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Purpose: To explore the insights of adults and children at a New Zealand primary school adopting nonlinear pedagogical approaches to physical education (PE). Methods: This case study was conducted at a single primary school and utilized a qualitative methods design, including interviews or focus groups with the principal, five teachers, and four children. Results: A general inductive approach to analysis identified 11 themes including: empowering teachers and children (principal), letting go of control (teachers), and ownership (children). Discussion/Conclusion: Our findings suggest that a principal's perceived need for change is important to facilitate school wide change to PE practices. Teachers can successfully adopt PE teaching approaches that align with contemporary pedagogy literature through in situ professional development, resulting in positive PE experiences for children. [ABSTRACT FROM AUTHOR]

This study evaluated the reliability and construct validity of the 51-item Effective Early Childhood Physical Literacy Pedagogue self-report instrument (ECE-PLP) measuring Early Childhood Educators’ (ECEs) perceived physical literacy (PPL) capabilities, knowledge, and practices for effectively promoting PL in young children. 494 ECEs completed the ECE-PLP and the International Physical Activity Questionnaire self-report measure of physical activity (IPAQ-SF). Item reduction analyses resulted in the ECE-PLP containing 3 subscales and 30 items. Exploratory factor analysis resulted in a five-factor solution, and weak correlations were observed between total ECE-PLP and subscale scores, and IPAQ-SF scores. Results indicated high internal consistency for total ECE-PLP scores and all subscales (α range = 0.87–0.95). Acceptable test–retest reliability was found among 44 ECEs’ total ECE-PLP scores and subscales (r range = 0.88–0.97). The final scale contained 4 subscales and 28 items. This study presents a novel instrument for ECEs, demonstrating strong internal consistency and limited support for convergent validity. [ABSTRACT FROM AUTHOR]

In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (N = 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K‐12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media. Practitioner notes What is already known about this topic Many K‐12 teachers use X/Twitter and other social media platforms for professional learning purposes. Teachers can use X/Twitter for various purposes and in multiple ways. Contextual factors influence teachers' use of X/Twitter. Social media platform use varies to some extent across cultures and nations. What this paper adds Identification of similarities and differences in X/Twitter use among teachers. International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America. Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter. Implications for practice and/or policy Teachers who use social media may benefit from understanding diverse potential uses of platforms. Policies and guidance regarding K‐12 teacher social media use should accommodate various contextual factors, including national context. Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education. What is already known about this topic Many K‐12 teachers use X/Twitter and other social media platforms for professional learning purposes. Teachers can use X/Twitter for various purposes and in multiple ways. Contextual factors influence teachers' use of X/Twitter. Social media platform use varies to some extent across cultures and nations. What this paper adds Identification of similarities and differences in X/Twitter use among teachers. International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America. Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter. Implications for practice and/or policy Teachers who use social media may benefit from understanding diverse potential uses of platforms. Policies and guidance regarding K‐12 teacher social media use should accommodate various contextual factors, including national context. Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education. [ABSTRACT FROM AUTHOR]

AbstractThe current study examined educator-reported frequency of Extended School Year (ESY) services recommendation and receipt and the variation in educator perceptions as to the recommendation and receipt of ESY services. Findings suggest that educator roles are associated with differences in the perceived receipt of ESY services. Self-contained teachers and specialists reported higher percentages of students who were recommended for ESY services that subsequently received those services as compared to inclusion and resource teachers. Results also indicated that self-contained teachers were more likely to perceive that students outside of a self-contained setting received ESY services while resource teachers were more likely to perceive these students as not receiving ESY services outside of a self-contained setting. It is posited that educational placement should not dictate the receipt of ESY services but it appears that this may be inadvertently occurring. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusion\nPRISMA/PROSPEROAdolescent mental health problems have increased in prevalence. Teachers' Mental Health Literacy (MHL) may play an important role in public mental health prevention approaches. This systematic review and narrative synthesis aimed to identify what is known globally about the extent of secondary school teachers' MHL and the types and effectiveness of MHL interventions for secondary school teachers.PsycINFO, PubMed, ERIC, EBSCO-Psychological and behavioural sciences collection, Web of Science, and Google Scholar were searched to identify studies until 29/04/2024. Two independent reviewers screened the returns.Twenty eligible studies were reviewed. Most intervention studies were from high-income countries and used a psycho-educative approach. Pre-intervention, teachers' levels of MHL were mixed across MHL domains. Post-intervention, increases in mental health knowledge and attitudes and decreases in mental health stigma were reported. Low use of standardised MHL measures, lack of randomised controlled trials, and lack of follow-up data affect evidence quality.Interventions to improve secondary school teachers' MHL can be effective, at least in the short term. Evidence quality needs to be improved to inform recommendations on whether they should be part of a public mental health approach for adolescents.We performed a systematic review and narrative synthesis based on PRISMA guidelines, and it was registered in PROSPERO on 10th May 2022, from https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022328170 [ABSTRACT FROM AUTHOR]

BACKGROUND: Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers. METHODS: This is an analytical, observational cross‐sectional study. The participants consisted of 450 teachers selected using the cluster sampling method from elementary schools of Tabriz, Iran. Multiple regression analysis was performed to examine the associations between teachers' psychological distress and potential factors. RESULTS: The study found a significant proportion of participants (54.2%) experiencing psychological distress. Multiple regression analysis revealed age, sex, work experience, school type, family income status, teachers' efficacy, emotional labor, and presenteeism were statistically associated with teachers' psychological distress. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: To address teachers' psychological distress, schools need to adopt policies that promote teacher well‐being and mental health support. CONCLUSION: The high prevalence of psychological distress among elementary school teachers raises concerns and highlights the need for attention. Schools and administrators must provide teachers with the resources and support they need to succeed in their roles. Interventions targeting the identified associated factors must be planned to improve the mental health of elementary school teachers and enhance their overall performance. [ABSTRACT FROM AUTHOR]

Introduction: The level of professional satisfaction in teachers is an important issue in terms of high work motivation and employee performance. In addition, high professional satisfaction is a factor that contributes to teachers' more positive approach to the education process. Methods: This study aims to examine the teaching-learning conceptions and professional satisfaction levels of physical education teachers. A total of 310 physical education teachers, 129 female and 181 male, working in primary and high schools participated in the study. A relational scanning model was used in this research. The Teaching and Learning Conceptions Scale and Minnesota Job Satisfaction Scale were used as data collection tools. Results: It has been observed that there is a positive relationship between teachers' understanding of teaching-learning and their level of professional satisfaction. Discussion: The constructivist understanding levels of the teachers participating in the research regarding the teaching-learning process were high, while their traditional understanding levels were below the medium level. Limitations: This research was limited to 310 physical education teachers working at different education levels. Conclusions: It can be said that the teaching-learning understanding of physical education teachers is a determinant of professional satisfaction. [ABSTRACT FROM AUTHOR]

Sustainable water supply is one of the most important issues related to global climate change in Türkiye. The government, local authorities and universities have developed strategic action plans to raise public awareness about the sustainability of water supply. In this study, which was conducted in Çorum province in Türkiye in 2021 and 2022, the population of the study consisted of teachers who belong to the Ministry of National Education. The purpose of this study was to identify the factors that influence teachers' sustainable water consumption behaviors (SWCB). Data were collected from 380 teachers. Within the framework of value belief norm theory, a structural equation model and path analysis were used to identify the factors that influence teachers' SWCB. According to the research results, the direct effects of biospheric–altruistic values, egoistic values and ascription of responsibility on personal norms and the indirect effects of egoistic values were also significant. Conclusion: in order to develop personal norms, which are the antecedents of SWCB, biospheric–altruistic values and egoistic values should first be included in the curriculum as part of values education. In this context, it is very important for sustainability to train teachers on water footprint to improve awareness of consequences and ascription of responsibility. As a result of this research, it can be said that biospheric–altruistic values orientation must be higher than egoistic values orientation to achieve sustainability, and both must have a significant impact on personal norms, which is crucial in terms of the three dimensions of sustainability. [ABSTRACT FROM AUTHOR]

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings. [ABSTRACT FROM AUTHOR]

This study used a constant comparative qualitative research method to explore formal and informal learning strategies teachers use to develop professionally and the impact these learning strategies have on their professional practices. Participants were selected through snowball sampling, consisting of 20 teachers from five high schools in Taiwan. Three were male, and 17 were female, with an average age of 43. The study found that participants' formal learning strategies include attending workshops and conferences and doing professional courses in colleges or online. Their informal learning strategies include discussions and sharing ideas with colleagues, using the internet to learn and search for information, reading reference materials, and reflecting on teachings and students' feedback. The impact of the learning on participants' professional practices includes improved subject content and professional knowledge, teaching and learning skills, classroom and time man agement skills, teaching and learning aid production skills, and collaboration and information-searching attitudes. [ABSTRACT FROM AUTHOR]

This study explores the conceptions developed by primary and secondary education teachers in Spain and England about democracy in education. To this end, we conducted a phenomenographic study involving 39 teachers. The results identify four major conceptions of democracy in education: (a) democracy as freedom, (b) democracy understood as participation and collaboration, (c) democracy as a principle for achieving social justice in schools and in the education system and (d) democracy as a principle to learn to live together and social norms. The discussion highlights that the way teachers articulate their conceptions is dominated by a liberal discourse of democracy in education. However, their ideas also show other nuances and traces of more open perspectives. This work stresses the importance of continuing to investigate teachers' conceptions and how alternatives to the dominant trend can be glimpsed through them. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS CONCLUSION Schools are both learning environments for students and workplaces for faculty. Recognizing the role of organizational factors in staff health in school environments, the study aimed to explore which factors, including transformational leadership, teachers' perceived management support and HPS accreditation awards, were most associated with promoting a healthy lifestyle for teachers.A cross‐sectional study was undertaken of 137 elementary schools in 2014, involving 433 directors and 2090 teachers. Data were collected using an anonymous structured questionnaire. Hierarchical linear modeling was used to analyze both teacher‐ and school‐level factors associated with health‐promoting lifestyles.There was a significant positive correlation between teachers' overall health‐promoting lifestyle profile (HPLP‐II) scores and both perceived management support (coefficient = .98, p < .001) and transformational leadership (coefficient = .38, p = .039). All 6 HPLP‐II subscales also showed significant positive correlations with perceived management support (coefficients .12‐.24, p < .001).Supporting a healthy working atmosphere and strong principal transformational leadership are keys to enhancing teachers' health‐promoting lifestyles. Future research could explore how transformational leadership and management support influence teachers' health behaviors and identify effective strategies and interventions. [ABSTRACT FROM AUTHOR]

ABSTRACT Context Objective Design Results Conclusions Starting face‐to‐face education while the COVID‐19 pandemic was ongoing was a risk for public health. Determining teachers’ initial reactions to public health practices during this high‐risk period may contribute to the redesign of public health and school nursing policies.The aim of this research is to examine the relationship between primary school teachers’ COVID‐19 fear levels and COVID‐19 vaccine attitudes.The research has a descriptive correlational design. The data were obtained from teachers working in primary schools (n = 430). Simple random sampling method was used in the data collection process. Data were obtained with the Scale of Attitudes Towards COVID‐19 Vaccine and Fear of COVID‐19 Scale.In the study, 50.5% of teachers reported that they were afraid of catching COVID‐19, 41.9% said their risk of catching COVID‐19 was “high,” and 87.7% reported that they voluntarily got the COVID‐19 vaccine. Of the teachers, 4.6% (n = 20) stated that they regretted getting vaccinated. A positive and significant relationship was found between teachers’ Fear of COVID‐19 Scale and COVID‐19 Vaccine Attitude Scale scores (r = 0.133, p < 0.001).During the pandemic, it was observed that teachers’ fear level of COVID‐19 increased with the start of face‐to‐face education. In addition, it is seen that teachers started to have doubts about some public health practices. This may indicate that public health nurses should take a more active role in school health practices. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the mediating role of school effectiveness in the relationship between transformational leadership and workplace exclusion. The sample of the study consisted of 410 teachers working in primary, secondary and high schools in Bolu/Türkiye province center in the 2023–2024 academic year. Correlational design was used in the study and path analysis was used to reveal the predictive relationships between variables. As a result of the study, it was seen that the hypotheses put forward in line with the model put forward were confirmed. In this context, it was concluded that transformational leadership has a significant positive effect on school effectiveness (Hypothesis 1), school effectiveness has a significant negative effect on workplace exclusion (Hypothesis 2), transformational leadership has a significant negative effect on workplace exclusion (Hypothesis 3) and finally school effectiveness has a mediating role in the effect of transformational leadership on workplace exclusion (Hypothesis 4). In the context of the results, suggestions were made such as providing in-service courses for school administrators on transformational leadership and school effectiveness, preventing exclusion at work by giving teachers the opportunity to develop themselves and participate in the decisions taken. [ABSTRACT FROM AUTHOR]

ABSTRACT Special needs education represents an emotion‐laden context for teachers. The aim of this study was to analyse the forms and inducers of teachers' emotional labour in this specific context. Using a situational psychological approach, we analysed 167 critical incidents experienced by 50 special education teachers. Qualitative analysis revealed three passive forms of emotional labour (52.3%), particularly ‘To feel and express the positive emotions generated by a pleasant situation’, and three active forms (47.7%), especially ‘To master the negative emotions generated by an unpleasant situation’. These forms of emotional labour emerged from four categories of positive inducers (55.9%), particularly ‘Teachers' successful interventions with students’, and from four categories of negative inducers (44.1%), especially ‘Students' displays of aggressiveness’. Statistical analysis highlighted a strong association between passive forms and positive inducers, and between active forms and negative inducers. These results are discussed in relation to the specificities of teaching in special needs education. [ABSTRACT FROM AUTHOR]

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This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi‐racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM. [ABSTRACT FROM AUTHOR]

This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher attitudes were identified. Two key predictors of these attitudes were found to be (a) school administrative support for gifted students and gifted education and (b) perceived knowledge of giftedness. The major contributions of the study to the literature are discussed. [ABSTRACT FROM AUTHOR]

Background: Adolescents are vulnerable to mental health problems, and this vulnerability may be enhanced in situations such as the present COVID-19 pandemic. Online mental health literacy (MHL) education may help adolescents maintain/improve their mental health, especially in situations where face-to-face education is difficult. Aims: To evaluate the effects of a teacher-led "online Short MHL Program (o-SMHLP)" delivered online to grade 10 students in their classrooms. Methods: Students (age 15–16) were randomly assigned to an o-SMHLP group (n = 115 (3 classes)) or a control group (n = 155 (4 classes)) at the class level. The program consisted of a 20-minute session which included an animated video. The students completed a self-report questionnaire pre- and post-intervention assessing outcomes including: "Knowledge about mental health/illnesses", "Recognition of necessity to seek help", "Intention to seek help", and "Unwillingness to socialize with people having mental illness". Mixed effects modeling was employed for analyses. Results: All outcomes were significantly improved in the intervention group compared to the control group post-intervention, except for "intention to seek help". Conclusions: The present study shows the effectiveness of an online MHL intervention while identifying the need for the development of effective online programs targeting adolescents' "intention to seek help". [ABSTRACT FROM AUTHOR]

The current study aims to fill the existing research gaps by investigating the role of teacher care in protecting African American adolescents in under-resourced neighborhoods from negative outcomes of adverse life events. The study included 638 adolescents from four under-resourced neighborhoods in Chicago's Southside who were assessed to determine the moderating role of caring teachers on the relationship between adverse adolescent experiences and risky sexual behaviors, substance use, bullying perpetration, and violent behaviors. Caring teachers had a significant moderating effect on the association between adverse experiences and both bullying perpetration and violent behaviors. Adolescents who perceived their teachers as caring showed lower tendencies towards bullying and violence, even if they had adverse experiences. These results highlight the crucial role of teacher care in supporting African American adolescents from under-resourced neighborhoods who have experienced adverse life events. It emphasizes educators' role in shaping our youth's future, especially those facing adversity and at a crossroads in their lives. Plain language summary: Despite adverse life events, adolescents who perceived their teachers as caring were less at risk of engaging in bullying and violence. Caring teachers are especially important for African American adolescents in under-resourced neighborhoods. [ABSTRACT FROM AUTHOR]

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development. [ABSTRACT FROM AUTHOR]

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the health specific professional development opportunities that exists for primary school teachers internationally. The authors brainstormed a list of search terms and followed the PRISMA guidelines to search EBSCO databases. The findings were screened and sorted. The review found that educators who value and understand health are more likely to teach health related topics. Professional development related to health that was most effective was characterised as being (1) multidimensional, (2) integrated, (3) adaptable, (4) modelled, (5) collaborative, (6) supported by school leadership, and (6) valued. Despite the importance of health, the review found a lack of professional development for teachers. This may in turn create a barrier to students accessing health education. Thus, professional development programmes for teachers that aim to improve their confidence and competence to teach health in the classroom are urgently required. [ABSTRACT FROM AUTHOR]

Teacher agency includes the ability of teachers to make meaningful decisions, take action, and influence in their professional fields. This qualitative study seeks to understand the relationship between teachers' habits of mind and their teacher agency by examining the nuances and issues that contribute to teacher agency within an inquiry physics lesson. Using qualitative heuristic study methods, data was collected through a retrospective verbal report and an in-depth interview with 8 physics teachers. Through interpretative phenomenological analysis, pattern and themes were identified that explain the experiences, perceptions and behaviours that support teacher agency. The findings suggest that teacher agency is a multi-faceted phenomenon that involves personal beliefs, institutional structure, professional development and collaborative opportunities. This study described teacher professional agency in four dimensions that are; being professional competence in the productive steps of inquiry lessons, inquiry pedagogy as a sign to create sense of professional purpose to maintain inquiry learning, updating teaching material and resources to maintain inquiry learning with the changes of educational system, and coping with the transformation of educational system. These dimensions elucidating the issues and factors that foster or hinder teacher agency, shedding light on the complexities and nuances inherent in this construct. This study supports teacher learning within the context of inquiry teaching and learning, empowering and supporting teacher professional development in inquiry teaching and learning. These understanding has important implications for educational policies and professional development initiatives, as well as school leadership. [ABSTRACT FROM AUTHOR]

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships. [ABSTRACT FROM AUTHOR]

This study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals' couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co‐teaching in the classroom, and evaluation (reflecting upon joint activities). Conditions fostering collaboration were categorized into individual (interpersonal relationships), school‐based (directive management) and policy (current regulations) dimensions. Findings suggest that the extent of collaboration varies and is influenced by interconnected conditions. This research enriches the literature by offering a classification of collaborative work between teachers and SLTs and underscores the conditions impacting it, and is invaluable for stakeholders aiming to advance inclusive educational settings. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) technologies are increasingly being adopted in educational contexts, it is essential to understand how key stakeholders perceive opportunities and challenges for responsible integration. This mixed-methods study explored EFL teachers' perspectives on utilizing AI tools for instruction, learning activities, and assessment. An online survey collected both quantitative and qualitative data from 150 EFL teachers regarding their experiences, attitudes, and beliefs about AI's pedagogical role and ethical considerations. Descriptive statistics revealed generally positive views of AI's potential for personalized learning and practice opportunities, though ongoing concerns around risks to human interaction, privacy, and bias. Teachers favored collaborative models, with AI playing a supporting role under educator oversight. Significant gaps in teachers' technical literacy and lack of training or support for integration emerged as barriers requiring attention. While potential applications for standardized assessment were acknowledged, ongoing validation of AI models against human judgment was deemed necessary. Qualitative analysis identified uncertainty around AI's impacts on higher-order skill development and communicative competence. Guidelines delineating appropriate roles and oversight frameworks were seen as imperative to ensure aligned, ethical usage maximizing opportunities. This study provides timely empirical insights to inform the development of policies, tools, programs, and practices facilitating the judicious adoption of AI as a partner in strengthening EFL education worldwide through collaborative human-AI partnerships grounded in evidence-based research. [ABSTRACT FROM AUTHOR]

Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales' construct validity. A link was found between the use of these strategies, teachers' task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers' confidence in their own ability to address this phenomenon could be an important element of teacher training. [ABSTRACT FROM AUTHOR]

The research goal is twofold: to articulate neuro-mathematics with the extended theory of mathematical connections that uses onto-semiotic approach tools and to explore the connections established by a teacher and his student when solving a problem about the volume of two boxes, one of toothpaste and the other of tomato. This research was developed in two stages: the theories were articulated assuming concordances and complementarities, highlighting the notion of connection, and a context of reflection was considered carried out in three phases where the participants were selected, participant observation was carried out in the classroom during solving a problem and then analyzing the data with the new tool to explore mathematical and neuromathematical connections. The findings present the mathematical connections established by the teacher and the student of meaning, feature, procedural, different representations (alternate, equivalent, and from a horizontal mathematization view), and part-whole, as well as neuromathematical connections of: recognition of terms and symbols; visual perception, spatial skills and motor coordination; association of mathematical concepts and formulas; intermediate calculations and unit conversion; solve operations step by step and understand the process; verification and conclusion, activated in the brain areas linked to each mathematical practice sequentially. [ABSTRACT FROM AUTHOR]

This study was aimed at screening for anxiety symptoms among educators in the Capricorn District of Limpopo Province, South Africa. Recent literature has identified the school environment as a risk factor for anxiety, putting teachers at a higher risk. We collected data from 381 teachers using a quantitative cross-sectional study design. The Generalized Anxiety Disorder (GAD-7) scale, along with a researcher-developed socio-demographic questionnaire, was used to determine the prevalence and associated risk factors for anxiety symptoms. Stata-14 was used to analyze the data through the use of bivariate and multivariate analysis. The sample consisted largely of black (n=318, 83.46%), female (n=270, 70.87%) teachers from 25 schools. The prevalence of anxiety was 36.85%, with a majority falling under the mild category (n=85, 22.31%). Personal factors such as gender, race, home language, whether the participant had sought professional mental health assistance in the past 6 months, and the impact of COVID-19 were significantly (p=0.05) associated with the symptoms of anxiety. Additionally, workplace factors such as school of employment and subjects taught were also significantly associated with anxiety symptoms. There is a high prevalence of anxiety symptoms among educators, which may negatively affect the students under their care. [ABSTRACT FROM AUTHOR]

Background: The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools. Aim: This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers' food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye. Methods: This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses. Results: The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups' pre-test scale mean scores, the experimental group's post-test scale mean score was found to be statistically significantly higher (d = 0.79, p <.05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level. Conclusions: This study found that the health education given to teachers led to an increase in teachers' food allergy and anaphylaxis management self-efficacy. [ABSTRACT FROM AUTHOR]

Teacher professional performance is crucial for schools to improve students' academic performance and success. However, research on this issue still needs to be completed, including the factors influencing it. Therefore, this study focuses on investigating the role of interpersonal communication skills (ICS) in mediating cultural intelligence (CI) and emotional intelligence (EI) affect teachers' professional performance. The participants are 455 Indonesian teachers selected by accidental sampling from three provinces in Indonesia. Data was collected by distributing Likert scale questionnaires and analyzed using structural equation modeling (SEM) performed by LisRel 8.80. All hypotheses were supported (significant). It means CI, EI, and ICS are related to teachers' professional performance; CI and EI link to teachers' ICS; and ICS mediates CI and EI affect teachers' professional performance. This evidence promotes a new model of CI and EI affecting teachers' professional performance via ICS. It provides a theoretical contribution, and practical implication requires critical discussion among researchers, scientists, and practitioners. [ABSTRACT FROM AUTHOR]

Given the global rise of English as a lingua franca, there has been a rapid growth of English-medium instruction (EMI) programmes at all educational settings. However, EMI teachers face a variety of challenges due to the multilingual and multicultural contexts in which they operate. The challenges encountered by EMI teachers, including navigating language proficiency gaps, managing pedagogical complexities, and coping with emotional labour in diverse educational environments, play a pivotal role in shaping their professional journey and growth in different EMI classrooms. Through eight featured articles focusing on different contexts (i.e. Argentina, Vietnam, Spain, Hong Kong, and mainland China), this special issue delves into EMI teachers’ lived experiences and continuing development across distinct classroom contexts and offers useful insights into their experiences of identity formation, transformative agency, and professional growth. Collectively, the findings highlight the crucial roles of teacher agency, identity, emotional labour, and professional development in shaping effective EMI practices. Furthermore, they highlight directions for future research that could enhance the effectiveness and well-being of EMI teachers, which in turn may potentially contribute to improved educational outcomes for students in diverse linguistic environments. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, with a particular emphasis on sustainability in education. While previous studies have typically examined entrepreneurship and creativity as separate concepts, often focusing on their individual dimensions, this study underscores the significance of integrating entrepreneurial and creative competencies to promote sustainable educational practices. By highlighting how teachers' entrepreneurial and creative skills contribute to sustainable education, this study addresses the broader impact these competencies have on meeting the evolving needs and expectations of students, families, and society. This approach supports the development of a more resilient and adaptive education system that can thrive over time. The research involved 1396 classroom teachers from the Mersin province of Turkey. Analysis of the data revealed a strong positive correlation between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, indicating that teachers who exhibit higher levels of entrepreneurial traits are more likely to engage in practices that foster creativity or that teachers who exhibit higher levels of creativity nurturing behaviors are more likely to engage in entrepreneurial practices among their students. Thus, the importance of the high-level relationship between entrepreneurial behaviors and creativity-enhancing behaviors in improving sustainability in education has been revealed. This study highlights the need to integrate entrepreneurial skills into teaching practices to support a sustainable educational framework. [ABSTRACT FROM AUTHOR]

The literature suggests that the co-creation of higher education value, from the perspective of the service-dominant logic (SDL), begins in the teaching-learning process, and the results of this process shape the entire ecosystem of higher education value for economic and social development. From this perspective, it is important to identify strategic tools that foster the co-creation of services and value during the teaching-learning process. As a contribution, this article presents the first proposal for a scale to measure teachers’ service-dominant orientation (SDO) in higher education. This proposal was operationalised using a literature review and qualitative and quantitative empirical approaches involving six stages and supported by three studies. Conceptualised as a portfolio of interaction capabilities that teachers can strategically develop to foster co-creation in higher education, the Teacher S-D Orientation scale is presented, made up of five capacities: individual interactions (four items), relational interactions (four items), ethical interactions (three items), empowered interactions (three items) and developmental interactions (four items). Considering that from the SDL perspective, the strength of the student-teacher relationship is a decisive factor in co-creation during the teaching-learning process, the external validation of the SDO scale was ensured, with the results suggesting that the teacher’s SDO has a significant impact on the relationship quality in higher education. The scale validation has implications for both marketing and educational literature. The article concludes with recommendations for teachers and management of higher education institutions. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the relationship between school administrators' paternalistic leadership behaviors and teachers' levels of organizational silence according to the views of the teachers participating in the study. Relational survey design was used in the research conducted using quantitative methods. The population of the study consists of 4836 teachers working in schools in a province of Turkey in the 2023-2024 academic year, and the sample consists of 526 teachers selected by simple random sampling method. Personal Information Form, School Principals' Paternalistic Leadership Behaviors Scale and Organizational Silence Scale were used as data collection tools. SPSS 25 statistical package program was used to analyze the data. In the process of analyzing the first two sub-problems, arithmetic mean and standard deviation were analyzed for descriptive statistics. Correlation analysis was used to analyze the third sub-problem and regression analysis was used to analyze the fourth sub-problem. As a result of the research, it was seen that school administrators' paternalistic leadership behaviors were generally at a low level and that philanthropic paternalistic leadership was dominant in the school. Teachers generally experience low levels of organizational silence, but when the subdimensions of organizational silence are examined, it is seen that the perception of managerial silence is the most dominant in the school. As the administrator behaviors related to the subdimensions of family atmosphere at school and philanthropy increase, teachers' individual silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors decrease. As the administrator behaviors related to the sub-dimensions of interventionism and inadequacy at school increase, teachers' individual silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors increase. As the administrator behaviors related to the sub-dimension of authoritarianism at school increase, teachers' individual silence, administrative silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors increase. It was seen that the benevolence, interventionism and finding inadequate sub-dimensions of paternalistic leadership were significant predictors of teachers' organizational silence. [ABSTRACT FROM AUTHOR]

The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes. [ABSTRACT FROM AUTHOR]

The aim of this research is to reveal the perceptions of teachers in the context of organizational creativity and to examine their experiences. The study group of the research consists of 10 teachers working in the public schools of the Ministry of National Education in the spring term of the 2023-2024 academic year, five of whom received the Global Teachers Award. Semi-structured interview technique was used in the research. The data obtained were analyzed by content analysis and descriptive analysis methods. In consequence of the interviews with 10 teachers, the themes of opinions on the characteristics of a creative organization, the way in which creative ideas are expressed and evaluated in the organization, positive and negative aspects of organizational creativity, evaluation of managerial, educational and social activities in the context of creativity, management strategies that can be creatively evaluated, characteristics of a creative management approach and manager, characteristics of a creative teacher, characteristics of a creative student and suggestions for increasing creativity in schools were identified. As a result, it was seen that the opinions of the teachers who received awards and the teachers who did not receive awards did not differ much. The necessity and importance of providing a working environment where everyone is in the same boat, where they can easily express their new ideas and suggestions, and the necessity and importance of updating or improving the conditions in a way that they can realize their new ideas or suggestions were emphasized. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study investigate the influence of teacher-student relationship on student academic achievement in senior secondary schools in Mubi Zone, Adamawa state. It examines the effect of interaction between teacher and students in the classroom setting on academic achievement of senior secondary school students and assesses the effects of non-cordial relationship between the teachers-students on the academic achievement of senior secondary school students. The study further evaluate whether attitudes portrayed by teachers which affect academic achievement of senior secondary school students with a view of fostering students' academic success as a result of teacher-student relationship among the senior secondary school students. The study adopted a descriptive survey research design and the population of the study comprises of selected senior secondary schoolteachers and students in Mubi zone. The sample size for the study comprises of 370senior secondary school teachers and students. The sample for this study was selected using a simple random sampling technique. The research instruments titled 'Teacher-Student Relationship Questionnaire (TSRQ) and 'Students' Academic Achievement in Social Studies Proforma (SAASSP) was used to collect data for the study. The data obtained were analyzed using multiple regressions statistics techniques. The results showed that interaction between teacher and students in the classroom setting, non-cordial relationship between the teachersstudents and attitudes portrayed by teachers have significant effect on academic achievement of senior secondary school students in Mubi Education Zone. [ABSTRACT FROM AUTHOR]

Objectives: The COVID-19 pandemic has brought substantial mental health challenges as well as significant changes in the delivery of clinical care and interventions, such as switching from traditional face-to-face to online mode. This study aimed to compare the effectiveness and the course experience of a video-conferencing mindfulness-based intervention (MBI) with that delivered face-to-face. Method: Schoolteachers (N = 170) were randomly assigned to face-to-face group (n = 94) and video-conferencing group (n = 76) for an 8-week MBI. The schoolteachers' well-being, including psychological distress, insomnia, perceived stress, mindfulness, positive and negative affect, and life satisfaction, was measured before and after the MBI. Attendance, treatment fidelity, home practice compliance, and program acceptability were collected after the MBI. Qualitative feedback from the two groups was also collected to explore the differences in participants' subjective experiences. Results: Both face-to-face and video-conferencing formats of MBI resulted in better general mental health, more positive affect, and higher life satisfaction, as well as significantly lower levels of insomnia, stress, and negative affect. Observed improvement was comparable between face-to-face and video-conferencing MBI. The two groups also showed comparable adherence, intervention fidelity, and program acceptability. Qualitative results showed that while video-conferencing MBI might be weaker in group process, it provided better accessibility for participants. Conclusions: This study supported the effectiveness and feasibility of video-conferencing MBIs, which are highly accessible for teachers in need of mental health support. Further research exploring enhancements to the group process in video-conferencing MBIs may further improve the effectiveness of online programs. Preregistration: This study is not pre-registered. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annali di Igiene, Medicina Preventiva e di Comunità is the property of Societa Editrice Universo s.r.l. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this study was to investigate work engagement and commitment of automobile technology teachers as correlates of teacher effectiveness in technical colleges in Enugu State. Three specific purposes, three research questions, three hypotheses guided the study. The study adopted survey design. Population was made up of 57automobile technology teachers from 13 technical colleges in Enugu State. Utrecht Work Engagement and Teachers' Perceptions of Professional Commitment and Teacher Effectiveness Scales were adapted. Data were analysed using means, correlations and regression analysis. Findings reveal that a moderate relationship (.425) exists between work engagement and teacher effectiveness of automobile technology teachers. Also a moderate relationship (.537) exists between teachers' commitment and teachers' effectiveness of automobile technology teachers. Furthermore, moderate relationship (.433) exist between teachers'; work engagement and commitment of automobile technology teachers. The hypotheses tested revealed that teachers'; work engagement is a significant predictor for teachers'; effectiveness and teachers' commitment, teachers' commitment is a significant predictor for teacher effectiveness. Based on the findings, Enugu State Ministry of Education should among other things, try to improve the work engagement and commitment of their automobile teachers through empowerment, rewards and benefit schemes. [ABSTRACT FROM AUTHOR]

The present research aims to develop a valid and reliable instrument to measure teachers’ observation skills. The research was conducted during the 2023-2024 academic year with 651 teachers. Data were collected through online survey methods. Expert opinion was consulted for the content and face validity of the scale in the research. Exploratory (EFA) and confirmatory factor (CFA) analyses were performed to assess the scale's construct validity. Based on the results, it was found that the scale had a structure consisting of two dimensions and 18 items. It was determined that the factor loadings of the items in the scale were between .70 and .93. Considering the relevant literature, it was decided to name these dimensions as "natural observation skill" (NOS) and "scientific observation skill" (SOS). The Cronbach Alpha for the scales were both .95. The research developed a valid and reliable scale that can determine the level of teachers’ observation skills. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the social skill levels of fifth-grade students and to reveal the function of the hidden curriculum in the development of these skills. The study was conducted with fifth-grade students in a city center in eastern Turkey. Both quantitative and qualitative research methods were used. Data were initially collected using a social skills assessment scale developed by the researcher. Observations, as well as interviews with teachers, students, and parents, were conducted in the schools identified as having the highest and lowest social skill levels. Computer-assisted analysis programs were used for analyzing the quantitative and qualitative data. The study identified the functions of the hidden curriculum in the school, teacher, and student dimensions during the process of acquiring social skills. It was found that there are both similarities and differences in the hidden curricula of the two schools identified as having low and high social skill levels, and that the hidden curriculum has both positive and negative functions in the process of social skill acquisition. Based on these findings, it was concluded the functions of the hidden curriculum in the process of developing social skills should be considered, and that further studies should be conducted on this topic. [ABSTRACT FROM AUTHOR]

The study aims to introduce to the Turkish culture a measurement tool that has proven validity and reliability in determining the level of quiet quitting among teachers. It involves the analysis of the validity and reliability of the Quiet Quitting Scale, as the scale is adapted to the Turkish culture. The scale, originally developed in English, was adapted to Turkish using data from teachers employed in public schools who were selected through convenience sampling. Confirmatory factor analysis was initially used to assess the construct validity of the original structure of the scale within the Turkish context. The findings indicated a good fit to the four-factor model, supported by adequate factor loadings and fit indices, thus confirming the scale's validity within the Turkish culture. Reliability evaluation included internal consistency coefficients, test-retest stability, and composite reliability, all exceeding the threshold values. The test-retest analysis confirmed the stability of the scale, while the composite reliability analysis further supported its reliability. Measurement invariance across gender and tenure was examined, confirming that the scale can provide reliable comparisons across these demographic groups. Overall, these results demonstrate the successful adaptation of the Quiet Quitting Scale to Turkish culture and are supported by strong evidence of its validity and reliability. [ABSTRACT FROM AUTHOR]

The current study aimed to examine the effect of empowerment on English language teachers' commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers' attitudes towards curriculum reform on the relationship between the teacher's empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers' empowerment questionnaire model of Yin et al. (2013. "The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy." Educational Studies 39 (1): 13–28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers' empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers' attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important. [ABSTRACT FROM AUTHOR]

This study investigated student's knowledge and understanding of mechanical stress including strain, and the relation between mechanical stress and strain, using material created by the authors of this text. It also investigated what the students perceived helpful for learning. The material was a complete laboratory setup and was intended to be simple and visual, including a digital part. During the studies in a Swedish upper secondary school, students enrolled in the technology programme took a general introductory course in solid mechanics. The students' participation in our study was composed of four classes. The study was implemented by answering a questionnaire prior to laboratory and a similar one after the laboratory, 85 out of 107 students answered both questionnaires. A thematic analysis was applied on the material, resulting in six thematic groups based on the students' previous knowledge and how much they have learned from the laboratory. To find correlations between the thematic groups, classes, and what the students perceived important for learning, a One-way Analysis of Variance (ANOVA) with multiple comparison post hoc test was performed. A significant difference between the class and the thematic groups was found (p<0.05). Another significant difference was found between the teacher and the class the students were in (p<0.001). This study showed that the teacher was important for the students' perception of solid mechanics during this laboratory and that the interactive lab description played less roll. The teacher's importance depended on what class the students were in. [ABSTRACT FROM AUTHOR]

Background. Pedagogical education in our country has been in the ever reforming process. Being subject to current realities, the nature, goals, and state and public expectations from pedagogical education are to be reviewed. There was a similar process at the break of pedagogical education in Russia. In this regard, historical genesis of pedagogical education in Russia in the 19th – early 20th centuries provides an opportunity to analyze some challenging issues facing the country over the considered period, to specify the patterns for the formation and development of pedagogical education, and to designate the peculiarities thereof. Purpose. The article aims to analyze the formation and development of pedagogical education in Russia in the 19th – early 20th centuries. Materials and methods. A retrospective analysis is the key research method. In addition, historical-structural, and comparative and contrastive methods were used to conduct a systemic analysis of the development of pedagogical education in Russia in the 19th – early 20th centuries. The article is based on the evidence from archival records, research material data, regulatory legal acts, and popular science fiction of the reviewed period. Results. The first extensive actions in the development of pedagogical education in Russia were taken in the 18th century. Since that time and throughout the 19th century, there was a gradual advance in pedagogical education. In addition to the main subjects, there were some disciplines specific to the pedagogical content knowledge (didactics, pedagogy, teaching methods, psychology, etc.) in the curriculum cycle for future teachers. First-ever domestic methodological guidelines for individual subjects emerged in the country. In Russia, there predominately existed male pedagogical education. According to the archival research and literature review, the country experienced an acute teacher shortage during the 19th century. To eliminate it, pedagogical departments were established at district Imperial Universities in Russia in 1804; in 1816, the Main Pedagogical Institute was founded to form the basis for other pedagogical institutions; in 1860, two-year pedagogical courses appeared at the Imperial Universities; in 1876, the issue regarding female pedagogical education was brought up, which led to the creation of the first pedagogical institute for women in 1903. In order to enhance the prestige of the teaching profession in Russia in the 19th – early 20th centuries, the state equated it to the public service, wherein each teaching position corresponded to a certain rank with all the privileges and state support; compensated for the costs of housing, lighting, heating, and educational literature; supported teachers’ families and encouraged childbirth among teachers and lecturers; provided pensions and gave the opportunity to receive awards that granted additional financial support. Having analyzed the problems of developing pedagogical education in the 19th – early 20th centuries, there are similar problems observed in modern Russia. Therefore, nowadays, it is vital to consider the methods and state initiatives for supporting and raising the prestige of the teaching profession of that time. In this regard, the relevance of the presented research is beyond doubt.