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• Teachers' multilingualism-related beliefs affected their multilingual classroom practices. • Only teachers' multilingualism-related self-efficacy, but not their general self-efficacy affected their multilingual classroom practices. • Teachers' demographic and sociocultural characteristics indirectly affected their multilingual classroom practices. Considering the steadily increasing number of multilingual students, it is essential for teachers to consider their students' multilingualism in school. While there is increasing research done regarding how teachers incorporate multilingualism in class, little is known what aspects predict teachers' multilingual classroom practices. Thus, the aim of this study was to examine several potential predictors of teachers' multilingual classroom practices. The analytic sample consisted of N = 494 German primary school teachers. Applying path analyses, we found that teachers' multilingualism-related beliefs and multilingualism-related self-efficacy correlated with their multilingual classroom practices directly. Furthermore, many indirect effects of demographic and sociocultural characteristics on teachers' multilingual classroom practices through their multilingualism-related beliefs and multilingualism-related self-efficacy were found. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Childhood traumatic experiences can profoundly impact individuals, posing risks to the physical and psychological well-being of children and influencing their psychological development. Teachers in primary schools play a critical role in identifying and reporting suspected cases of child abuse and maltreatment (CAM), which initiates child protection interventions. However, the psychological factors that influence teachers' likelihood of reporting suspected CAM cases remain largely unexplored. This study investigates the influence of teachers' childhood traumatic experiences and psychological factors (i.e., cognitive empathy and psychological detachment) on their reporting behavior regarding child abuse and maltreatment, addressing an important social issue. The study involved 1380 primary school teachers from Italy (88.3 % female; aged 21–69, M age 46.7, DS 10.3). The results reveal that teachers with a history of childhood emotional abuse tend to report a higher number of suspected child abuse and maltreatment cases. Other forms of traumatic childhood experiences were not significantly associated with teachers' reporting suspected cases of CAM. Additionally, cognitive empathy and psychological detachment emerge as significant predictors of teachers' reporting behavior. This research contributes to the existing literature by providing unique insights into actual reporting behavior within an unexplored cultural context. [ABSTRACT FROM AUTHOR]

This qualitative study investigates teachers' emotion regulation strategies in coping with discipline issues in primary and secondary schools. Semi-structured interviews were conducted with 24 Israeli teachers, 12 from each level of education. Findings indicate that teachers at both levels of education used several similar strategies to regulate their emotions in coping with issues of discipline, but situation modification and reappraisal of the emotional stimulus were the most frequently reported strategies by primary school teachers. Masking, self-talk, and rumination were most frequently reported by secondary school teachers. The theoretical and practical implications of the findings are discussed. • 24 teachers, 12 from each level of education, participated in a qualitative study on emotion regulation strategies in discipline issues. • Both levels of education employed similar strategies, but variations in specific techniques were noted. • The study found that primary school teachers commonly used situation modification and reappraisal to regulate emotions. • Secondary school teachers frequently used suppression of expression, self-talk, and rumination to cope with discipline challenges. • The study discussed the theoretical and practical implications of the findings. [ABSTRACT FROM AUTHOR]

Highlights • Map the factors influencing teachers' self-efficacy and behavioural intention in terms of creative teaching. • Practicality and teachers' creative behaviour are significantly related to teachers' behavioural intention to engage in creative teaching. • Student expectation is significant for urban teachers, while school support is a vital factor for suburban and rural teachers. • The expectation of colleagues is a significant predictor to teacher efficacy of creative instructional strategies. • The expectation of students is pivotal to teacher efficacy of creative student engagement. Abstract This study aims to explore teachers' perceptions of and receptivity to creative teaching from the perspective of educational change. This study also discusses the influence of teachers' perceptions of their own creativity based on self-reviews and their perceived expectations of colleagues and students, doing so from an organisational management perspective. A questionnaire was administered to 621 primary school teachers in China. The results showed that substantial support for teachers within the school setting was lacking, although there was considerable consensus that creativity could be achieved inside school. Significant differences were found between teachers from urban, suburban and rural schools in terms of their behavioural intention to implement creative teaching. Through multi-group structural equation modelling, teacher-perceived practicality and teachers' creative behaviour were found to be significantly related to teachers' behavioural intention to engage in creative teaching for all of the participants. The expectation from colleagues and students significantly influence teacher creative self-efficacy in a different way. In predicting behavioural intentions for creative teaching, the expectations of students were significant for urban teachers, while school support was a vital factor for suburban and rural teachers. This study has implications for the promotion of creative teaching in schools. [ABSTRACT FROM AUTHOR]

Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setting aside its practice within classrooms may hinder children's mathematical skill development. It is therefore important to establish whether there is a discrepancy between teacher's beliefs regarding finger counting and the latest discoveries in this field of research. To this aim, we interrogated 413 teachers from preschool to Grade 5. We found that, despite being generally positive towards finger counting, teachers think that finger counting is typical of children who present math difficulties or lack of confidence, even during the first years of learning. These results are discussed considering what is known and what remains to be determined in the current scientific literature. [ABSTRACT FROM AUTHOR]

The study investigated male primary school trainee teachers’ barriers and motivations for their profession. Six male trainee primary school teachers were interviewed and data were analysed thematically. Three themes arose relating to potential barriers; physical contact; experiencing negative outsider perceptions; and working within a female orientated environment. Three themes demonstrated that barriers could be overcome if participants perceived the profession as a constructive career; had positive experiences of working in a supportive environment; and were seen as effective role models. Primary teacher training courses should not only aim to reduce barriers but also highlight the positive aspects that enhance motivation. [ABSTRACT FROM AUTHOR]

Between 2011 and 2012, 40.1% of all sexual offences in South Africa involved children under 18. Important scholarship has demonstrated how large-scale social and economic inequalities structure African girls’ risk to and experience of sexual violence leading to a condemnation of violent masculinities and the social processes that produce it. Under conditions of chronic poverty and unstable living conditions, girls’ vulnerability to sexual violence is increased. Schools located in extreme settings, without adequate material and social resources are often in the frontline in dealing with sexual violence. This paper examines how a selected group of teachers located in a township primary school understand their role in the social protection of young girls in the context of sexual violence. An ethic of care dominated teachers’ responses to girls’ rendered vulnerable to sexual violence, but as this paper argues, caring is both vital and inadequate. This point becomes particularly clear as turbulent social conditions and material struggles beyond the school limit teachers’ potential to safeguard the needs of girls, resulting in their silence and fear contracted by their difficulty to work with parents. These social processes underscore the need to attend to interconnected interventions beyond and within education recognizing that teachers’ work in addressing sexual violence in extreme setting exceeds the terrain of schools. The paper concludes with recommendations within schools and beyond that address teachers and the social, gendered and economic contexts which give rises to girls’ sexual vulnerability. [ABSTRACT FROM AUTHOR]

This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only have limited impact on teachers' actual inclusive education practices. More support in how teachers can apply the concept of inclusive education to practice may be needed so that their beliefs in their capabilities to teach inclusively are fostered and bolstered. • Low and high efficacy teachers held similar philosophical understanding about inclusive education. • High efficacy teachers' practices focus on student success, accessibility and building confidence. • Low efficacy teachers' practices focus on behaviour management, regularly viewing the differences among students. [ABSTRACT FROM AUTHOR]

Abstract: This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge. [Copyright &y& Elsevier]

This paper reviews the characteristics of students entering initial training in four countries—Ghana, Lesotho, Malawi, and Trinidad and Tobago. First a brief overview of the teacher education systems is provided. Second, biographical data is reviewed on age, religious affiliation, ethnic group and mother tongue, parental occupations and academic achievement, and students’ educational qualifications. Third, some insights into trainees’ perceptions about teaching and the teaching profession are presented. Finally, comparisons are made for two countries on cross-sectional data comparing the perceptions of entering and exiting trainees and newly qualified teachers. The results draw attention to the qualities and perceptions that those on initial training programmes bring to the teacher education curriculum. They provide a reminder that teacher education curricula should recognise these characteristics and be designed to respond to needs that they create. [Copyright &y& Elsevier]

In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive. • Enjoyment of teaching mathematics was strongly related to teacher attitudes towards student struggle (r = 0.52). • Enjoyment of teaching mathematics was related to instructional time spent on mathematics (r = 0.25). • A reliable measure of teacher attitudes towards student struggle in mathematics was developed (α = 0.74). [ABSTRACT FROM AUTHOR]