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This editorial discusses the issue of teacher shortages and attrition in the post-pandemic era and the role of teacher educators in policy development to address this problem. It emphasizes the need for teacher educators to engage in holistic policy development to ensure equal access to quality educators for all learners. The editorial proposes the 5Ps of holistic policy development: purpose, process, plan, and pointers, as a way forward for addressing the challenges in teacher education. It also highlights the importance of inclusive processes and local buy-in in implementing systemic level policies and the need to consider diverse cultural perspectives in teacher education policy. The text raises questions about who should control standards and how they should be implemented, highlighting the tensions between control and professional freedom in the teaching profession. The authors argue for a holistic approach to policy development that considers the unique contexts and needs of each jurisdiction. The text concludes by calling on teacher educators to actively engage in holistic policy development to address the challenges of unfinished learning and educator resignations in the post-COVID-19 era. [Extracted from the article]

Although both teacher educators and preservice teachers state that preservice teacher inquiry is relevant and interesting, there is less agreement with respect to preservice teachers' expectations to undertake inquiry as part of their teaching. For instance, the effectiveness of the cooperating teacher was not associated with teacher persistence (c.f., CAEP Standard 2.2), but matching school type (i.e., elementary) and student characteristics between the student teaching school and the initial employment school were associated with greater teacher persistence. Van Katwijk et al. (this issue) examine the purpose and value of preservice teacher inquiry in primary TPPs in the Netherlands through including both teacher educators' and preservice teachers' views. Conversations about teacher education programs, teacher candidates and the place of inquiry, teacher effectiveness, reflection, and professionalization in teaching must continue. [Extracted from the article]

This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed. [ABSTRACT FROM PUBLISHER]

Objectives: First, to seek if sociodemographic and health factors contribute differentially to the explanation of loneliness in institutionalized and noninstitutionalized older adults; and second, to analyze the influence of institutionalization on loneliness. Method: This work was based on two surveys of older adults aged 60 years or more in Spain. A group of 234 community-dwelling people and 234 nursing homes residents were selected (n = 468). Logistic regression models were applied using the six-item De Jong Gierveld Loneliness Scale as dependent variable. Results: Depression was associated with loneliness in both populations. Sex and marital status contributed to explain loneliness among those living at home, whereas gathering with family, friends, and neighbors showed a significant effect in the institutionalized group. Institutionalization per se showed a strong effect on loneliness. Discussion: Findings have potential implications for targeting older adults at risk for loneliness. [ABSTRACT FROM PUBLISHER]

Drawing upon empirical research, the article explores the ways in which a cohort of novice teachers learned and developed over a 2-year period. It examines the interplay of personal and contextual influences on teachers' development over time and on the (trans)formation of their professional identities. A combination of methods for data collection was used. Findings suggested that novices felt overwhelmed by the amount and variety of duties that they were expected to perform at school. This, along with the lack of support and guidance, forced them into “learning while doing.” Most teachers developed according to a narrow and individual perspective, which was accompanied by a shift from a more inductive and student-centered approach to a more traditional one. However, some teachers seem to have developed in positive ways over time. Personal biographies associated with perceptions of school culture and leadership help to explain both similarities and differences among teachers. Implications of the findings for teacher education and induction are discussed. [ABSTRACT FROM AUTHOR]