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With this article we aimed to contribute evidence on reliable and valid measurement of teacher resilience in an under-researched African context and population. Scales from an existing instrument, ENTREEi, were used to measure the resilience of pre-service teachers at a South African university. The sample constituted 1,193 final-year pre-service teachers (20-32 years), who completed the FIRE teacher resilience measure (2015 to 2017). Teacher resilience data were purposively selected from the FIRE dataset and items analysed related to self-efficacy and teacher efficacy beliefs. A quantitative approach was used, which consisted of reliability (internal consistency using Cronbach's alpha) and validity (construct validity using Spearman correlations) analyses of the teacher resilience scale and the teacher efficacy scale. The statistical analyses indicate that the FIRE teacher resilience measure is a reliable and valid measure for intrapersonal resilience-enabling pathways in a challenged context. The underlying variable structure of the teacher resilience scale and teacher efficacy scale held in a Global South setting when used with pre-service teachers. The article contributes to teacher resilience measurement discourse by providing insights into the utility of teacher resilience scales in South Africa. The results act as a precursor for comparative teacher resilience results worldwide for future studies.

This study aimed to identify the relationship between training program effectiveness and English language teachers' self-efficacy. The participants of this study consisted of 144 English language teachers at Makkah schools. The data were collected via the Effectiveness of Training Program Scale and the Teachers Self-Efficacy Scale. The findings of the study revealed a statistically significant relationship between training programs effectiveness and English language teachers' self-efficacy. Furthermore, English teachers perceived self-efficacy toward student engagement and instructional strategies was medium, whereas classroom management was not high. Relevant implications and future directions are discussed within the scope of the training program effectiveness and teacher's self-efficacy literature.

Peer review is widely accepted as critical to legitimating scholarly publication, and yet, it runs the risk of reproducing inequities in publishing processes and products. Acknowledging at once the historical need to legitimize SoTL publications, the current danger of reproducing exclusive practices, and the aspirational goal to "practice what we preach" as SoTL practitioners regarding effective feedback to students, we argue for rethinking "rigor," developing more inclusive practices, and engaging in greater transparency in relation to peer review. To situate our discussion, we revisit foundational work in the development of SoTL and then offer an analytical framework informed by recent scholarship on redefining rigor and the emotional experience of receiving feedback. Using this framework, we propose a relational model of peer review and present two examples of efforts in which we have been involved as founding co-editors of the "International Journal for Students as Partners" to move toward greater transparency and inclusion in manuscript review processes.

This article explores how TCTELA's 2024 Teachers of the Year forged the future through their literacy teaching at the elementary, middle school, high school, and college levels. Each essay captures how they understand their work as literacy educators and intentionally educate their students toward a brighter future amid trying local contexts. The first essay details how an elementary teacher threads the needle of maintaining high expectations that surpass academic success in the classroom to include holistic development as people and citizens in their future communities. The second essay describes how a middle-school reading community is crafted around a focus on representation and diverse texts. The third essay examines the use of the workshop model and the incorporation of choice and how those practices foster autonomous, innovative, and emboldened citizens. The final essay explores the power and hope of cariño for preservice and in-service teachers. Often translated as "care," the Spanish word "cariño" refers to a rich wisdom and practices of Latina teachers to care for and teach their students who live in between cultures, languages, and identities. Each essay aims not only to outline steps each teacher takes to pursue excellence in their teaching but also to offer a humanizing look into the heart it takes to teach day in and day out.

This study explored early childhood education and care (ECEC) teachers' visual gaze and related reflections on pedagogical actions during pedagogical activities in groups of children under three years of age in Finland. The data were collected from play and teacher-guided activities using mobile eye-tracking glasses, the retrospective thinking aloud (RTA) method, and semi-structured interviews. The results showed that even though the teachers were surprised about some aspects of the visual gaze metrics, they reflected on and gave reasons for their visual gazes on children. When observing gaze data from play, teachers explained the high amount of gaze by citing children's particular needs. When observing gaze data from guided activities, teachers reflected on children's unpredictable behavior and noted that the children's need for support in concentration was linked to more gazes by the teacher. The findings showed that both during play and guided activities, children seeking a gaze and the position of children in the classroom influenced the number of teachers' gazes. In the teachers' explanations of their visual gaze and related pedagogical actions, five categories were identified: protection; physical and emotional availability, teaching and learning; facilitation; and initiatives. This explorative study showed that teachers utilize their knowledge concerning children's individuality, development, and learning when they explain their decisions concerning their visual gaze and pedagogical activities with toddlers. The use of mobile eye-tracking technology is relatively new; therefore, its applications to ECEC are pioneering for the development of the field in relation to the practices and research of toddlers' groups and groups with older children in ECEC.

Lecturers who are actively engaged in shaping their teaching and teaching practices demonstrate agency. Teacher agency has increasingly been described as a key factor in educational development at universities. Lecturers are expected to innovatively develop courses and continuously improve their teaching practices to respond to, for example, student needs and labor market demands. In this multimethod study, we examined the process of developing and validating scenarios for measuring teacher agency in universities. We conducted four studies to create 23 scenarios that capture the complex nature of teacher agency. First, we interviewed university lecturers to identify bumpy moments in their teaching practice, and so found scenarios based on real-life experiences. Then, we employed two expert panels, to evaluate and refine the scenarios, which enhanced their validity. Finally, we used a pilot study to standardize the data collection procedures. Our multimethod study has established reliability by triangulating methods and researchers, involving multiple stakeholders, and providing detailed descriptions of the research process. This project holds implications for research and practice. The scenarios can be used in professional academic development programs for the collection of research data and to promote self-reflection, peer consultation activities, and professional growth and agency among university lecturers.

This article draws on a teacher survey (n = 789) to examine the relationship between teacher vitality and two conversational approaches--transformative leadership conversation and controlling conversation. The analyses use latent structural equation modelling. The sample is restricted to teachers in schools with an accountability rating of "low performing" so that principal/teacher conversations can be examined in schools that potentially have the most to gain from strong teacher vitality. Results indicate that the use of transformative leadership conversation had a direct positive relationship with teacher vitality ([beta] = 0.26) and an indirect relationship ([beta] = 0.22) with it through teacher need satisfaction. Controlling conversation had a negative relationship with teacher vitality, but it did not have a statistically significant relationship with need satisfaction.

This article presents the findings of a recent study surveying and interviewing post-secondary teachers within a college of education at a large, Carnegie "R1" public university in the Midwestern United States to unearth their perspectives of how to better engage their learners within the hybrid/multiple-modality instructional contexts that represent the new normal in today's post "pandemic pedagogy" era. Within the current context of potentially emerging new variants of the SARS-CoV-2 virus and/or other pathogens, it also discusses key findings related to the teachers' views regarding the current levels of institutional support they receive to this end, and their perspectives regarding how said support could be improved.

Theoretical framework is one of the main parts of the research paper, so that researchers are expected to be able to determine the relevant theory that underlies their research. The purpose of conducting this systematic literature review (SLR) is to review of theoretical framework, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future. The purpose of conducting this systematic literature review (SLR) is to review, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future.

It can be said that supervision practices are one of the most emphasized and researched areas. The fact that the problems identified as a result of the supervision practices continue even after many years shows that the desired change and development has not been achieved. The continuing problems regarding the teaching process in the field of education constituted the starting point of this research. The aim is to determine what needs to be done to ensure that supervision practices in education contribute to teacher qualifications and performance. Thus, it is to contribute to the solution of problems in the teaching process at the desired level. In line with this purpose, opinions were taken from schools at different levels in different provinces and from teachers in different branches in these schools. A total of 56 teachers, 8 from each province at each educational level, participated in the research from Ankara, Kirikkale, Hatay, Istanbul, Gaziantep, Bursa and Agri. Phenomenology pattern, one of the qualitative research methods, was used in the study. A semistructured interview form developed by the researcher was used to determine what expectations the participants had in terms of contributing to their qualifications and performance while doing their jobs, in line with their opinions about their experiences regarding supervision practices in their schools. Content analysis was used in this research with a qualitative descriptive survey model. As a result of the analysis, the participants mean that inspections within the framework of the legislation should be carried out with a guidance approach and should contribute to the self-improvement of teachers. They stated that avoiding unnecessary explanations other than the purpose of the audit would positively affect their qualifications. In addition, it has been revealed that conducting the audit with open communication, away from mobbing, and having the right to evaluate the audit process or replace the auditors who have a negative attitude during the audit process will positively affect their performance. In order for supervision practices to contribute positively to teacher performance and quality; It would be appropriate to provide up-to-date scientific information, to allow teachers to share their experiences with each other within the framework of a culture of discussion, to develop a sense of control in teachers, the supervisor to ask point do not know, giving place to education sessions and workshops.

In higher education institutions, many faculty members are hired because they are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative quasi-experimental study examined college faculty member's level of methodology training in relation to student satisfaction, current course performance, attendance, the belief in the need for training, and a faculty member's sense of efficacy in teaching. In other words, does having a college professor trained in how to teach matter? The researcher found statistically significant results for student satisfaction, current course performance, and attendance. The faculty member's belief in the need for teaching methodology training showed that 96% (n = 87) of the faculty surveyed felt there was a need to be trained to teach at the college level. Faculty members want to be trained and great things can happen when faculty members develop the skills in "how to teach."

Administrators are viewed as the leaders in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Exceptional educators at our land-grant Midwestern university are nominated and awarded the title of Morrill Professors in recognition of the Morrill Act. In this qualitative study using a narrative inquiry approach, we interviewed twelve Morrill Professors to find common teaching practices among these outstanding educators. Upon review of the transcripts, we realized that although they all practiced student-success teaching strategies, the emphasis on developing relationships with their students was paramount. Applying the framework of relational leadership to the interview transcripts, we identify ways in which the Morrill Professors exemplified the five elements of the model. The Morrill Professors interviewed were purposeful and empowering while engaging students in learning. They were inclusive and ethical in their approach to fulfilling the teaching component of the land-grant mission. Finally, they were process-oriented, encouraging iterative learning that builds on the needs of the discipline. The results of this study can be used to emphasize building excellence in teaching through the relational leadership model rather than focusing solely on specific teaching strategies. University leadership can further elevate successful teachers as leaders within their institutions.

The large-scale online teaching amid the pandemic triggered increasing concern over online teaching management and quality assurance. Take the theory of Total Quality Management (TQM) as guidance, a Chinese higher education institution (CHEI) built a multi-level, multi-link, and multi-dimensional teaching quality monitoring system (Online Teaching Quality Assurance Measures) with full participation, whole process, and all-round development by innovating teaching quality management and monitoring mechanism, aiming to ensure the continuous improvement of talent training quality to realize the sustainable development of application-oriented undergraduate universities with quality improvement as the core. The effectiveness of online teaching quality was demonstrated through the Questionnaire of Student Evaluation of Online Teaching Faculty and students' academic performance (GPA) before and after the implementation of Online Teaching Quality Assurance Measures, guided by the principles of Total Quality Management theory. The results indicated that Online Teaching Quality Assurance Measures have a series of positive effects on online teaching in CHEI, and systematically guide online instructors as evidenced by outstanding ratings and feedback in course evaluations and students' academic performance. This study also revealed that CHEI's online teaching is facing some challenges, especially in the effort to promote learning interaction and teaching cooperation. The study underscored the importance of continuous improvement and provided some interventions in enhancing online educational practices, aligning with TQM principles. The findings are expected to make an important contribution to the field of online teaching quality management in higher education.

Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers.

With the rising demand for virtual learning, districts are establishing virtual schools to offer more flexible education. This study investigates K-12 virtual learner characteristics, examines trends and issues in virtual academies, and outlines opportunities and challenges faced by stakeholders in a southeastern U.S. state. The study used a mixed-method design, combining quantitative survey data and qualitative interviews with virtual academy leaders. Results reveal that virtual learners opt for this mode of schooling due to busy extracurricular schedules, a desire to avoid crowded schools or health concerns. These students include those with special needs and high-achieving individuals. Collaboration between parents and teachers plays a crucial role. Essential factors include reliable internet access, teacher tech proficiency, and diverse curriculum development approaches. However, diverse curricular methods require additional implementation support. Balancing instructional flexibility with accountability poses a significant challenge. Virtual teachers need resources, professional development, and time, especially when transitioning from traditional to digital curriculum. Effective communication and interpersonal interactions are vital. Involving home learning coaches and community partnerships enhances the educational experience. While virtual schools offer flexible and personalized support, they encounter challenges related to resource access, social isolation, and student motivation.

Peer teaching is a valuable practice that helps pre-service teachers to acquire the knowledge and the expertise required for teaching as well as improving their pedagogical content knowledge. For that reason, this study focused on the pre-service mathematics teachers' peer teaching, with the intention of exploring their pedagogical content knowledge as mirrored in peer teaching. The participants were four pre-service secondary mathematics teachers. Each participant designed a lesson plan and conducted peer teaching on a mathematics concept of her choice. The lesson plans and videotapes of the participants' peer teaching were the data collection instruments. The components of pedagogical content knowledge were used to analyze the data. The findings revealed that the pre-service mathematics teachers were knowledgeable about the subject content matter, but their knowledge of learners, understanding of instructional strategies and familiarity of context was inadequate about the topic of their peer teaching. The study recommends an amalgamated teaching of mathematics content courses and pedagogy courses.

Education researchers regularly seek to evaluate and define what encompasses successful professional development (PD) for teachers. Numerous items and lists that are considered the characteristics of "effective PD have emerged from this research." However, follow-up with teachers on their perceived views of these characteristics is lacking from the literature. Teachers can help determine which aspects should be considered in the design of high-quality professional learning in the future. For this study, Q methodology was utilized to examine the subjective views of the teachers. Q sorts were correlated and factor analyzed (PCA with cluster rotation) to extract four significant factors on which all 17 participants loaded significantly (McKeown &Thomas, 2013; Newman & Ramlo, 2010; Watts & Stenner, 2012). These factors were examined through the lens of andragogy (adult learning theory) to determine the connections between the characteristics of effective PD and the core adult learning principles. Teachers in this study perceived effective PD as those opportunities that establish cooperative learning amongst participants, focus on improved student learning outcomes, provide opportunities for feedback, and allow for ongoing support. Future research is needed to see if the results obtained apply to other teacher populations.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

This current study is designed to examine the structural correlation between EFL teachers' TPACK and their teaching effectiveness. A quantitative method was employed in this study, which involved 216 EFL teachers of primary schools with more than two-year teaching experiences in Gresik, East Java-Indonesia. A validated questionnaire was utilized to collect the data. It was then analyzed by using Structural Equation Modeling--Partial Least Square (SEM-PLS) with SmartPLS 3.2.9 program to test the proposed hypotheses. The findings revealed that only three domains of teachers' TPACK support their teaching effectiveness, i.e.; pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It implies that teacher technological knowledge, content knowledge pedagogical knowledge and technological content knowledge could not work alone for performing an effective teaching. Teacher knowledge of technology, pedagogy, and subject matter should be comprehensively integrated. Significantly, this study provides empirical evidence on the TPACK constructs that support teacher effectiveness.

Staff meetings are a regular occurrence in schools, yet both teachers and principals typically report dissatisfaction with these meetings. The current investigation seeks to understand the viewpoints of public-school teachers on silence during staff meetings. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: "Get the Party Started, I Don't Care Anymore, and Don't Stop Believin'." This study provides the results of data analysis, responds to research questions, and makes recommendations for meeting design and facilitation. The findings indicate how the principal facilitates the meeting seems to have a more pronounced influence on teacher silence behaviors, teacher attitudes towards staff meetings, and their own silence levels, while the leadership style was less impactful. Regardless of the principal's leadership style, teachers report increased satisfaction when the principal intentionally designed and facilitated relevant and impactful staff meetings where group norms were followed.

The COVID-19 outbreak posed a compelling challenge for teacher education programs regarding preparing pre-service teachers for online language teaching. In this study, nine Turkish EFL pre-service teachers were involved in a six-week online teaching project, which provided them with theoretical and practical training on online language teaching. They were engaged in lesson planning for one synchronous and two asynchronous lessons and taught these lessons to EFL students. This case study explored pre-service teachers' technological pedagogical content (TPACK) development via reflection reports, an online semi-structured interview, lesson plans, recordings of online lessons and posts on the asynchronous platform. The data analysis was conducted through thematic analysis. The findings demonstrated that participation in the online teaching project facilitated the participants' overall TPACK development. However, some pre-service teachers encountered challenges in effectively integrating technology with content and pedagogy. Specifically, lacking contextual knowledge hindered their ability to design and conduct online lessons successfully. The study underscores the importance of adopting a situated learning-by-doing approach to TPACK development, the value of pedagogical mentoring provided by teacher educators and field experience for pre-service teachers to gain competence across all subcomponents of TPACK.

This study attempts to understand the source of variation in the Students' Evaluation of Teaching (SET) of mathematics courses by comparing the data structure of engineering major students and mathematics major students' datasets. The sample considered in this study consists of 644 students distributed into two majors: 237 mathematics students and 407 engineering students who filled out a 20-item SET questionnaire to rate the teaching practices of three different mathematics courses offered by the Department of Mathematics. The hypothesis tested in this study is: that variation in students' perceptions of mathematics course teaching practices is different based on students' majors (Mathematics versus Engineering). Measurement invariance (MI) analyses were used to examine the source of variation in the datasets and to compare engineering and mathematics students' perceptions of the teaching effectiveness of mathematics courses. While the results of this study provide evidence of the SET validity, it was found that engineering students differently perceive three out of twenty of the SET questionnaire items when compared with mathematics major students.

Lecturer performance is the real behaviour displayed by a lecturer and as a work achievement that can be produced according to his role as an academic staff. The quality of graduates in higher education is related to the performance of lecturers in the fields of education, research, and community service. Improving lecturer performance requires the commitment of university leaders to make changes to the environment. This study aims to analyse the effect of transformational leadership on knowledge sharing and lecturer performance with moderation of change adaptability. The research was conducted at Universidade Nacional Timor Lorosa'e (UNTL) with a sample of 201 lecturers. The data that has been collected is analysed with descriptive and inferential analysis of Smart PLS.3. The results showed that transformational leadership has a significant effect on knowledge sharing and lecturer performance. Knowledge sharing has a significant effect on lecturer performance. It was also found that knowledge sharing partially mediates the relationship between transformational leadership and lecturer performance. Other findings show that change adaptability does not moderate the effect of transformational leadership on knowledge sharing. The implications of the research show that the limitations in making changes are due to difficulties in communicating between lecturers. Cultural factors, especially language, are the main barrier in change adaptability when conveying new ideas that are useful for institutional development.

This study aimed at examining the influence of servant leadership, work ethic, organizational culture, and organizational commitment towards teachers' performance at State Vocational High Schools in Denpasar. This quantitative research was conducted by involving 181 the teachers of state vocational schools in Denpasar. They were selected by using random sampling technique. The data were obtained through survey by using questionnaire as the research instrument. The obtained data were analyzed by using "Structural Equation Modeling" and "Partial Least Squares" (SEM PLS) technique. The results showed that servant leadership, work ethic, organizational culture, and organizational commitment had a positive and significant influence on teachers' performance. In addition, organizational commitment can indirectly mediate the influence of servant leadership, work ethic, and organizational culture on teacher performance. The results of this study could be used as input for school management in improving teacher performance through the development of servant leadership, work ethic, organizational culture, and organizational commitment.

The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the preservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.

Purpose: With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology: A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Paired sample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings: The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance: This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education.

The quality of teachers' teaching performance depends on several factors, and development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Stages, and Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three fields (Planning, Implementation, and Assessment) and including (40) items. The scale was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that teachers' performance was average in general, but their performance of the first three grades was the weakest, while it was also shown that the female teachers' performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also demonstrated the importance of the first five years in the teachers' work, therefore, the necessity of focusing on training and qualification at this stage was recommended, as well as training pre-service teachers appropriately.

The parent quantitative research deals with teaching self-efficacy in primary education in Greece. The research aims to investigate teachers' teaching self-efficacy in primary education in Greece. Specifically, an attempt is made to investigate how primary school teachers evaluate their level of self-efficacy regarding teaching tasks, managing disciplinary incidents in the classroom, and motivating students to be actively involved in the classroom and learning tasks, how the self-efficacy of primary education teachers from their educational experience and studies and what are the possible obstacles to the self-efficacy of these teachers. A sample of primary education teachers was recruited for this purpose. The research shows that the overall self-efficacy perception of teachers is exceptionally high with teachers considering themselves to be more effective in managing the classroom and implementing teaching strategies/educational approaches. Also, the self-efficacy of primary school teachers seems to be influenced by their educational experience and studies. Instead, it seems that teachers' overall self-efficacy perception is related to factors such as the stress and pressure they experience, the degree of effectiveness they generally feel as individuals, and their goals.

This comparative study analyzed the similarities and differences in the mathematical communication used by teachers and primary school students in Japanese, Lao, and Thai mathematics classrooms. It adopted a qualitative research design, and the targets were teachers and students in Grades 1-6 at a selected school in each of the three countries. The data were collected from one classroom at each grade level from the three schools, so eighteen classrooms were involved in the study. The research tools included video recorders, photo cameras, and a field notes form. The data were analyzed by employing the analytical descriptive method based on Pirie's conceptual framework of the means of mathematical communication (1998). The findings revealed that the means of mathematical communication in the three countries were similar in their use of ordinary, mathematical, verbal, and symbolic language--differences in the means of mathematical communication related to how varied the learning materials were. The Japanese classrooms used the most varied means of mathematical communication, demonstrating all six means, while the Thai classrooms used only 5, and the Lao PDR classrooms used only 4. The Japanese classrooms were shown to be focused on the students' diverse self-solution concepts, while some of the Thai and Lao PDR classrooms were based on question-answer interactions between the teachers and students.

This study aimed to identify the effectiveness of training on non-native speakers of Arabic at a university in Saudi Arabia from their point of view by determining the degree of their satisfaction in terms of four aspects: benefits of the offered training, trainers' performance, organizational effectiveness of the training program and the difficulties encountered by the trainees during training. The study examined whether there are differences in the averages of the trainees' responses according to the number of their previous training courses. The surveyed sample consisted of 29 trainees chosen by the intentional method. To pursue the aim of the study, both quantitative and qualitative designs were used. A questionnaire consisting of 24 items was developed and the descriptive analytical method was used.? The results showed that the average responses of the trainees in the areas of the scale as a whole were high according to the statistical standards followed in the study with an arithmetic average of (3.88). The benefit and the organization aspects of the training course received an arithmetic average of (4.63), the trainer's performance came next with an average of (4.61). In the last place is the aspect of difficulties with an average of 1.67, which is at a weak level. The study also found that there are no significant differences between the trainees' responses to the first three aspects according to the number of previous training courses the trainees attended. ?However, there are statistically significant differences for the fourth aspect 'difficulties encountered by the trainees', as the value of (f) is (5.34). The study offers insights into the usefulness of holding such a training program for refining the skills of the trainees and enhancing their teaching strategies to create a better classroom environment.

This research used a correlational design to describe and test the linear relationship between teachers' perceptions of teaching students' thinking skills and their skills when constructing HOTS lesson plans. The participants were 27 PE teachers undergoing in-service training in the Teacher Professional Education Program. Data on teacher perception variables about teaching thinking skills were collected using the Teachers' Classroom Practices for Teaching Thinking Scale developed by Dilekli & Tezci (2019). Meanwhile, the researcher collected HOTS lesson plan variable data from teacher documentation data, which was then assessed using the HOTS instrument and rubric developed by Suwarma & Apriyani (2022). The two variable data were analyzed descriptively and tested for correlation (Pearson) using the SPSS application. As a result, there is a significant linear correlation between the two research variables. The higher the teacher's perception of teaching students' thinking skills, the better the teacher integrates HOTS into his lesson plan (effective contribution of 15.6%). Schools and the government need to upgrade teachers with information as well as conceptual, procedural and metacognitive experience regarding effective learning, mastery and loyalty to the implementation of the Independent Curriculum so that teachers have the initiative and capacity to design lesson plans based on 21st-century skills credibly and sustainably.

It is characteristic that besides other duties teacher competence management and development is becoming a part of school responsibilities. Still, school leaders lack the experience and instruments to accomplish these duties. From a teacher's perspective competence management and development can be seen as the process of identification and implementation of professional development (PD). An effective competence management approach that is widely used in business environments is the identification of required and actual competence profiles to judge which development is needed. Such a competence management approach isn't characteristic of school environments, still a promising perspective on how to solve challenges regarding teacher PD (TPD). TPD interventions are often criticized as being too general ("one size fits all" dominates); therefore, the search for practices on how to "tailor" PD initiatives to individual teacher needs is topical for TPD research. An effective way to personalize TPD could be the determination of TPD profiles and the design of the PD around these profiles. Person-centered approaches dominate in the identification of science teacher profiles, as surveys and tests are commonly used. Examples, of how the identification of science teacher profiles can be done using lesson observation data are missing. Science teaching is a complex process; to limit the complexity of this study, the authors focus on teaching that promotes student conceptual understanding (CU). A mixed method study was designed and conducted in a sample of 26 science teachers, who represented urban municipalities' science teacher population. The study included science teacher lesson observation and analysis, and determination of science teacher performance regarded teaching that promotes student CU. Science teacher performance data were used to identify teachers with similar performance across the selected criteria and to create science teacher profiles. A methodology for how lesson observation data can be used to identify teacher profiles in small teacher samples is described. Six various science teacher profiles in teaching that promote student understanding were identified, characterizing the variety of science TPD needs.

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested.

Background: Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their understanding of important concepts related to buoyancy, such as floating and sinking, remains relatively underexplored at this level. Aim: This study sought to investigate Grade R teachers' understanding of buoyancy principles by focusing on the concepts of floating and sinking. Setting: The study was conducted in Maseru, Lesotho with four Grade R teachers in their schools. Methods: This study employed a qualitative research approach characterised by a case-study design within an interpretive paradigm. Thematic data analysis was used, drawing from semi-structured interviews with four purposefully selected Grade R teachers. Results: The study found that Grade R teachers have a partial grasp of floating and sinking concepts. While they can describe these principles at a basic level, their ability to explain the reasons behind objects floating or sinking is limited. Conclusion: The incomplete understanding of the floating and sinking concepts among Grade R teachers could negatively impact students' knowledge of science. Therefore, it is advisable to implement an in-service science content-focused programme to empower and equip teachers with the necessary knowledge and skills. Contribution: This study contributes to the limited literature on understanding basic scientific concepts such as floating and sinking in early childhood education. Neglecting these concepts may impede students' learning if not properly addressed.

This paper reports data from a study investigating the nature of student-teacher interactions in elementary classrooms. These data suggest that while teacher candidates approach their work with school-aged children as a form of negotiation, teachers engage in negotiation with children in a variety of ways to meet a wide range and professional needs. These findings provide direction for teacher educators who support teacher candidates in developing an increased repertoire of interactional strategies that support student learning and teacher efficacy.

In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.

This report describes two integrated projects initiated by the 2020 3M National Teaching Fellowship Award (NTF) cohort on the concepts of educational leadership in Canadian universities and the role of authenticity among exemplary teachers. A thematic analysis of 3M NTF award-winning dossiers identified six prevalent traits characteristic of educational leaders: innovation, persistence, responsiveness, reflectiveness, curiosity, and positive opportunism. The analysis also revealed aspects of educational leadership in practice, including being committed to a cause and being action-oriented, being community-engaged, being multi-disciplinarity, building bridges, freely sharing, trailblazing, and using applied methods. Educational leaders' relationships with others tended to foreground elements of collaboration, empowerment, support, and mentorship, and their actions had an impact beyond their own classrooms or institutions. In the second project, qualitative interviews with cohort members articulated ways in which authentic teaching is expressed by educational leaders. The actions of authentic teachers were viewed as influential and inspiring, and authentic teachers tended to be recognized as instruments of change. These results were shared in an interactive workshop at STHLE 2022, which discussed how educational leadership is currently framed in higher education, and guided participants in self-reflection as educators and leaders to formulate calls to action involving educational leadership and authentic teaching.

The COVID-19 pandemic has catalyzed the widespread adoption of distance learning, necessitating a comprehensive understanding of how teacher knowledge evolves within the context of Teacher Professional Education (TPE) programs. Some research endeavors may employ evaluation methodologies that inadequately capture the nuanced dimensions of knowledge, highlighting the necessity for greater incorporation of evidence-based approaches in the formulation and assessment of teacher development initiatives. This study employs a qualitative methodology to explore the evolution of Mathematics Teachers' Specialized Knowledge (MTSK) within the framework of a TPE program. Data were gathered through the engagement of three educators in the preparation and execution of lessons on permutation and combination via a Learning Management System (LMS), coupled with in-depth interviews. The findings underscore the TPE program's role in fostering collaborative learning environments through participation in online educational communities. Teachers are shown to be increasingly integrating technology into their pedagogical practices, albeit with varying degrees of proficiency. The presence of Professional Learning Communities (PLCs) is identified as instrumental in supporting educators in refining instructional strategies to enhance teaching effectiveness. Nevertheless, there remains a subset of teachers necessitating more profound and more comprehensive content knowledge about their subject matter. These insights emphasize the importance of designing TPE programs that offer sustained and adaptable professional development opportunities to facilitate continuous growth among educators. Consequently, it is recommended that online learning communities geared toward addressing the diverse learning requirements of students be established, thereby aiding in the identification and resolution of pedagogical challenges.

Readiness of teachers to use Information and Communication Technology [ICT] to teach is currently a major issue in the education system as it plays a significant role to teacher-learning continuity due to its relationship to flexible teaching/learning as the country's education response during pandemic. Preparing future teachers to use ICT to teach effectively to facilitate variety of learning modes is an enormous challenge for teacher training institutions. In this study, the ICT readiness of the 148 pre-service teachers in the College of Education was assessed. Quantitative design was used utilizing a validated and reliability tested researchers' made survey questionnaire. The data are analysed using frequency and percentage distribution, Mean, Mann-Whitney U test and Kruskal Wallis Test. Generally, the pre-service teachers are ready to use ICT to teach while access to ICT enabling environment and infrastructure at school is moderate. Likewise, pre-service teachers are exposed to ICT in teaching and have experience the pedagogical use of ICT in school and their field of placements and they gain confidence to integrate ICT in teaching-learning process. Finally, pre-service teachers consider technology integration as the future of teaching and learning that will change the landscape of the Philippine Education System towards achieving sustainable development goal 4 'Quality Education'.

The sudden eruption of the COVID-19 pandemic disrupted the performance of employees and had an impact on their psychological wellness. Its gravity and forceful nature disrupted and activated emotions of demotivation in employees which requires managers to use motivation as a tool for stimulating the high performance of employees in any organisation. This paper explores how motivation can be used as a strategy to improve rural secondary teachers' work performance and wellness for their job satisfaction in Amathole East Education District of South Africa. Herzberg's Two-Factor theory was adopted for the study. The current study was grounded on a qualitative approach with a case study research design. A purposive sampling technique was adopted to choose three schools and twenty-eight participants used in the study. Focus group discussions and one-on-one interviews were used to gather data from the participants. The study discovered that recognition for teacher performance and offering psychological support stood out as sources of motivation that could be used to improve their work performance and wellness. The study recommends that schools design rewarding models and form community of practice groups post-COVID-19 to improve teachers' morale to perform satisfactorily at work.

This paper aims to identify variables and indicators that are important to improving teacher innovativeness in Indonesia. The paper adopts quantitative research design and Scientific Identification Theory for Operation Research in Education Management (SITOREM). The study population consists of 145 Indonesian state vocational high school teachers. Four questionnaires (transformational leadership, organizational climate, self-efficacy, and teacher innovativeness) assist in the collection of data using survey techniques. The results show that teacher self-efficacy and innovation can be improved by implementing transformational leadership and fostering a conducive school climate. To improve the quality of educational organizations, this study recommends priority variables and indicators for policymakers.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

This study aims to identify the elements that contribute to the digital competencies of primary school teachers working in the mountainous region of Northern Vietnam and assess the significance of these factors. The research sample consisted of 260 primary school teachers from this region. Exploratory factor analysis (EFA) and multivariate regression methods are used. The results of this research indicate that seven characteristics have a substantial impact on the digital abilities of teachers: ability to incorporate digital technology into teaching, conditions for digital transformation in teaching and learning activities are found to be influential, ability to create digital resources is highlighted as an important factor, ability to select teaching content with opportunities for technology usage, professional development needs of teachers, school policy and ability to select digital resources. These results offer education administrators a comprehensive understanding of the factors influencing primary teachers' digital competencies and enable them to implement strategic changes and prioritize each element. Moreover, this study provides a valuable reference for future researchers seeking to explore new research directions in this field and analyze the correlation between factors to propose solutions to develop digital competencies of primary school teachers suitable to specific contexts and conditions.

Health science teacher candidates should acquire skills for professional development during their education as teachers, both to ensure their professional competence and improve the quality of learning. This study aimed to identify the competence levels and competence development needs of health science teacher candidates, and the factors associated with those needs. The research applied cross-sectional design and was conducted in winter 2018-2019 in Finland. The Health and Social Care Educator's Competence instrument and the Educators' Professional Development instrument were used to collect data. Teacher candidates evaluated their competence as good into all areas of competence. Candidates' level of need to develop pedagogical competence related to their level of competence in leadership and management, subject and curriculum, and digital collaborative learning. Candidates with a higher level of collaboration and societal competence needed less development to manage challenging situations in teaching. Candidates with more work experience as an educator needed less competence development in managing challenging situations and leadership support. Based on the results, micro level competence should be developed from the start of health science teaching studies, and the latter stages of their studies should develop their macro level competence.