Search

Higher education institutions continually increase the demands on college instructors. Yet, all too often, many college instructors have had little to no preparation for teaching in higher education. What is needed is a comprehensive and clear list of characteristics expected of effective college teachers, both in-person and online, comprised by those who are focused on studying the subject matter deeply. To assess the characteristics deemed essential for college instructors to possess, a nationwide, modified Delphi technique was employed, eliciting opinions from an established panel of experts. At the conclusion of a three-round Delphi study, 46 of the 55 original items submitted by the panelists reached consensus of agreement. The 46 items were then categorized to establish six overarching themes associated with effective college teaching. The categorized themes and characteristics determined in the study of effective college teachers should be used as a comprehensive and clear list to provide college faculty with expectations of effective teaching. Additional research is needed to convert the items found in this study into an effective college teaching instrument. Such an instrument should be validated for use across academia as a starting point for the development, training, and support of future and current college teachers.

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching.

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.

This position paper identifies the complexity of the special education teacher (SET) shortage and the social injustices of the already marginalized population of students with disabilities (SWD). Nationally, policy reforms and teacher certification initiatives may have unknowingly perpetuated the shortage of SET in an attempt to increase the supply and strengthen the impact of teacher quality on student outcomes. There are documented factors contributing to the shortage as well as initiatives designed to increase the supply of SET. The disparities in the access to highly qualified SET for SWD have been evident for decades. The negative impact on academic and behavioral outcomes of SWDs are even greater for those SWDs who experience the intersectionality of race, low-socioeconomic status, certain geographical location, and low-incident disabilities. An immediate call to action is required for sustainable resolutions to increase the supply of highly qualified SET to ensure SWDs access to a "free, appropriate, public education" and eliminate the modern day "Have Nots" of the already marginalized in society.

The Commonwealth of Virginia has seen an increase in the number of educators completing Alternative Teacher Certification Programs, contributing to the diversity in the teaching work force. The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach. The researcher employed a semi-structured focus group protocol in conducting four focus groups with 23 participants who were provisionally licensed K-12 public school teachers in one school division in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for core academic instruction, lesson planning, differentiation, classroom management, and working with parents, resulting in high levels of stress among provisionally licensed teachers. School leaders are tasked with ensuring equitable learning experiences for all students represented by a highly qualified, diverse faculty. Understanding the unique pre-service training and ongoing needs will help school leaders provide supports aimed at increasing their retention to address growing teacher shortages.

Uncertified teachers are the foundation of early childhood systems across the nation. As states and districts move into professionalizing early childhood education, experienced but uncertified teachers are facing the need to enroll in teacher preparation programs to receive certification and retain their jobs. This article investigates the effects of teaching mandates and compensation policies in New York City (NYC) in the light of its universal prekindergarten (UPK) expansion. Over 50% of nonpublic school UPK teachers in NYC are uncertified teachers. While certification is a requirement to teach in NYC's UPK, due to the lack of certified teachers willing to teach in nonpublic settings, uncertified teachers often act as lead teachers while they complete their certification requirements. This article focused on understanding how uncertified teachers perceive their role in the larger school community, and how certification, compensation, and work condition policies support (or hinder) their licensing and course-of-study completion. Using Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram's (1997) social construction and policy design theory, a qualitative case study approach was the primary form of analysis. Document discourse analysis, focus groups, and interviews (n = 20) were utilized. This study found that early childhood uncertified teachers are hungry for structural changes that acknowledge their role in the community by supporting the completion of their degrees. Findings support research literature signaling equity challenges of scaling up UPK implementations. Implications are discussed and policy recommendations are provided.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

Montessori education has existed for more than 100 years and counts almost 16,000 schools worldwide (Debs et al., 2022). Still, little is known about the implementation and fidelity of Montessori principles. Measuring implementations holds significant importance as it provides insight into current Montessori practices and because it is assumed that implementation might influence its effectiveness. In the Netherlands, it is especially important to measure fidelity because of the country's history of flexible implementation of Montessori principles. No instruments currently exist that are specifically designed to measure Montessori implementation in the Dutch context. This study aims to validate a translated version of the Teacher Questionnaire for Montessori Practices, developed by Murray et al. (2019), within the Dutch early childhood education context. Additionally, it seeks to investigate the extent to which Montessori principles are implemented in Dutch early childhood schools. Data were collected from 131 early childhood Montessori teachers. Confirmatory factor analysis revealed that the Dutch dataset did not align with the factor structure proposed by Murray et al. (2019). Subsequent exploratory factor analysis led to the identification of a 3-factor solution, encompassing dimensions related to Children's Freedom, Teacher Guidance, and Curriculum, which shows some similarities with Murray et al.'s (2019) factors. Implementation levels in the Netherlands varied, with the highest level of implementation observed in Children's Freedom and the lowest in Curriculum.

This study explores "non-native" English teacher identity development, and identity in practice in a multilingual international school in Thailand. Guided by the teacher's personal interpretative framework (Kelchtermans, 1993) and identity-in-practice theory (Varghese et al., 2005), the study employed a narrative inquiry design using life story interviews, classroom observations, and shadowing technique for the data collection. The three "non-native" English teacher participants were purposefully selected. The data were analyzed by using the inductive coding method (Saldaña, 2009), consisting of three analysis steps: open coding, axial coding, and selective coding. The data revealed that teacher identity development was characterized by solid confidence in their "non-native" status and their teaching abilities as English teachers due to professional qualifications, proficiency in English, and teaching experiences. However, it was revealed that their "non-native" status were affected by external factors (parents and colleagues), weakening their self-esteem and job motivation. This study emphasizes the importance of English proficiency level and qualifications in building confidence among non-native English teachers. Additionally, a supportive socio-cultural environment inside the school is key to support their positive identity and maintain their confidence.

It has been argued by scholars that ESP (English for Specific Purposes) has several absolute features which distinguish it from EGP (English for General Purposes). It is not surprising that many EGP teachers face difficulties when teaching ESP classes. This mixed-method study randomly recruited EGP teachers (N=50) to complete an online survey regarding barriers they have experienced in teaching ESP courses. Some of them (N=20) were then invited to participate in interview sessions to discover their strategies in breaking the barriers. The results from quantitative data in the online survey showed that the teachers have been dealing with five different barriers with Subject Knowledge being the most difficult barrier to handle (M=3.14, SD=0.86). Meanwhile, the qualitative findings from the interview process revealed several strategies employed by the teachers to break the barriers appeared to have been intercorrelated and affected to each other. As this finding revealed, university authorities need to provide EGP teachers with some supports (i.e. training programs, financial aid, and relevant textbooks) to minimize potential barriers when teaching ESP classes. Limitations and suggestions for future research are also presented.

The importance of having a highly qualified teacher in every classroom is an educational necessity. Determining which teacher characteristics define teacher quality and measuring their impact on student outcomes has offered mixed results. This study explored the effect of teachers' knowledge of language and literacy on their students' reading outcomes in foundational skills and reading comprehension. Data from 9,640 students and 512 classroom teachers in 112 schools were analyzed using multi-level mixed effects modeling to account for the nested data. After controlling for student and teacher-level variables, results showed that teachers' knowledge of language and literacy reliably predicted students' spring foundational skills scores, but not reading comprehension scores. These findings support the idea that more knowledgeable teachers generate students with more favorable reading outcomes. Implications are discussed in addition to directions for future research.

Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward, little is known about this program and the extent to which it meets the needs of Cherokee language teacher candidates. In response, we conducted a year-long case study to chronicle the experiences of a Cherokee language teacher as he completes this program. Results confirmed that teachers of Indigenous languages may still be developing language proficiency and may lack resources, rendering instruction more challenging. Findings also shed light on beneficial program characteristics (e.g., attention to lesson and unit plan design) and emphasized the need for greater involvement of the Indigenous community in teacher preparation programs.

Lifespan is a pool of stories that, in the beginning, sets the tone. It lays the foundation for students' long-life learning, attitudes formation, behavioral modifications, and shapes the trajectories of students' early childhood development (an important thread of United Nations Sustainable Development Goals Target 4.2 bedrock on "access to quality early childhood development, care pre-primary education" till 2030 with specific thread 4.2.1). Predominantly, a child's healthy dynamics nail down to his/her cognitive development and emotional regulations are excogitated as a building block that gets a load on the teachers' socio-demographic attributes. They are tossed around a supreme indicator and paramount countenance which works as an appetizer and nurtures infants' cognitive and emotional empathy in schools. Knuckle down to the excellence of teachers' socio-demographic attributes, the authors iced on the cake through quantitative ex-post-facto research leading to the positivist paradigm, on a sample of randomly selected 800 participants. The current research is planned in the sweat of the authors' brow to ramify how teachers' socio-demographic attributes prioritizes to promoting early childhood development and transitioning children's cognitive and emotional empathy into school. After obtaining unfetter and unrestricted permission from the authors and ensuring ethical considerations, the researchers piloted a questionnaire to confirm Cronbach's Alpha reliability statistics 0.798, 0.805, and 0.797. After applying the regression analysis technique, the researchers unmasked that teachers' socio-demographic attributes affected 78.10% of children's early childhood development, 59.70% of cognitive, and 72.40% of emotional development. Based on the results, the present research recommends that the Government of the Punjab has a lot on their plate through hiring experienced staff and providing them with induction and in-service training with good incentives to promote extra children's social, emotional, cognitive and intellectual growth for empathy in schools. Moreover, the current quantifiable stumbling blocks might be examined through conducting qualitative and mixed-method research in public and private educational institutions; a burning dilemma neglected since independence and is a cause of concern for stakeholders.

Technology-based teaching and learning has been one way to improve students' achievement. However, some teachers are still unaware of how technology can be used to enhance teaching and learning, and they are also hesitant to use technology. This paper investigates how secondary school teachers understand and integrate technology to teach mathematics in the Musanze district of Rwanda. The paper takes a further look at the demographic factors associated teachers' use of technology. Using questionnaires composed of closed, open, and rating scale questions, 118 mathematics teachers were requested to express their understanding of using technology, how many times they use it, and their beliefs towards it. The collected data were analyzed using SPSS 23. Results revealed that teachers sometimes use "a computer, Internet Explorer, Microsoft Word, a spreadsheet, or a text message," but never use tools such as digital cameras, interactive whiteboards, dynamic software packages, or student response systems. The findings also revealed a significant relationship between demographic factors such as gender, level of education, and use of technology in mathematics teaching. This study suggests that teachers be trained in the use of technology in the classroom. They should be aware that there is no single method of teaching mathematics but a variety of approaches. It further recommends that teachers should be cognizant of various forms of technology and know how to use them in the classroom.

A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students' career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the "culture" is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.

The quality of graduate teachers is a significant concern for teacher educators, policymakers and the public. Initiatives regarding the quality assurance of initial teacher education (ITE) programs require critical examination to ensure that ITE programs develop proficient graduate teachers to meet the demands of modern classrooms. In this paper, we draw on Biesta's (2015, 2019, 2020) theoretical framing of purpose in education (i.e., qualification, socialisation and subjectification) to analyse the policy texts related to graduate teaching performance assessment from institutions involved in the creation and implementation of the Teaching Performance Assessment (TPA) in ITE in Australia. Researchers used document analysis to examine the publicly stated purpose of the TPA. The analysis revealed that the relevant policy texts focused much more on qualification (81%) than socialisation (8%) and subjectification (11%). The findings imply that the TPA policies may contribute to narrowing the ITE curriculum and the subsequent thwarting of teacher subjectification.

Teacher quality is one of the most important factors influencing a student's educational outcomes, yet scant research has examined teacher hiring and quality in Protestant Christian schools. In this qualitative work, we thematically analyze interviews about Christian schools' teacher hiring practices with a group of 12 leaders from 10 member schools in the Association of Christian Schools International. We find that these 10 schools generally follow a standard hiring process. The qualifications they seek in teachers could be arranged into a pyramid, where the base -- the most fundamental quality -- is demonstration of authentic belief in Protestant Christian doctrines. After faith, school leaders desired teachers to demonstrate Christian virtue and to be a good "fit" for their school culture; at the tip of the pyramid is the category of professional and pedagogical skills. While there was some heterogeneity in the top three tiers among school leaders, all agreed on the importance of Christian school teachers having "a heart for Christ and a heart for kids."

Measuring the appropriate level of teacher compensation for different working conditions requires overcoming a number of empirical challenges, including defining and measuring differences in qualifications, effects of non-wage compensation, financial constraints, and lack of market clearing. We address those challenges in a study of teacher compensation in Alaska's 462 public schools in 53 districts. Each of our three linked empirical specifications produces a set of different compensation adjustments needed to offset differences in working conditions across schools and communities. However, an overall pattern is clear: if districts wish to attract and retain teachers of similar qualifications across all schools, schools serving mainly racially minoritized and low-income populations will need to pay substantially more than they currently do. Estimated required compensation adjustments are quite large in some cases, illustrating the need to address working conditions and other factors that affect teachers' choices to accept and stay in jobs at high-need schools.

Despite the acknowledged complexity and time pressures of early childhood educators' work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators' work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.

This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers' PCK. Based on academic and professional credentials, there were no appreciable disparities in the lecturers' PCK. For professional qualifications, for instance, the lecturers' PCK was not significantly different among the professional and non-professional lecturers at CCTU. Similarly, the PCK scores did not differ significantly among the lecturers who have attained HND, bachelor's, master's and terminal degrees.

Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority 'Asia and Australia's Engagement with Asia'. Teachers of all learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for 'Asia literacy' in graduates. The changes de-emphasise cultural knowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers' perceptions of their Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie's (2016) linguistic model was used to define and measure Asia literacy. Thematic analysis identified (1) how participants conceptualised 'meeting' expectations for Asia literacy, and (2) how the tertiary provider might better respond to their learning needs. Like previous research (see Australian Government, 2023; Halse & Cairns, 2018), we found that most respondents felt unqualified to teach about Asia. Participants expressed the desire for more content knowledge, authentic opportunities (such as in-country experience or language capability), and pedagogical skills. We argue that the national improvement of Asia literacy in preservice teachers is tied to its assessment. There is a need to consistently define, delimit and assess Asia literacy within a framework of cultural literacy. These theoretical considerations underlie future, systemic efforts to track and evaluate a long-term government initiative.

In Pakistan, it is aimed at both national and international levels to promote and develop critical thinking among students and teachers at all educational levels (sustainable development goals, VISION 2025, national standards for teachers, national educational policies, etc.). However, little research has investigated teachers' critical thinking knowledge. The present study explored critical thinking knowledge of teacher educators from teacher training institutes. The teacher training institutes of the most populous and developed province of Pakistan were taken as the sample of the study. Exploratory survey method was used for data collection. The study found that the majority of teacher educators lack critical thinking knowledge. Teaching experience, qualification, job status, and training attended on critical thinking are significant predictors of critical thinking knowledge. The critical thinking knowledge of prospective teachers and their students is at risk.

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers' incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.

The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.

This study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle-to-workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end-of-course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.

Research shows that teacher quality is the most important school-related input correlated with student success. In religious private schools, teachers do not merely influence academic outcomes; they may also play a role in spiritual formation. Religious school administrators report that their faith informs their hiring decisions. However, little research has examined the ways that religious school administrators choose individuals to place in teaching positions. In this study, we use conjoint analysis to experimentally examine the hiring preferences of 170 Christian school administrators. We find that having modest (compared to below-average) academic achievement and qualifications or extensive (compared to limited) experience each increases a teacher candidate's likelihood of being hired by 26 percentage points. Having strong (compared to modest) academics, being a graduate of a Christian (compared to secular) postsecondary institution, or being a graduate of the administrator's K-12 school (compared to a different school) produces smaller effects.

The paper explores the relationship between the regulatory requirements to be registered to teach and the provisions to meet these requirements in the initial teacher education programs in Australia. This is part of a broader study of the regulatory requirements for music and art teachers in primary and secondary schools in Australia, and only the music component will be reported in the paper. The statutory regulatory authorities (often referred to as teaching institutes) in each educational jurisdiction mandate the professional and academic requirements for registration to teach. These authorities outline the amount of study required to be registered to teach in primary and secondary schools across Australia. The actual requirements differ between the various States and Territories. To teach in primary schools a graduate is required to demonstrate an ability to cover the eight key learning areas (including the Arts) and specifically in literacy and numeracy. For teaching in secondary schools a graduate must evidence of successful study in two designated teaching areas (often across two learning areas). Across Australia, over the last decade there have been moves from undergraduate degrees in Education (with specialist/major studies) to undergraduate degrees followed by two-year Master of Teaching degrees. The registration authorities recognise both initial teacher education pathways into the profession. The universities have been regularly criticised for their reduced provision (and delivery) of specific discipline content in the initial teacher education programs, and continue to respond that they are delivering what is required by the registration requirements of the regulators. This ongoing response has resulted in significantly reduced time for areas such as Music, which is included in the broader Arts key learning area, with an expectation that a student will be exposed to a range of the disciplines in the Arts and not focus on one discipline. This continues to have a significant impact on teaching and learning in Music as well as the ability, confidence and preparation of future music educators.

Second career preservice teachers' perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers' perceptions about their possible involvement in out-of-field teaching practices and the phenomenon's implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources.

This paper aims to investigate how digital tools, such as blogs, could be used by drama teachers, already qualified on a Drama teaching postgraduate study course, in teaching Theatre/Drama Education in schools in Greece, and to record the ways in which they could interact through blogging with their students and similarly ways in which their students could interact between themselves. In order to attain this, a small-scale case study was planned and developed, with an interdisciplinary approach. Drama teachers and their students were asked to build and develop their blogs concerning drama and theatre education and then use them in Theatre/Drama lessons. After applying this with their students for some time, drama teachers were asked to express their personal views and perceptions. Their responses showed in general a positive attitude towards the integration and use of blogs in teaching Theatre/Drama courses in schools, because they appear to increase the interactivity between teachers and their students and to provide them both with opportunities to further develop their dramatic and digital skills either within or outside a school environment.

Social and emotional learning (SEL) is a crucial part of student wellness and academic achievement, but teachers' own SEL is often overlooked. This qualitative study examines educators' perceptions of their own university-level teacher preparation programs to better understand the ways in which teacher educators can support pre-service teachers' well-being, preparedness, and longevity in the field. Findings reveal that teachers saw their own transformative SEL--a form of SEL committed to equity and social justice (Jagers et al., 2019)--as a key factor for their success, highlighting the importance of critical and holistic preparation that focuses on the social--emotional development of teachers themselves. Implications focus on practical ways transformative SEL can be infused into teacher preparation programs including redefining success beyond student academics alone, focusing on teacher well-being in a way that does not ignore systemic oppression and school-level barriers, preparing teachers for the realities of roadblocks and ethical dilemmas they may face, and examining syllabi and coursework for the development of transformative SEL competencies.

The study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study population consisted of 649 elementary school teachers in Al-Khobar. The study results concluded that most teachers agreed on employing educational electronic games to a large extent. The results also revealed that female teachers face obstacles to the employment of educational electronic games to a moderate degree. In addition, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the experience variable for the least experience; however, it did not affect the obstacles to the employment of educational electronic games in the educational process. Besides, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the qualification variable and came in favor of masters; nevertheless, it did not affect the responses to the obstacles to employing educational electronic games in the educational process. Finally, no statistically significant differences existed in the degree of the employment of educational electronic games in the educational process and their obstacles attributed to the educational stage. In light of the study results, the researchers recommend holding training courses and workshops to educate elementary school teachers about activating educational electronic games in education. Also, female teachers should be encouraged to use educational electronic games, and the administrative work entrusted to them must be reduced. Besides, the school's infrastructure must be improved by providing quick internet services and adequate computers. Finally, students must be redistributed to the classrooms in proportion to the school's capabilities.

The purpose of the study is to identify the Sense of responsibility of science teachers towards the learning of their students from the perspective of the teachers themselves; the study has included three domains (cognitive, skillful, and emotional); and to demonstrate the differences in the level of responsibility among science teachers based on gender, rank, and educational qualification. The study's sample consists of (123) teachers from the Salt Region's Directorate of Education. The research instrument includes (28) items whose validity and reliability is verified. The results reveal that there is no statistical significant difference in the sense of responsibility among teachers based on their gender or their rank. However, the results reveal that teachers with an educational qualification had a greater sense of responsibility than their peers who lack such a qualification.