among Non-English Major Students: A Case Study at Ho Chi Minh City University of Industry and Trade

This study explores the factors influencing English learning motivation among non-English major students at Ho Chi Minh City University of Industry and Trade (HUIT). Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to examine motivational dynamics within this specific educational context. Findings reveal that motivation is shaped by career aspirations, teaching methods, parental support, and cultural engagement, with variations across age, gender, and proficiency levels. Younger students prioritize immediate academic and career goals, while older students focus on long-term benefits. Female students exhibit stronger cultural motivations, and high-proficiency students demonstrate robust intrinsic drive. Recommendations include tailored instruction, enhanced teacher training, supportive environments, parental engagement, career-oriented programs, and targeted interventions for low-proficiency learners. These insights contribute to understanding motivation in second language acquisition (SLA) and offer practical strategies for improving English education at HUIT and similar institutions.

Teacher Training in Focus: Contributions of PIBID and Mandatory Internship

Objective: To compare the benefits of teacher training between graduates of the Institutional Scholarship Program for Teaching Initiation (PIBID) and interns, analyzing their experiences, learning processes, and impacts on teaching practice. Theoretical Framework: Based on authors such as Tardif, Zeichner, and Gatti, who discuss the need to integrate theory and practice in teacher education. The gap between universities and schools and the emphasis on practical experience are central issues. Programs like PIBID emerge as strategies to bridge the gap between theoretical training and real-world practice, providing concrete classroom experiences. Method: A cross-sectional survey study with a qualitative approach, in which 40 participants answered a questionnaire, and 5 were interviewed. Data analysis was conducted using the Theory of Meaningful Nuclei, grounded in Socio-Historical Psychology. Results and Discussion: Mandatory internships are mostly observational and bureaucratic, offering little autonomy to pre-service teachers. In contrast, PIBID provides more active and formative experiences, promoting greater engagement in teaching practice. The lack of articulation between universities and schools limits the effectiveness of internships, whereas PIBID strengthens this connection. Research Implications: This study contributes to the improvement of initial teacher training, supporting curricular reforms and educational policies that value teaching practice and mitigate the precarization of the profession. Originality/Value: This research stands out for its comparative analysis of PIBID and traditional internships, addressing pedagogical impacts and working conditions. The results reinforce the need to reformulate internships and expand programs that integrate theory and practice.

Training teachers across cultures: a comparative study of graduate-level initial teacher licensure programs in Romania and the United States of America

PurposeThe purpose of this study was to conduct a cross-national comparative examination of two graduate-level initial licensure teacher preparation programs at Universitatea Babeș-Bolyai in Romania and North Dakota State University in the United States of America, both considered research-intensive institutions in their respective countries. Furthermore, the study sought to examine how lessons drawn from this unique comparison of highly specific graduate teacher education programs may inform future revisions of both programs.Design/methodology/approachThe study relied on a mixed-methods approach, collecting quantitative data via a survey instrument and qualitative data via follow-up individual email interviews. A content analysis of curriculum documents from both institutions was also conducted.FindingsFindings indicate that the two programs reflect the institutional and contextual traditions of their respective national education systems. Notably, one program places greater emphasis on theoretical preparation than the other. The results also offer insight into graduate-level teacher preparation for initial licensure and provide guidance on areas within these programs that could be strengthened or improved.Research limitations/implicationsGiven this study’s limited sample size, further comparative longitudinal studies with an expanded sample of programs from multiple national settings and a larger sample population are needed.Practical implicationsThis comparative analysis revealed convergences and divergences that could be instrumental in further reforming the two programs.Originality/valueThis research provides novel, in-depth insight into the multifaceted aspects of graduate teacher education in Romania, which, along with its undergraduate counterpart, has been subjected to frequent reform initiatives by successive Romanian governments. It also provides a unique look into NDSU’s graduate-level initial teacher licensure program, which has been in existence longer than its Romanian counterpart but has not yet been examined either on its own or in a comparative perspective as part of an empirical research project.

The ITTECF and educational research: the next version of a flawed vision?

In this article we discuss the view of educational research outlined in the Initial Teacher Training and Early Career Framework (ITTECF) document, published in 2024 by the UK Department for Education, in the context of debates about the relationship between educational knowledge and teacher education. Through an elementary bibliometric analysis of the changes made to the reference lists in the document since its predecessor documents (the Core Content Framework and the Early Career Framework), we show how the previous UK Conservative government sought to embed a scientistic approach to educational knowledge for teacher education in England, with research sponsored by the Education Endowment Foundation taking a leading role. Drawing on Foray and Hargreaves’s work, we demonstrate that the ITTECF illustrates underlying assumptions that educational research needs to move towards a more science-in-technology mode of knowledge production that aims to enhance the quality of educational knowledge, while minimising more humanistic approaches. This is exposed as problematic, given the necessarily values-rich, contextualised and holistic character of educational practice, and the centralising tendencies inherent in the production of the ITTECF and its preceding documents.

Integración de la tecnología en la formación docente: Tendencias y desafíos

The integration of Information and Communication Technologies (ICT) in teacher training has redefined contemporary educational paradigms, promoting the personalization of learning, access to diversified educational resources and the implementation of innovative student-centered methodologies. However, its implementation faces significant challenges, such as the digital divide, which limits equitable access to technologies in vulnerable contexts, and resistance to change on the part of some educators, associated with the lack of continuous training. This article analyzes trends and challenges in the integration of ICT in teacher education, through a systematic review of empirical and theoretical studies published between 2019 and 2024. The results show that, although ICTs are indispensable to respond to the demands of a globalized and technologically dynamic society, their success depends on three interconnected pillars: robust institutional policies, continuous teacher training and overcoming structural gaps. Common patterns, predominant tools and critical challenges that vary significantly among regions were identified, highlighting the need for scaled investment policies, mandatory certifications based on international standards and peer mentoring networks. In conclusion, technological integration in teacher training is not only a technical challenge, but an opportunity to reimagine education based on principles of equity, innovation and critical reflection.

Licenciatura X Estágio Supervisionado: A Importância do Conteúdo na Formação de Futuros Professores

This work presents reflections on the importance of educational practice experienced during the activities of theSupervised Curricular Internship in the school environment in the Social Sciences course with an emphasis onSociology. The importance of this study emphasizes the training of future teachers who will be available to buildadequate and meaningful knowledge for all those involved. Through the development of the study, we sought toanswer how the experience of the Supervised Internship can collaborate in the training of future teachers? Throughexperiences, literatures and concepts related to the theme, and still, it is necessary to present that the internshipexperiences were carried out in a descriptive way. Regarding the objectives of the scientific article, they are: Toconceptualize in a general way Supervised Internship and its importance in teaching, also to describe some termssuch as democracy and citizenship at school, to identify the importance of the teacher's language in humanformation, to show some relationships of failure and school success, realizing the role of teacher mediation in therelationship between school and curriculum, providing opportunities for the concept of professional ethics, andalso expressing the importance of interpersonal relationships in the work environment. The supervised internshippromotes practical experience and is fundamental to the enjoyment of the degree as a whole. Still, it is an activitythat contributes to the construction of professional identity, as the teacher is the subject of their own training, whichfavors a common vision and work in the educational context. It is in this activity that it is possible to put into actionthe knowledge acquired during academy

Exploring the Impact of Mobile Language Learning Applications on Language Proficiency: Teacher Perspectives and Implementation Challenges

This article is an exploratory study investigating teachers' perceptions of mobile language applications as a tool to increase language proficiency and their perceived challenges toward implementing the applications in the classroom. Different nationalities and linguistic specializations participated, giving each unique insight. Through a mixed-methods approach, using both focus groups and surveys, it has been proven that while less experienced instructors faced difficulties using MLAs like Duolingo, Memrise, Rosetta Stone, and Babbel, tech-savvy instructors frequently used them. Some of the chief advantages cited are flexibility, more effective individualized learning, and an increased level of student engagement. The major challenges were connected to problems in tracking success, technical issues, and coordinating MLAs with the curriculum. Teachers remarked, however, that although the MLAs often did not manage complex grammar, students' vocabulary, speaking ability, and listening skills had improved. This study therefore recommends better educational integration, institutional support, and teacher training if MLAs are to be effectively integrated into the classroom. It is through such improvements that MLAs really can become powerful tools in language teaching; otherwise, their utility is greatly dependent on careful planning and resource allocation.

Measuring changes in face-to-face interaction between teachers and students using a sociometric sensor device after teacher training

IntroductionTeacher training (TT) was developed to improve teachers’ skills in interacting with students with neurodevelopmental disorders. Teachers can also apply these skills to students without neurodevelopmental disorders in their classrooms. Therefore the interaction between teachers and students would change before and after the TT. However, prior studies have not utilized objective tools to assess the changes in interactions caused by TT interventions. In this study, a wearable sociometric sensor device was used to assess the changes in face-to-face interactions during a group classroom activity to provide objective measures of interactions.MethodsWe evaluated face-to-face interactions using sociometric devices in six classes, a total of six teachers and 158 elementary school students, during a group activity task. An evaluation of teacher-student interactions by video recording was also used to examine the directions of changes in interaction time between the sociometric device and video recording.ResultsThe changes in face-to-face interaction time between teachers and students were in the same direction in five of six teachers. The TT intervention did not significantly affect the interaction time in the current study.DiscussionBased on the results, a wearable sociometric sensor device can serve as an objective measure for detecting changes in classroom interactions.

Generative artificial intelligence in teacher training: a narrative scoping review

The emergence of generative artificial intelligence (GenAI) has transformed various sectors, including education. This narrative scoping review examines how GenAI is being integrated into teacher training programs, exploring its applications, benefits, challenges, and implementation frameworks. By synthesizing findings from recent literature (2022-2025), we identify key themes including the development of AI literacy among teachers, the impact on pedagogical content knowledge, and ethical considerations in implementation. Our analysis reveals significant benefits of GenAI in enhancing teaching performance and facilitating personalized learning, while also highlighting challenges such as technical limitations, ethical concerns, and resistance to change. We identify gaps in current research, particularly in non-STEM subjects and ethical framework development, and suggest directions for future research to advance the responsible integration of GenAI in teacher education.

CoRe as a tool to evaluate the pedagogical knowledge of future teachers about the fraction as an operator

Numerous studies have shown that one of the fundamental factors for effective teaching is the possession of an adequate Pedagogical Content Knowledge (PCK). This knowledge enables teachers to effectively translate specific topics for their students and requires strong support during teacher training, as it is developed throughout the professionalization process. This study aims to determine whether the Content Representation (CoRe) instrument, widely used in international research, aligns with the three components defined by the Mathematical Knowledge for Teaching model for assessing PCK: students learning, teaching and curriculum. To this end, the instrument focuses on a specific mathematical concept, the construct fraction as an operator, and was administered to 263 prospective teachers at a Spanish university. The results reveal the reliability of the scale scores in the sample, and confirmatory factor analysis demonstrate a stable underlying structure, showing that the CoRe questions aligns satisfactorily with the three associated components. However, the findings also highlight notable deficiencies in the participants’ PCK, especially in understanding students’ difficulties and planning effective teaching methodologies. These results emphasize the need to integrate tools like CoRe into teacher education programs to address these gaps and better prepare future teachers to teach complex mathematical concepts, such as fractions as operators.

Training of teachers of the field, waters and forests with appreciation of traditional knowledge of the Amazon

Training of teachers of the field, waters and forests with appreciation of traditional knowledge of the Amazon

Roles of Artificial Intelligence in Promoting Education for Sustainable Development in Lower-Middle-Income ASEAN Economies

This study examines the role of artificial intelligence (AI) in promoting Education for Sustainable Development (ESD) in lower-middle-income ASEAN economies, focusing on two critical areas: the challenges to AI adoption and strategies to optimize AI alignment with sustainable development goals. The research identifies key barriers to AI integration, including technological readiness, financial constraints, policy gaps, and socio-cultural factors, through document analysis and case studies. It highlights region-specific challenges, such as inadequate digital infrastructure and limited teacher training, that hinder AI adoption in education. Additionally, the study explores how AI can be optimized to support Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 9 (Innovation and Infrastructure), by enhancing educational access, promoting gender equality, and enabling personalized learning. Using the Grounded Theory model, the findings suggest that AI can reduce inequalities and empower underserved communities by improving educational outcomes. However, successful AI integration requires a balanced approach that prioritizes ethical considerations and inclusivity. The study advocates for collaborative efforts between governments, educational institutions, and technology providers to establish an ecosystem that supports responsible AI deployment. By addressing these challenges and leveraging AI’s potential, stakeholders can unlock new opportunities to foster sustainable development and improve educational outcomes in ASEAN lower-middle-income economies.

The Effects of an Intervention Programme Using Information Communication and Technology on the Teaching and Learning of Physical Education in Singapore Schools

This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.

Exploring Teachers’ Priorities in Teaching English Poetry: A Focus Area Analysis

Background: Teaching English poetry is a complex task that demands imaginative, creative, experienced, dedicated, and resourceful teachers. Effective poetry instruction helps students develop a sound evaluation, veritable appreciation, and balanced interpretation of poetic works. Understanding teachers’ priorities in teaching poetry can enhance pedagogical strategies and improve student engagement with literary texts. Objective: This study aims to explore the key focus areas prioritized by teachers while teaching English poetry in grades XI and XII. The research specifically examines instructional emphases in 20 academic institutions within Hetauda sub-metropolitan city, Nepal. Methods: A cross-sectional research survey design was employed. Primary data were collected through a structured questionnaire administered to 50 English teachers in 2024. The sample was drawn from a population of 57 using a simple random sampling technique with a 5% margin of error. Descriptive analysis was used to interpret the data. Additionally, secondary data from books and journal articles were reviewed to provide context and support the primary findings. Findings: The study identified key areas emphasized in teaching English poetry, including title, theme, speaker, tone, setting, diction, figurative language, sound devices, historical and cultural context, and form and structure. Among these, title, theme, and speaker were the most frequently prioritized aspects. Conversely, elements such as epigraph, motif, layout, punctuation, and epitaph were given minimal attention in poetry instruction. Conclusion: The findings suggest that teachers focus primarily on thematic and structural aspects of poetry, with less emphasis on certain literary and stylistic devices. This highlights potential gaps in poetry instruction and suggests the need for a more comprehensive teaching approach that incorporates overlooked poetic elements. Novelty: This study contributes to the pedagogical literature on English poetry education by systematically identifying and analyzing teachers' instructional priorities. It provides empirical insights into poetry teaching practices, offering valuable guidance for curriculum design and teacher training to enhance poetry appreciation and literary analysis skills among students.

TECNOLOGIAS DIGITAIS E A FORMAÇÃO DOCENTE

The article addresses the theme “Digital Technologies and Teacher Training”. The problem is: What is the relationship between digital technologies and teacher training? Regarding the objective: to analyze the role of digital technologies and teacher training, considering the socio-cultural realities of everyday school life. The literature review was carried out based on a bibliographic survey of works from the PPGD of UFRN and CAPES (2014 to 2024) that provided a set of ideas, experiences, knowledge and expertise that discuss digital technologies and teacher training, contributing to the updating of pedagogical practices inherent to the processes of knowledge acquisition. Regarding the methodology, the study included a literature review with an emphasis on content analysis procedures. This research found evidence such as: the presence of digital technologies in education, their importance in mediating teaching practices and the relevance of teacher training as one of the strategies to improve the level of learning in school education.

The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities

Information and Communication Technology (ICT) pedagogy involves exposing pre-service teachers (PSTs) to the integration of ICT across the curriculum as a teaching and learning strategy. Research in university teacher training indicates that there is little to no instruction on ICT integration in the teacher training programmes of South African universities. While today's PSTs appear to be skilled ICT users, it is a misconception to assume that they have developed adequate skills outside their teacher training programmes. Therefore, universities need to capitalise on ICT pedagogy for mathematics PSTs by equipping them with essential technology tools for teaching. ICT integration into mathematics teaching and learning promotes collaboration, communication, and knowledge-sharing among learners. Although there is access to ICT tools at universities today, it is important to note that access is not synonymous with competency; hence, mathematics PSTs require skills to integrate these ICT tools into their teaching. Adopting a critical literature review, this chapter aims to analyse the approaches that can be used to teach pre-service mathematics teachers to integrate ICT into their instruction. This will be achieved by exploring the importance of exposing PSTs to ICT pedagogy, investigating the extent and ways in which technology is used in teacher-training institutions, understanding how these institutions prepare mathematics PSTs for the integration of ICT in their future classrooms, and exploring the approaches teacher educators can use to teach mathematics PSTs to integrate ICT in their teaching.

Place-based mathematics education: An education for sustainable development pedagogy to enhance mathematics teacher training

Mathematics education in South Africa is experiencing a crisis that disproportionately affects the majority of learners, enhancing inequality and inequity and promoting unsustainable development. Part of the problem lies in the quality and training of Mathematics teachers, as well as the pedagogy they follow. South African education, particularly Mathematics education, should contribute to the transformation of society into an equitable and sustainable one. Hence, the orientation of South African education towards Education for Sustainable Development (ESD). It is believed that ESD will contribute to equity, equality, and sustainability. One way to implement ESD is through Place-Based Education (PBE). PBE capitalises on place, community, experiences, location, and geography to create unique, authentic, meaningful, and personalised learning opportunities. Consequently, PBE expands the mathematics classroom to include the surrounding community. This empowers Mathematics teachers to make the subject relevant to learners by incorporating their local context into their pedagogy. This approach to Mathematics teaching and teacher training promotes equity and the realisation of sustainable development, as it addresses the educational needs of the majority of South Africa’s learners within Mathematics education. This desktop chapter scrutinises literature on the topic to highlight the value and relevance of ESD and PBE in Mathematics teacher training, and to situate PBE as a pedagogy within Mathematics education and teacher training. I provide an overview of Mathematics teacher training in South Africa; thereafter, I discuss ESD and its connection to Mathematics education; and finally, I reflect on PBE and its relevance and value to Mathematics teacher training.

Enhancing teacher training for infographic creation and evaluation

This study aims to develop an enhanced methodological framework for preparing pre-service teachers to create educational infographics and conduct expert evaluations of their effectiveness. Infographic creation is a complex multidisciplinary endeavor requiring both visual design skills and pedagogical knowledge. We present an updated training model built upon previous research (2015-2020) and enriched with recent advancements in digital competence frameworks, infographic design rubrics, and learning analytics. Our intervention consists of two complementary modules: "Infographics in Educational Activities" and "Expert Evaluation of E-tools' Quality". The experimental implementation involved 102 pre-service teachers, with quantitative results demonstrating significant improvements in infographic creation abilities and evaluation competencies in the experimental group across multiple measures. Key advancements include the integration of standards-based assessment frameworks, evolving technological tools for infographic creation, and alignment with digital competence frameworks for educators. This work contributes to the growing field of visual literacy in teacher education, addressing challenges in implementing complex visual representations within educational contexts while providing concrete methodological recommendations for teacher training programs.

Introducing Android-based Digital Learning Media Assisted by iSpring Suite in Science and Social Studies Learning in Elementary Schools

This study examines the Implementation of Android-based digital learning media developed using iSpring Suite at MIN 3 Jember for IPAS learning in the fourth grade. The study aims to enhance students' understanding of abstract concepts through an interactive application integrating visual animations, quizzes, and curriculum-aligned learning materials. Despite the growing adoption of digital learning tools, there remains a gap in research on their effectiveness in improving conceptual understanding in elementary education. This study addresses that gap by evaluating the impact of an offline-accessible application designed to overcome challenges related to limited devices and unstable internet connections. This research used a qualitative approach with a case study design conducted at MIN 3 Jember, an Islamic school in East Java. The subjects were 30 fourth-grade students and an IPAS teacher. Data were collected through observation, interviews, documentation, and field studies. Observations focused on student interactions, learning media use, and responses. Interviews explored teachers' and students' experiences. Documentation included syllabi, lesson plans, and learning materials. Data were analyzed using Miles and Huberman's interactive model, involving data reduction, presentation, and conclusion verification through triangulation. The findings indicate that the application improves students' comprehension of abstract concepts like the water cycle while enhancing motivation and engagement. However, infrastructure limitations persist, necessitating better resources and teacher training. Overall, this study highlights the effectiveness of Android-based digital learning media in fostering engaging learning experiences and provides recommendations for educators and developers.

Building the Foundations: Effective Approaches in Mathematics Teacher Preparation

The field of mathematics teacher preparation is at a pivotal moment in its evolution. As educational landscapes continue to shift, there is an urgent need for research and pedagogical strategies that embrace inclusivity, social justice, and innovation in teacher training. This edited volume presents a comprehensive exploration of contemporary challenges and solutions in preparing mathematics educators for diverse and dynamic classrooms. Incorporating perspectives from scholars across various contexts, this book provides invaluable resources for educators, policymakers, and researchers committed to improving mathematics instruction at all levels. This book comprises ten chapters, each addressing a critical aspect of mathematics teacher education, including equity and social justice, self-efficacy, culturally relevant pedagogy, technological integration, and sustainable educational practices. Through a blend of empirical research and theoretical discourse, the contributors highlight the evolving nature of teacher preparation and the necessity of equipping future educators with the skills and mindsets required to navigate complex learning environments. Therefore, foregrounding issues of diversity and inclusion, this book underscores the transformative potential of effective teacher preparation in fostering equitable educational outcomes. Hence, the book serves as both a catalyst for meaningful change and a reference point for future research in mathematics teacher education. As readers engage with the insights presented in these chapters, they are invited to reflect on how these perspectives can inform their own practices and policies. The collective responsibility is to ensure that mathematics education remains a space where every learner can thrive, and it is inspired that this book contributes meaningfully to that mission.