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In this article we present the results of a pilot implementation of a course in Higher Education Pedagogy in a Department of Education in Greece. Our goal is to investigate whether a similar course may be introduced into the undergraduate curriculum of a Department of Education. The course was taught according to remote flipped classroom approach, whereas the assessment is based on the views and opinions of the students who attended the course during the academic year 2020-2021, i.e., during the COVID-19 pandemic period. According to the findings of the research, the course achieved a particularly high evaluation degree regarding the interest it attracted, the usefulness and its relevance to the other courses of the curriculum of a Department of Education, while its introduction in a curriculum of this type produces additional benefits, both for the development of the students and for the field of HEP.

Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.

This study examined the factors attributed to 10 teacher candidates' perceptions of self-efficacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-efficacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates; second, to examine candidates' student teaching experiences; and third, to inform teacher educators regarding recurrent themes of teacher preparation which may influence the self-efficacy of teacher candidates. The study's findings provide insight for teacher educators to consider strategies for enhancing teacher preparation including, but not limited to 1) increased opportunities for preservice teachers to apply pedagogy; 2) the implementation of classroom management strategy coursework into teacher education curricula; and 3) incorporated opportunities to explore the extensive demands of the teaching profession, ranging from time management to dealing with difficult parents. This study proposes that teacher preparation can influence content area teacher candidates' self-efficacy beliefs, and creates a paradigm for future qualitative studies exploring the relationship between teacher preparation and teacher self-efficacy.

This essay describes the context, mission, guiding principles, signature pedagogies, curriculum, and anticipated benefits and limitations of our newly designed EdD in Learning and Teaching in Social Contexts. As we prepare to launch our new program (pending approval), our key development efforts are focused on implementing leading-edge coursework centering on problems of practice through a blend of online interactions and applied, real-world experiences. Our primary objective is to equip scholar-practitioners with the expertise to initiate and sustain systematic approaches to transformative and justice-oriented improvement within their local educational communities, both during and following their time in the program.

The paper explores how preservice ELA teachers' expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers' expectations of first-year teaching and their development of self-efficacy. Their two major concerns -- classroom management and building rapport -- identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers' self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers' self-efficacy.

This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke's thematic analysis, findings revealed four themes: (1.1) Postdocs' observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors' mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).

Purpose: Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs' Principal Investigators (PIs). Design/methodology/approach: Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm's (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings: Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value: Findings offer implications for faculty and postdocs' approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.

In the contemporary international field of education and particularly in Science Education, there is a tendency of limiting the teacher to the role of a passive recipient of knowledge produced in research, followed by the transfer of that knowledge to the classroom. Meanwhile, the dominant tendencies on forming constructivist frameworks, where participatory procedures for discovering and constructing knowledge by the children are encouraged, are in contrast to the prevailing tendency mentioned above. This contradiction leads the teacher to failure, which we believe could be tackled with teacher training programs that promote critical thinking and reflective processes. The following text presents an attempt of a method application for educating adults (TLAE method) for teaching traditional university courses in Sciences Education. According to the findings of the research, the development of critical thinking skills in student teachers is evident. The example of the TLAE method application offers the possibility to enhance traditional teaching approaches with new innovative and experiential practices, while such a perspective could compensate for the inefficacies of teacher training.

As teacher education programs shift to more practice-based methods in the preparation of literacy teachers, the ways in which teacher educators support the learning of their preservice teachers (PSTs) becomes paramount. In an effort to support PSTs in developing competency in instructional literacy routines, coaching has been found to support PSTs' understandings of how to teach for student learning. In this article, three approaches to coaching are explored: rehearsals, a modified behind-the-glass approach, and structured video reflection. Drawing from rich examples of practice, attention is paid to the ways each method of coaching supports novice teachers in developing competency and the contexts in which each is used.

This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan's 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan's classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan's Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher 'Transmission' scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan's classifications are further discussed.

This article concerns recent developments and current trends in lifelong education in Greece, specifically those related with funding from European Social Fund (ESF). The analysis undertaken focuses mainly on (a) the expansion of continuing training activities in Greece during the past ten years and the development of new training organizations as a result of ESF funding, (b) the establishment and operation of the Open University and (c) the establishment of Institutes of Lifelong Learning in Greek universities.