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This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge. [ABSTRACT FROM AUTHOR]

Events of recent years both in the United States and around the globe have highlighted the fragility of democracy. The invasion of Ukraine by Russia has prompted educators to seek evidence-based civic engagement methods for helping students understand the invasion and its implications. This paper offers a set of recommendations on how to teach the war in Ukraine through the lens of civic engagement education. Over the years, a sizeable body of scholarship has developed addressing the critical role civic education plays in safeguarding democracy and producing effective pedagogical approaches for instilling democratic knowledge, skills, and dispositions. Using this scholarship as a starting point, this paper offers recommendations on how educators in a variety of settings and across disciplines might modify these civic learning models to address the war in Ukraine. Based on my experience as a scholar-practitioner-educator at an institute of politics focused primarily on American democracy, I also offer suggestions on how to integrate teaching the war in Ukraine using these practices to enhance appreciation of civic engagement and the role of the citizen. [ABSTRACT FROM AUTHOR]

This critical narrative review draws on bell hooks' engaged pedagogy to examine the pedagogies deployed by PE teachers and PETE educators in response to COVID-19. Full-text, empirical studies between 2020 and 2022 were accessed through Academic Search Complete, Education Database (ProQuest), Education Research Complete (EBSCO), ERIC (EBSCO), Scopus, and SPORTDiscus. In total, 86 articles were considered for full-text review, with 38 articles moving to data extraction after having met the study's inclusion criteria. We used inductive and deductive methods of data analysis. Findings are reported and discussed according to (a) the inductive identification of pedagogies deployed by PE teachers and PETE educators during COVID-19; and (b) the deductive analysis of the literature using bell hooks' engaged pedagogy as a theoretical lens. This review determined that whilst the COVID-19 pandemic may have signalled an opportunity to advance an engaged pedagogical approach in PE and PETE, there was scant evidence of teachers or researchers choosing this path. Instead, innovation, criticality, creativity, mutuality, engagement and meaningful learning was suspended in favour of day-to-day survival. Most papers focused on remote learning enablers rather than engaged pedagogy; that is, they focused on the communication technologies required to connect to online spaces and then to teach within them. We outline directions and critical challenges for PE teachers and PETE educators to develop equitable, inclusive, and empathetic classroom spaces which seek to create learning that is transformative, dynamic and holistic. [ABSTRACT FROM AUTHOR]

Early childhood schoolbooks designed to teach children to read, have been shown not only to shape gendered identities in a limiting, binary format, but to lend the written word the appearance of unquestionable, and restrictive truth about the way the world is. Texts written for adults, too, may similarly limit what can be known, reining in the world's emergent efflorescence. Extending the concept of emergent listening, this paper develops the concept of emergent reading, a form of reading that is intimately and diffractively related to emergent listening and emergent writing. Emergent reading is relational, intra-acting with the emergent efflorescence of written words and with the materiality of the human and more-than-human world. [ABSTRACT FROM AUTHOR]

Learning theories provide philosophically informed, basic principles for understanding the mechanisms through which people learn based on a combination of field or laboratory studies. Unfortunately, however, there are several clear conflicts between theoretical approaches and common methods in teaching. Consequently, key challenges among teachers relate to knowing which theoretical approach to adopt and, therefore, methods to apply. This contradiction is even more confusing since some arguments from each approach are coherent with current practice, whilst others are either inconsistent, unclear or even counter to established teaching views. In short, the implications for teachers are, at best, suboptimal. Accordingly, this paper aims to explore the differences in theoretical perspectives and thence, to propose that there is a need for multiple approaches, possibly used in combination. We hope to offer clearer guidance for practitioners and provide some direction to promote better application from researchers. [ABSTRACT FROM AUTHOR]

This small-scale qualitative research project is located within post-compulsory education in England and explores some of the strategies and responses employed by three initial teacher educators to carry out their professional role while responding to the COVID-19 pandemic. The central argument is that teacher identity was significant as a pedagogical tool to respond to the pandemic. Therefore, more consideration should be given to the interconnectedness of who I am, what I do and why I do it, when pedagogical responses are needed to address emergent issues. The first part of the paper paints a picture of the available literature related to learning during covid-19, followed by an articulation of the research design. The second part discusses the relationship between identity and pedagogy, which is the central theme constructed from the data gathered from the research participants. It closes with a reflection about how educators as a collective have shown resilience and creative ways to deal with challenges, thus adding new layers of their identity, and this can be pedagogically powerful. [ABSTRACT FROM AUTHOR]

This paper provides a detailed account of the development of an instrument to investigate the emerging concept of presence in teaching (PiT) on a larger scale, explaining how the transition from data and findings from qualitative studies to a survey instrument was accomplished. In order to ensure relevance for teachers, the instrument needed to do justice to the unique and varied character of the qualitative data and be closely related to educational practice. Therefore, we adopted an interpretivist approach and a procedure involving different types of interactions: between outsiders (researchers, experts) and the instrument, between insiders (teachers) and the instrument, and between outsiders and insiders. Often, instruments are developed from an outsider perspective, in which respondents serve as informants for the researchers. Our development process occurred in a dialectical relationship between the 'scientific' concept and the 'everyday' concept (in the intuitive understanding of teachers) of PiT, which allowed us to capture PiT within a survey by means of narrative vignettes using the language and classroom practices of teachers. Reflections on the quality criteria and methods used, the challenges encountered and solutions found, may serve educational researchers planning to investigate emerging concepts such as PiT on a large scale. [ABSTRACT FROM AUTHOR]

In 2022, after two years of the COVID virus profoundly interrupting social connection, learning, work and human mobility, governments worldwide turned material and rhetorical attention to life 'post-pandemic'. Understandably, teachers who were central in keeping communities virtually connected during the pandemic—are positioned as core to a return to the quality of life and to gaining social futures beyond COVID-19. This is reflected in the theme of the 64th ICET World Assembly Building Creative Global Teacher Education Communities Post-Pandemic. This conceptual paper, given initially as a keynote at this conference, argues that for teachers, the state of crisis has not abated, rather, post-COVID educators are 'returning' pre-existing and enduring social, environmental and workforce crises that have been amplified during the global health crisis (Rosehart et al. 2022). The paper contends that for teachers to respond to the major social and environmental justice issues of our time, it is important to examine the structures and practices which standardise and regulate teachers and teaching and limit the creativity required for powerful knowledge building. Drawing on recent research, the paper offers an example of the ways in which teachers might be supported to reimagine disciplines and subjects in order address and respond to the major crises of our time. [ABSTRACT FROM AUTHOR]

Given discourse across the globe on school reform and the importance of teachers' work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of 'awakening the sleeping giant', we argue that teacher leadership is an untapped phenomenon and a necessity for 21st century school improvement. Within this paper we draw on the teacher leaders' stories to provide an understanding of the power and resources residing in the domain of teachers' work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers' work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural 'truths" that emerged and the implications for teachers' work and school improvement. [ABSTRACT FROM AUTHOR]

This paper explores teachers' educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers' perceptions of pupils' knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils' development. [ABSTRACT FROM AUTHOR]

Dance educators frequently function in a performance situation–teaching, leading discussion, rehearsing, choreographing. Because of the nature of the work, introverts may be driven to behave in a more extroverted manner and less like themselves. How do introverted teachers navigate the demands of teaching and preserve their energy while best serving their students and themselves? This paper shares strategies on teaching, learning, and leading as an introverted teacher. I draw on existing literature about the introverted teacher, learner, and leader, as well as ideas on effective teaching, and I apply these ideas specifically to dance. While many introverted dance educators successfully teach and perform as extroverts, by openly claiming their introverted personality and implementing practices for teaching, leading, and learning that are specific to introverts, they can feel more confident and engaged in their teaching and working lives. [ABSTRACT FROM AUTHOR]

This paper investigates the material complexity and relational emergence of 'teaching'. Reporting on a video-based ethnographic study of an upper secondary classroom in Norway, the paper centres on the following research questions: Which material-discursive practices 'matter' in upper secondary teaching situations, and how are participants' bodies shaping and being shaped by these practices? The paper combines sociomaterial practice theory with the agential realist concepts of material-discursivity and apparatus to trace the spatial and bodily enactment of a teaching situation. In the first part of the paper, I identify two material-discursive practices: the practice of tasks and the practice of friendship. Second, I examine the two practices' material intertwinement, proposing that they entangle and coarticulate a larger material arrangement termed the teaching apparatus that regulates the possibilities and limitations for 'doing' in the classroom. The paper offers a perspective on teaching that increases our awareness of its interconnectedness and unpredictability, allowing for a more fine-grained understanding of the embodied liveliness and material complexity of everyday teaching encounters. Finally, I propose that thinking with a spatially, bodily and relationally produced teaching apparatus offers an affirmative and agential approach to discussing educational quality. [ABSTRACT FROM AUTHOR]

This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated. [ABSTRACT FROM AUTHOR]

This paper focuses on finding the criteria adopted by users to select free information retrieved from the Web for academic use. A close-ended questionnaire was formulated to record the opinions of the respondents. A survey for various categories of users such as post graduate students, research scholars and faculty members from five universities of Chandigarh, Haryana, and Punjab was administered. The category-wise and discipline-wise analysis depicted that quite a good number of respondents applied various parameters while referring to Web resources, but a reasonable number of users did not apply certain parameters to verify the nature of free information being used for educational purposes. The convenience factor leads them to depend on free Web resources which can be accessed anywhere and saves time. The findings of the study suggest that user education programs should be conducted to create awareness regarding the credibility of the subscribed library resources and their effectiveness in enhancing the quality of teaching, learning, and research. [ABSTRACT FROM AUTHOR]

This paper provides a discourse analysis of 12 Swedish sexuality education texts intended for preschool practitioners and published between 1969 and 2021. Using Fairclough's framework, we identify three discourses about children's sexual play in relation to children's sexual agency in the texts: child sexuality as encouraged and entangled with adult sexuality; child sexuality as conditioned by what is perceived as normal or abnormal in children; and child sexuality as repressed. These three discourses mainly appear chronologically, but also overlap and connect with one another. When analysis begins from children's position and a theoretical understanding of children's and adults' agency as interdependent, it becomes possible to see how the child is construed as agentic, and how the adult role changes from encouraging sexual play to regulating and monitoring behaviour so that it does not occur. Over time, discourse on young children's sexual play has changed our understanding of both adults and children. Adults are increasingly construed as less knowledgeable in relation to young children's sexuality, and young children have become understood as more dangerous and in need of having their sexuality constrained and civilised. [ABSTRACT FROM AUTHOR]

Economics has become increasingly empirical and, alongside this shift, has come more demand for improved transparency and reproducibility in empirical economic research. In this article, we distribute a survey to almost 1500 economics faculty from the top 161 liberal arts colleges with an economics major (according to U.S. News & World Report) in the United States to determine the prevalence of teaching reproducible methods in undergraduate economics, summarize the most-common methods of instruction, and determine the intended student learning objectives. We find that of the economics faculty at liberal arts colleges who teach these reproducible methods, most do so in advanced upper-level (42%) and basic econometrics (31%) courses. Those faculty report teaching reproducibility using the following methods: transparent coding (85%), organizational skills (78%), and producing replication documentation (47%) through individual research projects (82%), homework assignments (55%), and/or workshops (33%). We conclude with some qualitative text analysis to shed light on the intended learning objectives and find that research skills (59%) and the importance of reproducibility (37%) are the most common reasons cited for teaching these methods. [ABSTRACT FROM AUTHOR]

In 2019 I designed and taught two iterations of “Plato and Black Feminist Thought”, a special topics version of a course on Plato. It combined a reading of the Republic with texts from the Black feminist tradition with thematic connections to Plato's dialogue. The course seemed to be highly successful both in promoting student engagement generally and as an approach to teaching Platonic philosophy in particular. In this paper I describe the course in detail and offer an account of my experience teaching it, as well as some student perspectives. [ABSTRACT FROM AUTHOR]

The Truth and Reconciliation Commission's (TRC) Calls to Action urge Canadian higher education (among other sectors of society) to learn the shameful truth about Indian Residential Schools and work towards reconciliation with Indigenous peoples. Through narrative inquiry, non-Indigenous academics shared their experiences of a faculty learning community on Indigenization of their teaching and curricular practices. They each, subsequently, co-composed with the researcher a narrative account based on those experiences. This paper presents one of the resonant threads that arose from the analysis of those narrative accounts, namely: Epistemological and Ontological Dissonance. [ABSTRACT FROM AUTHOR]

We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil's proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration. [ABSTRACT FROM AUTHOR]

Today computing is intricate in all aspects of our lives, beginning with communications and education to banking, information security, health, shopping, and social media. Development of the computing is proportional to the development of software which is becoming a serious part of all daily lives. This paper, therefore, assessed the impact of teaching Computer Programming Language in Tanzanian primary schools. To achieve this, a new tool for teaching and learning a computer programming language was developed. Furthermore, a two-tier approach was adopted where the training started on an algorithm first, then if, loops and case conditionals as the third concept inside the first tier. On the other hand, variables, lists, and functions are hooked on the second tier. Results indicate that students acquired together reasoning learning in a conceptual argument of view and skill performance. Students were able to accomplish the expertise to practice or apply the theories of programming knowledge in programming-connected tasks. [ABSTRACT FROM AUTHOR]

This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession for a period of up to 5 years before the study. Against the current backdrop of unfair teacher representation, the achievements of these individuals in becoming teachers are deconstructed and analysed, to determine whether there are any commonalities in their circumstances. Drawing on the theoretical frames of capital and critical race theory, the study aims to establish whether a set of protective factors exists that may have supported and facilitated their journey into teaching. The study finds that the achievements of these individuals in joining the teaching profession can be attributed, in part, to the nature of the cultural wealth each possesses. It concludes that these teachers, acting as critical pedagogues, are not the sole benefactors of their cultural wealth, with benefits afforded both the minority and majority population. In spite of intentions to frame the teachers' narratives positively, the study reveals troubling evidence of embedded racial processes, which serve to threaten the teachers' sense of belonging in the profession and inhibit others from joining. Recommendations to further boost teacher representation for minority groups are offered. [ABSTRACT FROM AUTHOR]

While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated these seemingly totalising forces of neoliberalism through working to maintain quality education, collegiality, criticality and care. Using theory to help inform our understandings of resistance, our study identified three forms of resistance that were underpinned by feminist, post-structural and critical pedagogy theories. In the face of likely ongoing uncertainty into the future, paying attention to how academics navigated the pandemic provides valuable insights into forms of emergent resistance in moments of extreme precarity in higher education, and the importance of these for continuity and hope. [ABSTRACT FROM AUTHOR]

Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war. [ABSTRACT FROM AUTHOR]

Social workers are well positioned to meet the needs of the immigrant population in the United States (U.S.) and social workers across all fields and specializations should both feel competent and have the appropriate skills to work with immigrant clients. In this paper, we provide context around the immigrant population in the U.S. and discuss social work's role in helping immigrants, and the role of the MSW degree in helping to prepare social workers to work with immigrants. Using publicly available data on MSW school websites, we analyze the prevalence of courses that specifically focus on immigrants or immigration. We found a lack of semester-long immigrant-specific courses in that only 12% of the programs offered these courses. We also noted the geographic clustering of some programs that offer these courses. We propose that schools do one of the following depending on their current course offerings, faculty expertise, and other resources: ensuring that basic content and case examples about immigrants are included in foundational social work courses, and when feasible or appropriate create elective courses, or create a concentration for those wishing to specialize in social work practice with immigrants. [ABSTRACT FROM AUTHOR]

AbstractThis paper discusses an educational project that involved students surveying and interviewing police officers to measure occupational stress and resilience. The class worked collaboratively to develop survey and interview instruments. Students worked in pairs to write literature reviews that contained information to be included in the agency reports. Each pair was also responsible for conducting and transcribing two interviews. The class worked together to interpret the findings and make recommendations to the agencies involved. The project resulted in products that were curated and provided to the participating agencies which included practice recommendations grounded in an anonymous survey and confidential interviews. This learning experience has many observable, positive outcomes for students which are also discussed. [ABSTRACT FROM AUTHOR]

This paper aims to offer a new perspective on role modelling by examining adolescents' own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents' own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students' personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students' role models, teachers can facilitate the moral self-cultivation of adolescents. [ABSTRACT FROM AUTHOR]

This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching practices. Through the lens of practice architecture and five analysis cycles, interview and survey data were interpreted. Findings demonstrate that what matters in teaching is human engagement as academics came together and supported each other during the pandemic crisis. To maximise the benefits of disruptions, academics need to act with agency and purpose and perceive disruptions as an invitation for change. Future studies should investigate the longer-term impact of disruptions on self-owned teaching practices, teacher agency and creative teaching. [ABSTRACT FROM AUTHOR]

This paper discusses what constitutes good teaching, taking as its cue the 'aesthetic' concept treated in everyday aesthetics and 'internal good' accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting 'good teaching' that confirmed by examining Dreyfus et al. This 'good teaching' sensitivity is not specific to the individual practitioner, but is considered to be an 'in-practice value (internal good?)' (McIntyre) shared by the community of practice. From the aesthetic perspective, this value could be called 'aesthetic value in practice'. In the teaching community of practice, 'good teaching' is both 'beautiful teaching' and 'ethically good' teaching. Teaching should be seen as a relational practice, and for this reason, The Ethico-Aesthetics of Teaching should be constructed. [ABSTRACT FROM AUTHOR]

Owing to the predominant role of Machine Learning(ML) across domains, it is being introduced at multiple levels of education, including K-12. Researchers have leveraged games, augmented reality and other ways to make learning ML concepts interesting. However, most of the existing games to teach ML concepts either focus on use-cases and applications of ML instead of core concepts or directly introduce ML terminologies, which might be overwhelming to school students. Hence, in this paper, we propose ML-Quest, a game to incrementally present a conceptual overview of three ML concepts: Supervised Learning, Gradient Descent and K-Nearest Neighbor (KNN) Classification. The game has been evaluated through a controlled experiment, for its usefulness and player experience using the TAM model, with 41 higher-secondary school students. Results show that students in the experimental group perform better in the test than students in the control group, with 5% of students in the experimental group scoring full marks. However, none of the students in the control group could score full marks. The survey results indicate that around 77% of the participants who played the game either agree or strongly agree that ML-Quest has made their learning interactive and is helpful in introducing them to ML concepts. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others. Drawing on Zavelevsky & Shapira-Lishchinsky's ecological framework (2020) we analyse their work-stories to better understand issues impacting the teaching workforce in a time of extreme teaching shortages. Part of a larger study on teachers who remain in hard-to-staff schools, here we focus not only on the challenges facing the education workforce but also on the insights that may lead to better strategies to retain teachers in the schools that need them most. [ABSTRACT FROM AUTHOR]

We present 11 evidence-based practices for teaching writing to students. These include recommendations for teaching writing to younger students (aged 5–11) and older students (aged 6–18). The recommendations are based on findings from close to 1000 investigations. The proposed recommendations are (1) students need to write, but writing is not enough; (2) students need to be supported as they write; (3) foundational writing skills (handwriting, spelling, grammar and sentence construction) need to be taught; (4) students become better writers when strategies for planning, revising and editing are taught; (5) teaching creativity, critical thinking and imagery can enhances writing; (6) teach students how to write summaries; (7) enhance students' knowledge about writing; (8) use twenty-first century writing tools in the classroom; (9) have students write across the curriculum; (10) connect reading and writing instruction and (11) creative a motivating writing environment. [ABSTRACT FROM AUTHOR]

Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students' active participation. Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study. Four natural science lessons were examined in terms of student's opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge – social realism and transactional realism – in relation to an openness towards 'critical moments' during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge. When framed by classroom teaching designed from knowledge criteria, students' opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students' questions and reactions can be constrained. Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students. [ABSTRACT FROM AUTHOR]

To date, discussion regarding autism in education has been primarily concerned with autistic students, and research usually relates to pedagogical practices that can be implemented by neurotypical teachers to support them. Seldom does the conversation around autism in the classroom consider autistic teachers, which automatically negates lived experience which could provide critical insights into inclusive education. This review examines literature which is concerned with the lived experiences of autistic teachers in education settings from early childhood to high school, with the purpose of illuminating the understanding of autism in schools. This study finds that autistic teachers are more prevalent than traditional ideas about education have suggested, with many teachers deciding to hide their autism due to negative stereotypes and discriminatory behaviour. This study focuses on the range of strengths and challenges that autistic teachers experience and highlights a gap in the literature exploring lived experience of autistic teachers, conducted by autistic researchers. The study concludes that autistic voices are essential for addressing disconnects between inclusive education theory and practice; a disconnect which creates barriers to success for autistic people in society. [ABSTRACT FROM AUTHOR]

Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White pre-service teachers who volunteered to teach in remote Indigenous communities in South Australia, specifically the Anangu Pitjantjatjara Yankunytjatjara Lands, a desert environment in the far northwest of the state. As these pre-service teachers document their experiences, we draw upon Gee's work on identity to gain insights into how they understand the "rules" of their context and their own positionality. Our research reveals the ways privilege can foster possibilities and constraints, which afford certain subject positions for these pre-service teachers. We focus specifically on a prominent theme in their narratives – "authenticity" concerning their conception of teaching and learning. [ABSTRACT FROM AUTHOR]

This research contributes to ongoing debate surrounding primary teachers' perceptions of key benefits, challenges and effective practice associated with whole-class teaching and learning in the primary school. A review of pre-existing literature relevant to the practice and perceptions of whole-class teaching and learning informed the scope and design of the study. A mixed methods exploratory approach was employed through the distribution of digital questionnaires and one-to-one semi-structured interviews, involving thirty-eight primary teachers employed across ten schools in the East Midlands and South East England. Statistical analysis and thematic, inductive and theoretical coding of the resulting data highlighted perceived social benefits alongside challenges surrounding whole-class adaptive teaching. The findings concluded that whole-class pedagogy may be most effective when diverse approaches to questioning and verbal discourse are collectively embedded within a shared directive for practice, and when the engagement of all pupils is continually promoted and sustained throughout teaching and learning. [ABSTRACT FROM AUTHOR]

Lesson study is a collaborative and contextualised approach to professional learning that involves small groups of teachers working together to design and reflect on the teaching of a research lesson. Although it is a well-established approach to professional learning in classroom-based subjects, research on its effectiveness within physical education (PE) initial teacher training (ITT) and in the general practice of PE teachers is scarce. This study examines the views of 18 secondary PE associate teachers (ATs) who completed a lesson study cycle as part of their one-year postgraduate ITT programme. A questionnaire and semi-structured interviews - conducted at the end of the lesson study and six months later at the end of the programme - were used to generate data. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that the ATs benefitted from the experience in similar ways to established teachers. They developed their understanding of lesson research and engaged in elevated levels of critical reflection that helped to change and develop their approaches to teaching and learning. Moreover, the ATs recognised that their learning was enhanced when they could rehearse the phases of the cycle before starting the lesson study in their placement school. They also understood the value of a mentor who could support their progress and ensure their full engagement in all phases of the lesson study cycle. These findings have implications for providers of ITT as the considered inclusion of lesson study contributed to the immediate aim of developing ATs' teaching competencies while also promoting the skills needed for them to manage their own ongoing learning as fully qualified teachers. [ABSTRACT FROM AUTHOR]

The interest in yoga, mindfulness or similar yoga-based practices (YBP) has grown exponentially in the western world, also within education, including physical education (PE). Although some studies have been conducted on YBP in PE, yoga has not yet been researched in the framework of physical education teacher education (PETE). Using a regional lifeworld approach, the purpose of this article is to investigate how PETE students experience their participation in a YBP didactics unit when it was included in the PETE programme. What thoughts, feelings and bodily sensations were evoked in the students as they explored YBP and their prospects for teaching it themselves? The project involved 13 students during their fifth year in one of Sweden's PETE programmes. Questionnaires and diaries were used as information sources. Ten of the 13 students were also interviewed. In the phenomenological analysis, the phenomenon of friction 'showed itself' to be an essential part of the perceived experiences. Friction was characterised by a tension between an absence of friction, which describes experiences of participating in YBP smoothly, and the presence of friction, which included experiences of resistance. The students also oscillated between experiences of l-here and now, and Me-my future teaching profession. At least to some extent, the YBP that was practised during the course changed the students' views of what education in 'human in motion' can be by discovering and breaking their habitual attitudes towards PE. Rather than being discussed in terms of 'benefits', the YBP practice charged the body, the room and the group with a heightened awareness of the present moment that could also be expressed verbally. It is anticipated that this kind of reflexive knowledge will help the student to make careful didactical considerations in their future teaching practices. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = −.48), job security (d = −.47), family time (d = 1.04), social equity (d = −.43), work with children (d = −.41), prior experience (d = −.46), and social influences (d = −.43). The teachers from private schools scored statistically significantly higher on difficulty (d =.68), social dissuasion (d =.42), and satisfied teaching (d =.41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons. [ABSTRACT FROM AUTHOR]

Private tutoring is part of the everyday life of hundreds of thousands of students all around the world, and its prevalence is growing. However, despite a proliferation of research on private tutoring, little is known about the role that school plays in shaping the phenomenon. This study investigates school-related factors that may affect private tutoring attendance in maths and German using two German nationwide samples of Grade 10 students (over 15,000 participants in total). These factors are: teacher support in the classroom, classroom management, teacher collaboration with the teacher body and teacher-family communication. We also verified the role of various individual factors, including student helplessness and the subjective task values. Two-level logistic regression analyses did not confirm the role of school-related factors. However, private tutoring attendance was affected by student helplessness, subjective task values, past school achievement, cognitive ability, gender, mother tongue and type of school attended, although the pattern of results differed between subjects. The results highlight the role of motivational factors behind the decision to take private tutoring, which has been rarely inquired into, and the remedial nature of private tutoring. They also show that school contribution to the decision remains elusive, at least for maths and German. [ABSTRACT FROM AUTHOR]

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite constraints, it fostered a collaborative and dialogic space, enabling English teachers to share and reflect in formative interactions. This approach allowed for critical discussions, empowered teacher agency, and enhanced the quality of English teaching. Inspired by Freire's vision, dialogic Lesson Study proved to be a liberating experience for teachers, promoting active and meaningful practices. [ABSTRACT FROM AUTHOR]

Using collaborative autoethnography, critical incidents, and artefacts, one teacher/coach (T/C) role conflict is contextualized in the Canadian physical education & school sport (PESS) setting. The purpose of the project was to use CAE in conjunction with a systematic analysis to promote personal narratives as both an approach to practitioner reflection and as a form of research inquiry to forward the field of PESS and occupational socialization. Data analysis sought to answer the singular question: Was the experience educative? An educative experience required alignment with the Meaningful PE democratic principles of autonomy and inclusivity. Critical accounts of T/C role conflicts resulted in the undesired continuity of T/C role socialization. By sharing these stories to learn by educators are encouraged to reflect on, question, and consider T/C roles in their educational settings. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) are a recent advancement in artificial intelligence that has the potential to revolutionize learning, teaching, and research. Still, there is room for improvement regarding how effectively LLMs could be incorporated into these environments. This study investigated the role of LLMs, specifically ChatGPT, in learning, teaching, and research contexts. To understand how motivation, ability, and triggers influence the behavior of undergraduate students, teachers, and research scholars toward LLMs, the Fogg Behavior Model (FBM) is adopted. The study revealed that the behavior of students and researchers to apply LLMs in their respective domains was greatly influenced by their motivation and ability. However, teachers exhibited little interest in incorporating any LLMs into their pedagogical strategies. In addition to these results, participants identified limitations of ChatGPT in learning, teaching, and research fields. These insights contribute valuable perspectives on the practical implementation and effectiveness of LLMs in diverse academic and research contexts. The study sheds light on the potential benefits and challenges of integrating LLMs into educational and research environments. The findings emphasize the importance of accounting for motivational factors and individual abilities when applying such models. The study's findings offer invaluable insights for educators and researchers to harness the potential of LLMs in educational and research environments while mitigating their limitations. [ABSTRACT FROM AUTHOR]

This onto-epistemic experimental essay is a modest attempt to imagine another world yet to come in a time of what David Theo Goldberg calls "dread." To interrogate the unnamable feeling/texture the author's body wants to be free from, memories of the author, an artist/researcher/teacher/student, are explored poetically and critically as a "creative response" called for by Alexander Means. Poems, photographs, and a student ID card are employed in this memory work, procreating an affective becoming space called danSing. This essay argues that things do not need to be this way, and things could be otherwise. What Hannah Tavares calls "experimental communities" of a graduate school in Hawai'i have made this creative response thinkable, desirable, imaginable, and possible. [ABSTRACT FROM AUTHOR]

The contemporary landscape of dread in living and teaching demands a creative and experimental form of investigation that can trace the affective contours of the present and uncover the obscure openings for an oppositional imagination. In a series of interlinked excurses, this essay articulates a poetic probing of the nexus of slow fascism and capitalist realism in the contemporary United States, as this is lived in the waking dreams of pedagogy and imaginative praxis. Looking beyond familiar analyses, this project exposes the terror of loss that motivates the punishments visited upon school and society by elites and points to the spectral presence of justice, which lives with us as persistent horizon even as it is persistently refused by power. Interleaved with these unravelings of the texture of experience as domination, this project gestures toward a thinking and teaching that is wise to capitalism's recurrent fantasies. This pedagogy inverts the certainties that organize our senses of knowledge and curriculum, navigates the hidden topology of the real (beyond the reflexive affirmation in schools of what is), and proposes an unruly form of thought that moves out past the walls that sign the edge of the classroom and the edge of the truth. This project does not announce a settled approach but rather challenges the limits of the familiar at the level of our structures of feeling. We feel the terror of the given in the present, but we can also follow the seam of experience toward the point at which its impositions are attached—in spite of themselves—to the confounding/liberatory logic of the "impossible." [ABSTRACT FROM AUTHOR]

Hospital librarians receive invites to teach thinking and searching in an evidence-based way and critical appraisal of the literature to nurses. With these invitations, the hospital librarians play a central role in establishing an evidence-based culture in the hospital and contribute to the nursing staff feeling competent and confident in fulfilling evidence-based competencies. This author just prepared a 17-minute online talk as part of an international nursing webinar on "searching nursing literature in an evidence-based way." Using this experience, remembering other teaching and presentation experiences, and some "help" from AI tools, this experienced hospital librarian suggests decision points for colleagues to create a meaningful, practical information session for nurses and introduce to some AI tools along the way. [ABSTRACT FROM AUTHOR]