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Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training programs that prepared them for the tasks. This study aimed at investigating the existing assessment training programs to develop EFL teachers' LAL. A systematic literature review was conducted to observe trends in how assessment training programs were carried out in the past decades. PRISMA model was used for identifying, screening, and selecting. Twenty-eight studies published between 2012 and 2022 were reviewed. The results reveal that the assessment training models comprised theoretical and practical components of language assessments. The results also show that the methods for delivering the content are collaborative and reflective practices. The findings of this study should be considered in the design of EFL teacher training programs on assessment.

Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixedmethod design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers' competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.

Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators' comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers' professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

This study aims to evaluate the online measurement and evaluation course in teacher training programs during the COVID-19 process. In the study, we sought answers to two primary research questions: What are the opinions of teachers and school administrators regarding their measurement and evaluation competencies? Does the online "measurement and evaluation" course have the qualities of an effective program in the "antecedents, transactions, and outcomes" dimension? We structured the research into two phases within a multistage evaluation design framework. The findings show that there were problems and positive aspects in all dimensions of the program. For example, adapting teacher training programs developed before COVID-19 to distance education processes was challenging. In distance education, some practices contradict the modern teaching and assessment approach. Such problems were reflected in teachers' acquisition of measurement and evaluation competencies. The achievement test we applied to the observed groups also confirmed these findings. For this reason, responsible organizations should not ignore the fact that we cannot renounce distance education. During program development, they should reconsider how the teachers will acquire measurement and evaluation competencies and how we will measure and evaluate in distance education.

Although technology has been seamlessly integrated into classroom teaching, there is room for improvement in the way professional development is implemented. The aim of this study was to explore the experiences of Thai teachers of English as a Foreign Language (EFL) in implementing digital literacy training. Focusing on technologically illiterate teachers (and particularly older ones), the study aimed to investigate the production of online videos by these teachers to be used in their classrooms. The study was conducted in Trang, Thailand, and involved 36 Thai EFL teachers who underwent a one-month training programme in 2020. Data was collected through a questionnaire, observation, and interviews. The results showed that the participants required additional training time, and faced challenges such as teaching style, computer specifications, and Internet accessibility. Despite these challenges, the teachers reported a positive perceptions of teaching English with technology, and found it was easier than they had anticipated. These findings have pedagogical implications for future implementations of digital literacy training for somewhat technologically illiterate language teachers.

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure from traditional mathematics instruction found in most countries. We applied the framework to an illustrative case and found that while the school devoted considerable resources to reforming mathematics teaching and learning, challenges persisted. These challenges include ongoing language and participatory demands for students and, for teachers, balancing the demands of implementing AMT with a range of other initiatives. The framework provides a means of exploring the full range of demands associated with ambitious instructional reforms, how these demands are mitigated or exacerbated, and the kinds of resources necessary to sustain AMT.

The general purpose of this research is to examine the mediating effect of STEM attitudes between STEM pedagogical content knowledge (CK) and STEM intra-class practice self-efficacy. This research was conducted in a causal design. A total of 345 teacher candidates, 261 females (75.7%) and 84 males (24.3%), were included in the research. The data were collected with the STEM Pedagogical CK Scale (STEM), Attitude Scale for STEM Education (STEMAS), and STEM Intra Class Practice Self-Efficacy Perceptions Scale. Path analysis technique was used in data analysis. In addition, bootstrapping analysis was used to evaluate the significance of the mediating effect of STEM attitudes. At this point, 1,000 resamples were made and lower-upper bound confidence intervals were determined. In research results, the mediating effect of STEM Attitudes was found to be significant in the relationship between STEM Pedagogical CK and STEM Intra Class Practice self-efficacy.

In this article I focus on the use of mixed methods in designing a classroom observation instrument known as the Facilitative Orientation to Reading Teaching (FORT). The instrument was designed to capture the teaching of reading and formed part of a project that took place in 2 Kwa-Zulu Natal primary schools. Participants were 8 teachers and their learners. The goal was to investigate how a teacher's pedagogical content knowledge can affect the literacy acquisition of Foundation and Intermediate Phase learners. In the study reported on here I used a facilitative-restrictive teaching and learning model based on the theories of, among others, Bernstein and Vygotsky, as well as Scarborough's Reading Rope theory. The instrument design was based on an original classroom instrument that captured only quantitative data. Through the addition of qualitative data, the instrument could capture classroom practice more accurately. Findings indicate that, ultimately, 1 of the participating teachers appeared to be successfully leading their learners from decoding to comprehension across the important Grade 3 to 4 threshold, where learners are expected to move from learning to read to be being able to learn from reading.

The purpose of this study is to conceptualize the approaches of secondary mathematics pre-service teachers towards contingencies encountered during the teaching process within the context of responding to availability of tools and resources. In order to achieve the goal of the study based on the grounded theory, the nine secondary mathematics pre-service teachers' lessons were observed, and recorded using a video camera, and semistructured interviews were performed. The data collection process ended after 54 lesson hours of observation, that is, when code saturation was reached. As a result, four sub-codes in the context of responding to availability of tools and resources were identified within the approaches of participants in relation to contingent moments. It is thought that conceptualizing the approaches of participants towards unplanned situations encountered during lessons in real class environment would prove to be beneficial in teacher training.

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers' reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students' understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Looping is an educational policy in which a teacher teaches the whole or part of the same class in consecutive years. It is advocated as one of the most useful 21st century instructional strategies. Research has reported that looping results in greater success in students' learning of some school subjects, including mathematics, sciences, languages, and social sciences, while it is also claimed to be instrumental in fostering students' appropriate behavior. However, studies on looping in higher education are scarce. Our study aimed to understand the effects of looping of a TESOL teacher educator on pre-service EFL teachers' academic achievements in TESOL education and their career preparation for EFL teaching. We designed a case study to understand the looped students' real-life experiences. The qualitative data were collected from three sources: documents, semi-structured interviews, and field notes (observation) for data and method triangulation. The data were analyzed using Williams and Moser's (2019) qualitative data coding and following phenomenological reduction, bracketing (Dornan et al., 2005), and essences (Ganeson & Ehrich, 2009). The findings showed that the looping of a proficient, experienced, and effective TESOL lecturer results in the success of undergraduate students' acquisition of TESOL skills, and in developing their readiness for career start in EFL teaching.

Do teachers truly demonstrate their knowledge, beliefs, and feelings about teaching L2 speaking? It is an important question to consider because teachers' cognition functions as an important element that EAP instructors should not overlook. This intrinsic case study attempts to demonstrate the disparities between teachers' perceptions of teaching L2 speaking that are both congruent and incongruent. To supplement the study's goal, one EAP teacher was interviewed using a semi-structured questionnaire in which she shared her beliefs about L2 speaking. Following that, one of her lessons was observed using an observation protocol to determine the extent to which her stated beliefs manifested or differed from her classroom practises. To reach the conclusion, patterns in this raw data were matched using thematic analysis. This case study revealed that the observed EAP instructor failed to reflect her perceptions in the classroom while facilitating L2 speaking, despite the fact that her beliefs were reflected in some instances while her class.

Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners' number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity. Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics? Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study. Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews. Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers' development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts. Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component. Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

Background: National and international assessments show South Africa's underperformance in mathematics. As many learners already fall behind in the early grades, where foundational number sense should be established, addressing the challenges of number sense in the Foundation Phase (FP) is important. Research recognises the need to better develop pre-service primary teachers' (PSTs') mathematical content knowledge (CK) and pedagogical content knowledge (PCK). Understanding the importance that CK PSTs bring to their tertiary studies is needed. Aim: The study explores, what knowledge do third-year FP PSTs have of additive reasoning mental mathematics strategies? Setting: We share data from a larger study of PSTs' CK and PCK of additive reasoning strategies (a key aspect of number sense) before additive reasoning lectures with 80 third-year FP PSTs during their mathematics methodology course at a private institution. Methods: Participants included 54 of the 59 PSTs who agreed to take part in the study and were present in the first session when the pre-questionnaire (the focus of this article) was administered. Quantitative and qualitative analysis of PSTs' methods used, performance on the pre-questionnaire calculation items and explanations of methods and strategies were carried out. Results: Results highlight the need for explicit teaching of efficient calculation strategies along with required fluencies for using strategies. Conclusion: Knowledge of additive reasoning strategies cannot be taken for granted as established at school. Contribution: The findings of the study highlight the need for explicit teaching of efficient mental strategies such as Bridging Through Ten, Jump Strategy and Rounding and Adjusting in PSTs' studies.

Background: Initial teacher education (ITE) research in South Africa shows gaps in preservice teachers' (PSTs) primary mathematics knowledge. Aim: We study the mental mathematics understandings and teaching experiences of three PSTs who achieved high gains for learners they taught mental mathematics to using the Mental Starters Assessment Project (MSAP) jump strategy materials. Setting: The three PSTs, from one urban university, taught the jump strategy to Grade 3 classes in three different Gauteng schools. Methods: Learner pre- and post-tests around the taught unit provided the basis for categorising the three 'high gain' PSTs. Extended interviews with each PST were then transcribed. Initial grounded analyses of these data were subsequently overlaid with categories drawn from the mathematical knowledge for teaching literature. Results: All three PSTs indicated relatively strong common content knowledge of jump strategies and connected specialised content knowledge. They also exhibited strong awareness of the MSAP content. They differed in how they saw the relationship between fluency, calculation and equivalence tasks. Conclusion: The study's findings indicate the need for more explicit attention to the connection between mental maths fluencies and strategic calculation in ITE. Contribution: The study points to ways in which mental mathematics can be understood and taught for strong learning gains.

The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at a South African university of technology. These preservice teachers were provided with activity sheets with past examination questions in analytical geometry. Their written responses were analysed, and verification interviews were conducted. This was followed by an analysis of the preservice teachers' lesson plans for teaching the topic to Grade 11 learners. The domains and subdomains of the Shulman's PCK derived Mathematics Teacher's Specialised Knowledge (MTSK) model were used as the theoretical framework. The study established that the PSTs had limited content knowledge, and knowledge for teaching analytical geometry at Grade 11 as their responses to the activities confirmed that they mostly had procedural understanding. The study was conducted in a context with multilingual PSTs who are training in multilingual classrooms.

The objective of this study was to ascertain the elements that influence the effectiveness of mathematics instruction in the 21st century for secondary school students within the jurisdiction of the secondary educational service area office Lopburi (SEAOL). The research utilized survey methodology. The study population consisted of 400 secondary school students from SEAOL during the first semester of 2022. The participants were selected using a stratified random selection technique. The research tool utilized in this study was a questionnaire, which demonstrated a high level of reliability with a coefficient of 0.934. The research employed principal component analysis as the statistical analysis approach. The findings of the study indicate that there are various factors that influence the effectiveness of mathematics instruction in the 21st century for secondary school students in SEAOL. These factors include the level of technology support from schools, use of technology, ability to use basic technology, ability to use specialized technology, knowledge of content, math is crucial, and variety of teaching methods. Additionally, the study reveals that gender, program, and education level have a significant impact on knowledge and opinions regarding mathematics instruction, with statistical significance observed at a significance level of 0.05.

Online teaching requires faculty development and support to effectively meet the needs of students. Universities should widely recognize that having self-assured and competent online adjunct instructors greatly influences professional sustainability, learning outcomes, and student achievement. The objective of this descriptive study was to gain insights and perspectives on confidence and instructional effectiveness of online adjunct faculty as compared to those who taught on campus or in a blended format, after they participated in an online faculty orientation course. Survey data was collected, and correlational analysis was used to identify relationships between adjunct faculty's perceived confidence and their instructional preparedness in their respective teaching modalities. Results indicate faculty may increase their confidence and instructional effectiveness after participating in an online training course.

The purpose of this paper is to describe teacher outcomes from participating in an intensive science, technology, engineering, and mathematics (STEM) professional learning (PL) initiative for middle school science teachers in the United States. The initiative included intensive summer coursework and ongoing support (e.g., individual coaching, professional learning communities), and focused on enhancing teachers' STEM instruction and their pedagogical content knowledge (PCK), with the ultimate goal of improving student outcomes. In this mixed method study, we examine change across time in teachers' beliefs, use of STEM instruction, and PCK. In general, we did not observe statistically significant change in teachers' beliefs, use of STEM instruction, or PCK from the beginning to the end of Year 1. In follow-up focus groups, ten teachers described their perceptions of student outcomes of STEM instruction and identified tensions related to implementation. We offer implications intended to inform future work in the area of STEM PL.

This study delves into the intricate relationship between pre-service teachers' (PSTs') Mathematical Knowledge for Teaching Fractions (MKTF) and its influence on their teaching practices. Grounded in the premise that MKTF domains exhibit interconnectivity, shaping the constructs of teaching practices, the study employed the mathematical task framework and the framework for mathematical knowledge for teaching. Utilizing the Mathematical Knowledge for Teaching Fractions test and the Teaching Practices test, data were collected from 171 PSTs. Regression analyses uncovered significant effects of MKTF domains on five teaching practice components, underscoring the pivotal role of a teacher's mathematical knowledge in effective teaching. Notably, among the six MKTF domains, the KCFS domain emerged as the most fundamental, strongly predicting various MKTF domains and influencing teaching practice constructs. This study underscores the significance of the KCFS domain in shaping both MKTF domains and instructional practices. The findings bear implications for the education of PSTs in Ghana and other nations facing similar educational landscapes.

This study aims to determine the opinions of science teachers on robotics coding, which is one of the prominent applications in recent times and is expected to be integrated into education. The research was designed as a case study, one of the qualitative research methods. The study group of the research consists of 12 science teachers. Semi-structured interviews were conducted with the participating science teachers to determine their opinions on robotics coding, using a semi-structured interview form developed by the researchers. The interview form consists of two sections. The first section includes the demographic characteristics of the teachers. The second section includes open-ended questions aimed at determining the definitions of science teachers regarding robotics coding, the usability of robotics coding in science classes, teachers' experiences with robotics coding, and their suggestions. The collected data were analyzed using the descriptive analysis method and interpreted according to thematic order. As a result, it can be said that robotics coding applications are usable in science education, play an important role in developing various skills in students, and contribute to efficient and permanent learning in classes. However, it was concluded that support for teachers and students in terms of knowledge and equipment, provision of material support, or resources are necessary for its use in classes.

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill development, and the cultivation of desirable attributes. This research at hand adopts an exploratory approach, examining two sample groups: 1) Science teachers from secondary schools under the Northeastern Region of Thailand during the academic year 2565-2566, totaling 124 individuals, and 2) Secondary school students receiving instruction in science-related subjects from the aforementioned teachers, with a minimum of one classroom involved. Data collection tools include a survey on TPACK, a scientific competency assessment, and semi-structured interviews. Statistical analysis employs mean, standard deviation, and content analysis. Testing of hypothesis uses One-Way Analysis of Variance (One-Way ANOVA). The study reveals that students taught by science teachers with varying levels of TPACK exhibit statistically significant differences in scientific competency at a 0.05 significance level. When comparing scientific competency with TPACK levels of teachers, statistically significant differences at the 0.05 level are found in two pairs: 1) the Adapting level and the Advancing level and 2) the Exploring level and the Advancing level.

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students' ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

This study seeks to detect the problems and solutions of using technology at Kurigram Government College at the undergraduate level, located in the northern border area of Bangladesh. The study presents the existing scenario of using technology in Kurigram Government College at the undergraduate level since the practice of technology in the class is not standard. Semi-structured interviews and focus group methods have been applied, following the qualitative method. The principal and four teachers were selected for semi-structured interviews from three faculties, namely science, arts and social science, and business studies. Simultaneously, 40 students (20 males and 20 female) participated in the focus group discussion at the undergraduate level. A purposive sampling method was used to select participants. After collecting the qualitative data from semi-structured interviews and focus group discussions, the data was analyzed. Lack of training in preparing PowerPoint slides, dependency on following the traditional lecture method, the senior teacher's unwillingness to receive the training on technology, and limitations such as load shedding, low speed of the internet, inadequate internet facilities, and the absence of a biometric system are the main causes of not using technology in the class at the undergraduate level. Based on the problems, the study provides some recommendations. Proper training on technology for the teachers should be mandatory. Moreover, the use of email, video, mobile, image multimedia projectors, Facebook, and browsers can strengthen the quality of class. Through the use of these devices and mediums, the transmission of ideas and documents can easily be accessed.

This qualitative study was conducted to investigate the instructional practices employed by Engineering Graphics and Design (EGD) teachers to teach Isometric Drawing (ID). This enquiry was necessitated by the growing concern from subject advisors and teachers about the poor performance of learners in isometric drawing. In an attempt to meet the objectives, this study adopted an interpretivist position to understand the instructional practices employed by teachers in teaching isometric drawing. This study used seven (7) EGD teachers who were conveniently selected, it is worth noting that the sample was influenced by the fact that EGD is a subject that is not common hence not many schools offer it. Data was collected through semi-structured interviews and was analyzed using a thematic analysis. Pedagogical Content Knowledge (PCK) was used as a framework that underpinned this study. Findings from this study indicated that all EGD teachers have the common understanding that ID involves converting 2d orthographic view into a 3d figure. The findings further revealed that teachers rely heavily on models, YouTube videos and AutoCAD to develop learners' spatial ability which is a very important skill. The study recommended that there should be no teacher hired to teach EGD without being fully trained. The study further recommended that future research should be conducted on learners to get their insight on why they are performing poorly in ID.

With the introduction of artificial intelligence (AI), specifically generative AI and large language models (e.g., ChatGPT, Google Gemini), into education, there is a conversation regarding what knowledge teachers still need and will need moving forward. In this article, we describe how AI can, and should, be aligned to the Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) framework, as a part of special education teacher preparation. Additionally, we explore the implications of AI on the TPACK framework, specifically how AI can be integrated within each of the three components, specific tools that support each aspect, and guiding questions that teacher-educators and pre-service teachers should be using when considering AI. We will provide teacher-educators with example activities they can use with their pre-service teachers to introduce AI and integrate its use within their curriculum, framed within the TPACK.

Teachers' knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher's knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.

Decades of federal and state education legislation enacted to increase student academic achievement and enhance school quality have pronounced impacts on teachers and their instructional practice. That impact is captured in the term intensification. Intensification is multifaceted and manifests as additional tasks accomplished simultaneously, with no monetary consideration, constricting the curriculum, losing voice about curriculum, restricting teachers' classroom autonomy, and de-professionalization. This research had the three-fold purpose of determining (a) teachers' perspectives about Florida's educational standards relative to curricular autonomy, instructional autonomy, and professional expertise, (b) the extent to which teachers' experiences meet the criteria of intensification of curricular autonomy, instructional autonomy, and professional expertise, and (c) the degree to which teachers experience pressure from increased accountability to years teaching English Language Arts, Mathematics, Reading, Science, Social Studies, and Technology. Four research questions were framed to guide the inquiry, and data were collected from 356 high school teachers. Data were analyzed using Pearson's chi-square (?2) test of independence and multinomial logistic regression. Results revealed that teachers' instructional experiences meet the criteria of intensification to instructional autonomy, curricular autonomy, and professional expertise.

The demand for proficient English language teachers has increased significantly in non-native English-speaking countries, emphasizing the need for effective teacher training programs. This study investigated the influence of the CELTA/TESOL certification on non-native English teachers' practical teaching knowledge and efficacy perceptions in an English as a Foreign Language (EFL) setting. A qualitative approach was employed, and data were collected via semi-structured interviews. The participants comprised eight Iranian EFL teachers who completed the CELTA/TESOL certification program. Before the certification course, the teachers exhibited diverse teaching approaches, emphasizing teacher-centered methods. Their confidence levels varied, and they faced challenges in classroom management and addressing student needs. The lack of formal training in practical teaching techniques was evident among participants. Following the certification course, significant positive changes were observed in the teachers' self-reported practices and self-efficacy perceptions. Participants also showed positive dispositions towards student-centered approaches, integrated learner needs and interests, and utilized diverse instructional strategies. The course contributed to effective lesson planning and classroom management. Collaborative learning and ongoing professional development were fostered, enhancing the teachers' reflective practice. As a result, the non-native English teachers reported increased confidence in their teaching abilities. This study contributes to understanding the benefits of the CELTA/TESOL certification program for non-native English teachers and emphasizes the importance of practical teacher training in EFL contexts. It highlights the transformative potential of such certification courses in bridging the gap in practical teaching knowledge and supporting the professional growth of non-native English teachers.

English academic writing is fundamental at tertiary level as it is the main medium of communication in the academe. Over the years, ESL lecturers have not only struggled to search for the most suitable teaching approach(es) to teach academic writing but have encountered several other problems in their teaching, such as class size, students' English proficiency levels, heavy workload, and others. Given these circumstances, a review of the literature has indicated there are scant studies that explore the problems faced by ESL lecturers where comparisons are made between public and private universities. Grounded in multiple case studies, four ESL lecturers from two public and two private Malaysian universities were purposively selected for the study. Data were collected from semi-structured in-depth interviews, lesson observations, and document analysis. A total of 12 interview transcripts were transcribed verbatim by the researchers, and data were analysed thematically using thematic analysis and cross-case analysis, where emerging themes were used to present the findings. Findings reveal that ESL lecturers at higher education institutions encountered problems, such as constraints in time, marking issues, students' lack of interests and motivations, lecturers' lack of interest in writing, lecturers' lack of content and pedagogical content knowledge, and lack of institutional support. Hence, professional support should be given to ESL lecturers to overcome their teaching problems, and future research should explore the strategies employed by ESL lecturers to alleviate their teaching problems.

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the Concept Mapping Content Representation--Lesson Study (CoMCoRe-LS) model was beneficial in enhancing pre-service teachers' PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books. Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman's (1987) knowledge categories. Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa. Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman's knowledge categories (1986, 1987). Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR. Conclusion: New methods of teaching do not always take account of local circumstances. Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.

This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers' reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton's (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% of their pedagogical thought units. This study contributes to the understanding of EFL teachers' pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design of effective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them into their language classrooms. The existing literature emphasises that a crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, mostly due to the proliferation of the Internet, much still remains unknown about what language teachers are actually doing to enhance their knowledge and skills in technology. The current study, therefore, examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Employing a survey research design, data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19) at three different time points in the early 2020s. The findings suggest that the language teachers were relying on a wide variety of online materials and tools--searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

Science learned requires constructivist experiences so that students could learnt to discover and conclude. However, today's learned challenges were increasing along with the diversity of students and interests. The aimed of this researched was to increase the knowledge and practiced of prospective science teachers in didactic practiced through lesson studied activities. Didactic knowledge and practiced includes aspects of knowledge in preparing student assignments and analyzing student learned difficulties. Apart from that, updating student competency achievements as a curriculum requirement was also a challenged for prospective teachers. This researched was a qualitative studied that conducted researched on the lesson studied group of prospective teachers consisting of two groups totaling eleven prospective teachers. Data collection was carried out through direct group observation, semi-structured interviews, and participant observation. The results of the implementation of the lesson studied project revealed the stages of science learned through the preparation of various learned ideas, the preparation of structured learned paths by thinking about the future, thinking about the process of student collaboration and the learned process. Constructed science concepts to determine objective learned outcomes. The results of this researched revealed how teams of prospective teachers collaborate in lesson studied learned and did things that built and support the team in achieving common goals.

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa's Grade 4 learners can read for meaning. Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase. Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants. Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners. Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning. Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

This study aims to examine investigate variations in teachers' perspectives regarding the pedagogical content knowledge acquired through the school experience in the pre-2018 curriculum for elementary mathematics teaching compared to its updated counterpart, now known as teaching practice in the current curriculum. In this direction, six teachers from the department of elementary mathematics teaching at the faculty of education of a university in Western part of Turkey were selected by criterion sampling method. A semi-structured interview form developed by the researchers was used as a data collection tool in the study in which holistic multiple case design, one of the qualitative research methods, was used. The data obtained were analyzed by content analysis. As a result ofthe research, it was found thatthe teachers who studied with the old program were inadequate compared to the teachers who studied with the updated program in terms of classroom management, communication with students teaching methods, skills to use techniques.

The implementation of the recent geography curriculum in the classroom requires further review. This study aims to identify Indonesian geography teachers' understanding of the written geography curriculum at the senior high school, which comprises cognitive activities terms, the meaning of activities demanded in the curriculum and the organization of topics. The content analysis method is applied to interpret teachers' understanding by measuring data against a standard or criteria. In addition to explaining the influencing factors, document analysis is carried out to identify the presence of a conceptual framework and the problems of the meaning of concepts in written curriculum. The findings of this study are: (a) teachers' understanding of terms engaging students in cognitive activities is limited to lower-order thinking, (b) the majority of teachers do not really understand that the purpose of the use of active learning methods is to foster thinking, and (c) most teachers perceive the topics merely as a collection of fragmented or unconnected concepts and skills. To sum up, geography teaching and learning do not move considerably from traditional inventory and fact-based approaches that focus on "what" and "where." Furthermore, this study found that problems in the written curriculum contribute to the teachers' difficulties in understanding topics and learning activities. It is concluded that gaps exist between the written curriculum and the taught curriculum of what teachers actually deliver in the classroom and between the written curriculum and the recommended curriculum. This study suggests aligning these geography curricula.

The research aims to disclose academicians' perceptions of "Online Teaching Tools" (OTT) within the UTAUT-2. In the study, a qualitative research method was implemented. The case study pattern has also been used for the study. The study group of the research was determined through maximum variation sampling from purposive sampling methods. Twenty-six academicians working at the faculties of education of two universities in the Western Black Sea Region of Turkey constitute the study group of the study. A semi-structured interview form was employed as a data collection tool. The data were analyzed inductively. MAXQDA 20 program was implemented in data analysis. In terms of performance expectancy, OTT can be integrated into teaching methods and techniques. In terms of effort expectancy, it has also been found that the use of OTT is mostly straightforward, and the fact that it is time-consuming, and challenging does not mean negative and technical problems might occur. Regarding social influence, academicians receive support and advice on using OTT. In terms of facilitating conditions, most academicians perceive themselves as sufficient. In terms of hedonic motivation, academicians are of the opinion that that OTT become enjoyable, primarily if it is used via student participation. It is shown that the difference in the exchange rate within Turkey increases fees as a price value. In further studies, it is possible to refer to the opinions of academicians from various fields based on the relevant theory via the following qualitative and quantitative methods.

It is important to understand information and communication technology (ICT) and digital resources in classroom teaching and learning processes. Pre-service teachers' attitudes towards ICT and digital resources in teaching and learning processes are important for positive attitudes in students towards these tools. The study employs a mixed methods study targeted teachers who have completed their internship training to understand the knowledge, attitude and usage of ICT and digital resources tries to find a correlation between these three facets. It employs a questionnaire with validated tools for measuring attitude, knowledge and usage of ICT and Digital Resources and the results are tabulated. Using statistical analysis of mean and standard deviation, the study affirms a positive correlation between Knowledge, attitude and usage of ICT and Digital Resources by Pre-Service teachers. This study recommends that pre-service teachers be given adequate training and exposure to ICT & Digital Resources for a better learning transaction and technology usage.

Digital literacy is a significant need in the 21st-century world. Mastery of digital literacy in the context of learning can streamline and improve learning processes and outcomes. Digital literacy is a new life skill currently. This study aims to describe the quality-based management model of elementary schools in enhancing the digital literacy of elementary school teachers in one of the provinces of Central Java, Indonesia. The qualitative approach used involves 10 principals and 20 elementary school teachers. The instruments used are observation, interview, and questionnaires. The analytical technique used Miles and Huberman's analysis. Based on the results of this study, there is an increase in teacher digital literacy after education quality management is implemented through a teacher digital literacy training program that is designed continually. Forms of participation include involvement in teacher digital literacy training program activities, namely training program planning (Plan), implementation of teacher digital literacy training programs in schools (Do), implementation of supervisory functions, monitoring and evaluation of digital literacy training programs (Check), and follow-up actions. continued teacher digital literacy training program (Action). Teachers' digital literacy on the basic level improves from 62.74% to 84.74%. The secondary level turns 51.33% from 45.56%. This research can be an attempt to improve teachers' digital literacy.

Praxis (ethical, self-aware, responsive and accountable action) is necessary because English teaching is ethical professions that demand teachers to constantly make morally complex decisions in their outside-of-class preparation and in-class interactions. This case study investigates how teachers determined the praxis of the TPACK framework in EFL reading instruction. Three exemplary English teachers from three different high schools in Indonesia were recruited as participants in this study. Classroom observation, in-depth interviews and artifact analysis were employed to gather the data on teachers' TPACK praxis and their underlying considerations. The results reveal that the TPACK framework was implemented effectively in reading class as teachers demonstrated their technological, pedagogical and content knowledge. Teachers successfully managed technology-rich learning in the reading classroom supported by the appropriate teaching strategies and the adoption/adaptation of learning content. Some considerations on teachers' TPACK praxis were pinned on understanding the rationality of the actions related to the importance of self-emotional learning, students' diversity and personal development, as well as the practicality of the technology. The finding of the study implies that teachers at more advanced levels present themselves as content creators rather than technology users in technology-infused teaching.