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This article reports on the identification of librarians’ social media literacy profiles. These profiles were developed through the construction of scales measuring social media competencies. An online questionnaire was developed and administered to a sample of 184 librarians working in Flemish public libraries. Cluster analysis revealed four social media literacy profiles: (1) social media workers; (2) social media laggards; (3) social media literates; and (4) social media spare-time users. This typology of social media literacy profiles is necessary information when developing a successful social media literacy strategy in libraries. Our research results further indicate that librarians who fit the social media literate or social media worker profiles are expected to play a central and facilitating role in the adoption and implementation of social media within public libraries. [ABSTRACT FROM AUTHOR]

Information and communication technology ( ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teaching and learning. [ABSTRACT FROM AUTHOR]

Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, ‘ICT use supporting basic ICT skills and attitudes’, and ‘ICT use supporting contents and individual learning needs’. ‘ICT use supporting basic ICT skills and attitudes’ occurs more frequently and is related to the grade of the preschoolers, teachers’ self-perceived ICT competences and the number of years of experience with ICT at school. ‘ICT use supporting contents and individual learning needs’ is strongly related to the grade of the preschoolers, teachers’ self-perceived ICT competences, ICT professional development and teachers’ attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes. [ABSTRACT FROM PUBLISHER]

In the quest for conditions that support the integration of educational technology into classrooms, recent attention has been paid by researchers (eg, Fishman & Zhang, 2003), policy makers (eg, Zhao & Conway, 2001) and practitioners to the importance of technology planning. Technology planning or information and communication technology (ICT) policy planning is commonly referred to as the process of developing, revising and implementing a school technology plan that guides teachers and the school organisation in the integration of technology for teaching and learning (Baylor & Ritchie, 2002). In a technology plan, a school describes its expectations, goals, contents and actions concerning the integration of technology in education. Although different typologies of a technology plan can be identified, it commonly includes elements such as vision building, professional development, technology curriculum planning and evaluation, hardware and software, etc. A technology plan describes the overall philosophy of technology use, explores how technology will improve teaching and learning and acts as a blueprint for the sequence of events a school hopes to achieve (Baylor & Ritchie, 2002; van Braak, 2003). In this colloquium, an integrated research-based model on technology planning in schools (TPS) is described. This model integrates research results of several studies conducted during the past years on technology planning in primary schools (eg, Vanderlinde, van Braak & Tondeur, 2010; Vanderlinde, van Braak, & Dexter, 2012; Vanderlinde, Dexter, & van Braak, 2012). While all of these studies have their individual scientific merit, this colloquium brings them together in a well-organised and holistic model on technology planning (TPS model; see Figure 1). This overall model is intended for teachers and school leaders when developing their school technology plan, for researchers when investigating technology planning and for policy makers and educational developers when designing initiatives to support schools in the technology planning process. Our attempt to visualise all our individual studies into one single model is presented in Figure 1. [ABSTRACT FROM AUTHOR]

• This study reports on developing teachers' subject-specific language beliefs scales. • The developed scales have a reasonable fit and can be used in future research. • Teachers agree with both teacher- and student-regulation of learning processes. • This study found two beliefs structures: a constructivist and a traditional one. • This study found two clusters of teachers that correspond to the beliefs structures. This study explores the structure of French teachers' educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers' general beliefs about teaching and learning: 'beliefs about student regulation of learning processes and knowledge construction', 'beliefs about teacher regulation of learning processes', and 'beliefs about knowledge reproduction'. Furthermore, a two-factor structure to measure teachers' subject-specific beliefs about French language teaching is found: 'traditional beliefs about French language teaching' and 'constructivist beliefs about French language teaching'. Second, this study explores the relationships between and within teachers' general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures. [ABSTRACT FROM AUTHOR]

A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers' (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view. [ABSTRACT FROM AUTHOR]

Aims: (1) To identify, evaluate and summarize evidence about the objectives and characteristics of mentoring programmes for specialized nurses (SNs) or nurse navigators (NNs) and advanced practice nurses (APNs) and (2) to identify the effectiveness of these programmes. Design: A systematic review based on PRISMA guidelines. Data Sources: From November 2022 until 7 December 2022, four databases were searched: PubMed, EMBASE, CINAHL and The Cochrane Library. Review Methods: Study selection was performed independently by two researchers. Disagreements were discussed until consensus was reached. Data extraction was undertaken for included studies. Data synthesis was conducted using narrative analysis. Quality appraisal was performed using the Critical Appraisal Skill Programme (CASP) and Mixed Methods Appraisal Tool (MMAT). Results: Twelve articles were included, all of which focused on mentoring programmes for APNs. Different forms of mentorship (e.g. (in)formal mentorship, work shadowing, workshops) were reported. Studies reported positive outcomes on job retention (n = 5), job satisfaction (n = 6), skills improvement (n = 7), satisfaction with the programme (n = 7) and confidence improvement (n = 4) among participants of mentoring programmes. Conclusion: There is a lack of uniformity and consistency in various elements of mentoring programmes. Further research is needed to develop mentoring programmes for both APNs and SNs/NNs in a systematic and theoretically underpinned manner. It is necessary to establish a thorough evaluation methodology, preferably using a mixed methods design that includes both a qualitative process evaluation and a comprehensive outcome evaluation using validated questionnaires, taking into account the NN/APN, the interprofessional team and organizational level. Impact: The synthesis of evidence may be useful to organizations developing and implementing mentoring programmes for both SN/NN and APN. The development of a mentoring programme for nursing experts should be considered a complex intervention that requires theoretical frameworks and contextual considerations. No Patient or Public Contribution: Not applicable, as no patients or public were involved. [ABSTRACT FROM AUTHOR]

A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers' basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner. [ABSTRACT FROM AUTHOR]

Highlights • We studied how teachers' beliefs relate to their noticing of inclusive classrooms. • A multivariate multilevel framework was used to analyse video and survey data. • Noticing varies with beliefs about diversity and differentiating the curriculum. • No significant relationship was found between teachers' growth mindset and noticing. • A part of teachers' noticing can be explained by the school a teacher is working in. Abstract Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers' competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth mindset) are associated with their noticing of two key aspects of effective inclusive classrooms (i.e. positive teacher-student interactions (PTSI) and differentiated instruction (DI)). Data was collected in a sample of secondary education teachers (N = 462) in Flemish schools (N = 23). Teacher beliefs were measured by survey scales, while teachers' noticing of PTSI and DI was assessed by a standardised video-based comparative judgement instrument. Survey and video data were combined in a multivariate multilevel framework. Findings indicate that teachers' professional beliefs about diversity and beliefs about differentiating the curriculum serve as filters for noticing PTSI and DI in videoclips. For teachers' growth mindset no significant relationship was found. These associations did not change when taking into account teachers' sex, age, educational background or experience. Furthermore, a small part of the differences in teachers' noticing DI is explained by the school level, suggesting that teachers within a school can share a vision. Results are discussed in the light of teacher thinking for inclusive classrooms and implications for teacher professional development. [ABSTRACT FROM AUTHOR]

This study reports on the design of a video-based instrument to assess student teachers’ parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent-teacher communication: designing video vignettes presenting realistic job situations regarding parent-teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed. [ABSTRACT FROM AUTHOR]

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research interests, making structured opportunities for teacher educator development necessary. As a first outcome, we present a model to conceptualise teacher educator development, grounded in a study of the international literature and the systematic critical discussion of its findings by the participants in the project. The model facilitates international (research) collaboration, mapping and guiding initiatives in policy and practice by providing both an overview of the complexities of teacher educator development and a language to discuss them. The second –structural- outcome is the establishment of InFo-TED – the International Forum for Teacher Educator Development. [ABSTRACT FROM PUBLISHER]

In a teacher's career, each phase brings its own challenges. In a convenience sample of 913 teachers from 76 different schools, this cross-sectional study examined self-reported differences in burnout, motivation to teach, and (de-)motivating teaching styles, across the full teacher career. Three multivariate analyses of variances (controlled for gender) showed that in the first three years, teachers appeared lower on a structuring style. From 8 and more years of experience, teachers were higher on emotional exhaustion. By the end of their career (>24 years of experience) teachers appeared at greater risk of becoming more controlled motivated and too demanding. • Burnout, teachers' motivation, and (de-)motivating teaching styles were compared between six professional life phases. • Guidance of beginning teachers should focus on helping them to become more structuring. • Almost no differences were found between teachers with 8-31 years of experience. • From their mid-career, teachers were more vulnerable to be emotionally exhausted. • Teachers with >24 years of experience reported high levels of controlled motivation and controlling teaching. [ABSTRACT FROM AUTHOR]

Background: Self-Determination Theory-based studies showed that teachers’ need-supportive styles (i.e. autonomy-supportive and structuring) enhance students’ motivation and well-being, while teachers’ need-thwarting styles (i.e. being controlling and chaotic), have been related to several detrimental outcomes. The value of jointly depicting teachers’ need-supportive and need-thwarting styles in a circular structure has been shown based on multidimensional scaling analyzes on data derived from the recently developed Situation-in-School (SIS) Questionnaire. However, this circumplex approach has only been applied to self-reported measures. Compared to self-reports, observational studies have many methodological advantages (e.g. high ecological validity, objective assessment, opportunities for multi-informant perspectives) and may be of added value to train teachers in their need-supportive styles (e.g. to obtain real-life and concrete examples, and to give teachers more objective and tailored advice). Purpose: The main objective of this study was to adapt an existing observation instrument so that it matches the recently developed self-reported circumplex measure (SIS-PE-Questionnaire) by developing the called ‘SIS-PE-Coder’. The first aim was to examine whether the circumplex structure could also be found based on observations with the SIS-PE-Coder. The second aim was to test the reliability and validity of the new observation instrument. The third aim was to examine the relations between observed need-supportive and need-thwarting styles and students’ need-based experiences and motivation. Method: The study sample consisted of 65 PE teachers (M age = 40.15, SD = 11.50 years) and 904 students (M age = 13.23, SD = 1.18 years). One PE lesson of each teacher was video- and audiotaped. At the end of each lesson, students completed questionnaires on their need-based experiences (i.e. need satisfaction and frustration) and their situational motivation towards PE (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation). Teachers’ need-supportive and need-thwarting styles were assessed by experts using the SIS-PE-Coder (41 items). Internal consistency, intra- and interrater reliability, and interrater agreement were assessed. Internal validity was assessed by examining the structure of the items relying on multidimensional scaling. Multilevel analyzes were performed to examine the relations between observed need-supportive and need-thwarting styles and student outcomes. Findings: The SIS-PE-Coder showed good reliability and internal validity, with teachers’ need-supportive and need-thwarting styles being depicted in a circular structure. Teachers’ observed autonomy-supportive style was positively related to students’ need satisfaction and intrinsic motivation, and was negatively related to students’ need frustration. Teachers’ observed structuring style was positively related to students’ intrinsic motivation and identified regulation, while being negatively related to students’ amotivation. Teachers’ observed controlling style only showed an unexpected negative relation with introjected regulation. Teachers’ observed chaotic style was negatively related to students’ identified regulation and was positively related to students’ amotivation. Conclusion: The new observation instrument captures more ‘definitively’ PE teachers’ need-supportive and need-thwarting styles in a comprehensive manner and depicts observations of autonomy-support, structure, control, and chaos in a circular model. The findings revealed that when teachers’ were more autonomy-supportive and structuring, and less chaotic, their students showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation. [ABSTRACT FROM AUTHOR]

By presenting the results of a large-scale international study, this study targets a better empirical understanding of teacher educators’ researcherly disposition or the teacher educators' habit of mind to engage with research to improve their practice and contribute to the knowledge base on teacher education. Data was collected from an international sample of 1158 higher education-based teacher educators in six countries, most of them being European. The first part of the article reports on the development of iTERDS, i.e. the international Teacher Educators’ Researcherly Disposition Scale. This 16-item scale distinguishes three subdimensions: (1) Valuing research (6 items), (2) Being a smart consumer of research (5 items), and (3) Being a producer of research (5 items). Goodness of fit estimates indicate good fit. The second part of the article explores differences in teacher educators’ researcherly disposition by means of cluster analysis. Four different clusters of teacher educators were found: Cluster 1 ‘inactive to research teacher educators’, Cluster 2 ‘well-read teacher educators’, Cluster 3 ‘researching teacher educators’, and Cluster 4 ‘teacher educator-researchers’. Post hoc analyses on these clusters explore relevant background differences between the clusters in terms of qualifications and work context. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of clinical simulations (CS) as an instructional strategy to prepare student teachers to conduct parent-teacher conferences. A pre-test/post-test study was set up in order to study the impact of online (n = 181) and face-to-face CS (n = 95) on student teachers' parent-teacher communication competence (PTCC). Assessment of PTCC development was based on a video-based instrument and a self-efficacy scale. Results suggested that both types of CS are effective instructional strategies to improve student teachers' PTCC. Both student teachers' self-efficacy beliefs and situation-specific skills regarding parent-teacher communication improved. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in eight separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through three explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through five quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology. [ABSTRACT FROM AUTHOR]

The central aim of this study was to investigate which pupil, classroom and school level characteristics are related to primary school pupils' actual ICT competences. A sample of 378 pupils in 58 schools in Flanders (the Dutch speaking part of Belgium) completed a performance-based ICT competence test in order to measure their actual proficiency in retrieving and processing digital information, and in communicating through a computer. To gather information on the factors at each different level, questionnaires were administered to the pupils, their parents (n = 378), their teachers (n = 83) and the ICT coordinators (n = 58) of the schools. Pupils on average have a low to medium score on the developed ICT competence test. The results of a hierarchical regression analysis with multilevel design show that the differences in ICT competences can be mainly attributed to differences in pupil level characteristics. The results indicate that especially non-ICT related pupil characteristics are associated with differences in primary school pupils' ICT competences, such as introjected regulation, controlling learning style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also indicates that parental ICT attitudes are related to primary school pupils' ICT competences. With regard to the classroom level characteristics, educational use of ICT as an information tool is significantly related to pupils' ICT competences. [ABSTRACT FROM AUTHOR]

Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers' work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers influences their job attitudes, as important precursors of teacher retention. Five follow-up case-studies of beginning teachers and their school teams were explored. The network data showed that some teachers had a central and stable position in their team, while others were more peripheral and showed considerable changes in their work-related relations. The interviews with the beginning teachers revealed several reasons for the formation, loss and retention of their work-related ties, such as physical proximity, network intentionality and the presence of a staffroom. Finally, the results indicated that the professional support in these work-related ties can play an important role in beginning teachers' job attitudes, or can act as a mitigating factor in case of experienced challenges. In this respect, the structural and cultural conditions needed for teachers to professionally connect require our attention. [ABSTRACT FROM AUTHOR]

Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers' inclusive teaching competence. This study explores the extent to which student teachers' beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classrooms' characteristics being (1) teacher-student interactions (TSI) and (2) differentiated instruction (DI). The data were collected from a sample of 1397 student teachers in Flemish primary teacher education institutions (N = 8). The video and survey data were combined through multiple regression analysis. The findings indicate that student teachers' constructivist beliefs and self-efficacy in inclusive instruction contribute to the development of their professional vision of TSI and DI. The results are discussed with recommendations for teacher education programmes on inclusive teaching practices. [ABSTRACT FROM AUTHOR]

As teachers' reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students' reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeated measures was established, including a comparison and two CPD conditions (group vs. individually-oriented). Based on the quantitative results only no clear impact of and differences between the conditions could be observed. The qualitative analysis, however, showed growth in teachers' reading motivation and self-efficacy at a different pace and level of intensity for both CPD conditions. • We highlight the need for (beginning) teachers who are competent in promoting reading. • CPD stimulates teachers' own reading motivation and self-efficacy regarding promoting reading. • This study discusses differences in impact between group and individually-oriented CPD. • Via a mixed-methods design more complete understanding of the CPD impact was elicited. [ABSTRACT FROM AUTHOR]

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed. [ABSTRACT FROM AUTHOR]