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This study examines university teachers' beliefs and practices related to task-based language teaching while teaching English as a foreign language. Task-based language teaching (TBLT) has become a prominent topic for researchers and practitioners in recent decades. It is also advocated by the Chinese Ministry of Education for college English teaching. However, few studies have investigated local EFL (English as a foreign language) teachers' perceptions of and difficulties in implementing TBLT. This study aims to fill this gap. Data were collected via 12 semi-structured interviews, and the results revealed that the Chinese EFL teachers employed a weak version of the approach, i.e. the task-supported language teaching approach. They tended towards a student-centred teacher–student relationship. These findings suggest that the role of traditional Chinese values in influencing the implementation of TBLT has been overemphasized. Implications for the sustainable development of teaching pedagogy and professional learning are discussed. [ABSTRACT FROM AUTHOR]

In the ever-evolving landscape of AI, moral educators play a crucial role in promoting the positive development of youth and addressing potential ethical challenges posed by AI. This study employed Q methodology to explore the perceptions of 30 South Korean preservice ethics teachers on AI ethics education, and five distinct perception types emerged: Human-Centered Ethical Guardians of AI, AI Skeptics, AI Abuse Preventers, Competence Cultivators for Coexistence with AI, and AI Social Justice Advocates. These five types encapsulate the distinct gestalt of individuals that intertwines various perceptions regarding AI ethics principles as well as AI technology, the future of the AI era, and the purpose of AI ethics education. By aligning educational approaches with individuals’ perception types, teacher education programs can contribute to a more balanced viewpoint on AI and AI ethics education among preservice teachers. [ABSTRACT FROM AUTHOR]

The undeniable potential benefits of learning analytics (LA) in education have led to growing investment in developing and integrating LA systems into K-12 schools. Yet, the actual integration and adoption depend on levels of teachers' acceptance and usage. This study aims to propose a conceptual model to reveal the decisive factors affecting teachers' adoption of the LA system for evaluating teachers' sustainable LA usage through the integration of Information System Success and the Technology Acceptance Model. The variables used were system performance quality (SP), information quality (IQ), perceived usefulness (PU), and intention to use (IU) via the partial least square structural equation modeling (PLS-SEM). Furthermore, the moderation effect of teachers' AI literacy level (LIT) between dependent variables (SP and IQ) and PU was analyzed. The results indicated SP (sub-constructed by accessibility and human awareness) and IQ (comprised of reliability and relevancy) have statistically positive influences on PU and IU, where LIT played a moderating role between IQ and PU. This study contributes to our understanding of teachers' perceptions regarding LA system integration through a theoretically grounded analysis of empirical data from the K-12 school education context and highlights important areas of development for better LA integration into teachers' practice. [ABSTRACT FROM AUTHOR]

A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to identify similarities and distinctions in teacher perceptions regarding commonly agreed-upon characteristics of effective PD. Data used in this analysis were from the Teaching and Learning International Survey (TALIS) 2018, which consisted of 113,667 lower secondary (e.g., grade 7 through 9) teachers from 45 education systems. The LCA identified four classes of teachers who shared similarities in their perceptions. The researchers labelled the four categories as Low-Perception-Space/Time Rater (37.66%), High-Perception Rater (31.35%), Mixed-Perception Rater (15.55%), and Low-Perception Rater (15.44%). Results showed that a significant discrepancy existed in teacher perceptions of PD programmes that were school-embedded and extended. Additionally, cross-nation analyses revealed an evident difference in the distribution of class membership across education systems. Considering these findings, we provide implications for future research investigating how to design PD that supports personalised learning experiences. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

The Factors Influencing Teaching Choice (FIT-Choice) scale was adapted with permission from the original creators [4]. The adapted Japanese version of the FIT-Choice scale was validated using a sample of 202 teacher education students in Japan. This scale measures 12 motivational and six perceptual constructs, as theorised in the FIT-Choice framework, using a 7-point Likert scale. This dataset enhances our understanding of the motivations and perceptions related to pursuing a teaching career among teacher education students in Japan. The entire raw dataset was included in a CSV file. Readers are referred to the original creators' publications [2] according to an agreement restricting the disclosure of all scale items in subsequent publications by the author.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students’ future success. The technological skills students need to develop to be successful go far beyond the core academic subjects. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). Along with knowing how to use a variety of applications, students need to be able to know how to apply the technology to solve problems. This paper aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings show that the respondents are more prepared and comfortable using their 4C skills than their technology skills. This paper will address the potential implications of technology and 4C skills deficiencies and strengths on future teaching practices. The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment.

Teachers' perceptions of the use of information and communication technology (ICT) profoundly influence how children experience ICT-supported activities in kindergartens. In China, given that the adoption of ICT in educational settings has been part of national development goals, kindergarten teachers' perceptions of it deserve more in-depth investigations. This qualitative research study discusses how 15 teachers from three kindergartens in China perceived the use of ICT in their teaching. Drawing on individual interviews and document analysis, the study found participants used various ICT devices for different purposes. Participants were generally positive about the value of ICT in accomplishing 'teaching' tasks. The researcher developed three themes in relation to ICT use based on thematic analysis: ICT as a useful presenting tool; as a documentation and communication tool; and as a classroom-management tool. Further analysis identified participants' complicated conceptualisation of teaching, mechanical use of ICT, and simplistic understanding of ICT-supported teaching and learning. The ecological theory supported data analysis by illustrating the interrelated factors shaping teacher perceptions. By unpacking and problematising those perceptions, this study has implications for future practice and policymaking. [ABSTRACT FROM AUTHOR]

Copyright of Black Sea / Karadeniz is the property of Black Sea / Karadeniz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study examines primary school teachers’ perceptions of curriculum differentiation (hereinafter CD) for students with special needs in South Ethiopia. Grounded on Tomlinson’s model of differentiated instruction, a study employed concurrent explanatory (QUAN→ qual) design. Randomly selected 471 teachers responded to survey questionnaires, and 14 participated in interviews. Descriptive and inferential statistics and narrations were utilized to analyze data. Results indicated that primary school teachers’ familiarity with the general concepts of CD closely matched the theories. Also, they have high perceptions specific to CD elements ranking from highest to lowest: lesson planning, assessment, content, student interest, product, and process. However, the qualitative results expressed the teachers’ general and technical understanding gaps of the CD elements. Additionally, no significant variations were measured in teachers’ perceptions based on their educational qualifications and fields of study. This implies teachers who are qualified with diplomas, degrees, and master’s and trained in language, mathematics, natural sciences, and social sciences have close perceptions. Comparisons among their work experiences, except for the student interest element, teachers grouped with various work experiences have nearly the same perception of the remaining elements. It could mean that the teacher’s work experience in this study mattered less to their perceptions of CD. [ABSTRACT FROM AUTHOR]

This study examines the perceptions and responses of Vietnamese teachers of English as a Foreign Language (EFL) to academic integrity concerns that arise from the use of AI, specifically chatbots like ChatGPT, in foreign language education. The study employed an open-ended survey to collect data from 31 Vietnamese EFL teachers who were asked to share their views on AI-based academic dishonesty, identify perceived causes, outline consequences for students engaging in AI-based plagiarism, and articulate their pedagogical responses to the issue. The study found that teachers primarily attributed students' AI-driven plagiarism to a deficiency in original ideas, poor learning attitudes and motivation, and students' linguistic competencies. The over-reliance on AI was identified as a hindrance to the development of knowledge and skills such as critical thinking and language proficiency. In response to academic dishonesty, teachers advocated for increased regulations, the implementation of AI-based plagiarism detectors, and education on responsible AI use. The findings underscore the importance of adapting language teaching pedagogies and assessments to incorporate personalised learning and process-oriented teaching approaches that support critical thinking and genuine learning motivation. The insights derived from this research contribute to a deeper understanding of EFL educators' perspectives, offering valuable input for the development of policies and practices aimed at promoting academic integrity in the AI era. [ABSTRACT FROM AUTHOR]

Abstract Background In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation. Findings The findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school. Conclusions The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students.

While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages in the future tense, feeling it hard to specify how language differences positively impact students' learning in the present. This study explores teachers' temporal perceptions of language differences, specifically focusing on how teacher perceptions of language differences as "future assets" are intertwined with native speakerism in the present. It draws on multi-year interviews that unveil how teachers prioritise monolingualism as the norm of classroom discourse and juxtaposes teachers' accounts with an immigrant child's navigation of cultural-linguistic assets to speak Korean and English in non-school contexts. Through this, we argue that, whereas teachers see the potential benefits of speaking different languages that seek to pluralise the educational futures, they continue to hold the normative view on language differences by not being offered the epistemic tools to question whose future and whose language are imagined as the desired endpoints of language education. Approaching teachers' statements as the outcome of the limited epistemic principles of normative futurity, this study calls for disrupting the continuity of native speakerism to support culturally and linguistically diverse students through the non-linear, reparative, and multiple relations to the futures in language education. [ABSTRACT FROM AUTHOR]

This study aims to determine the Perceptions of Movers School Teachers Regarding the Implementation of Merdeka Belajar Curriculum in the Central Ternate PAUD Unit. This research is a descriptive qualitative research, with the research subjects being 6 PAUD teachers who have carried out the government program 'driving school' in Central Ternate. Data collection techniques in this study were carried out by observation, interviews, and documentation, with analysis techniques: data reduction, data display, and verification. The results of the research found that 1). Central Ternate PAUD driving school teachers have a positive perception and get a very good appreciation of the Merdeka Belajar curriculum. Teachers see this independent learning curriculum as an opportunity to provide diverse, creative, and interesting learning experiences for children. 2). There are several factors that become challenges, namely, first, the inadequate quality of the teacher's human resources, second, minimal learning facilities and resources or inadequate infrastructure. [ABSTRACT FROM AUTHOR]

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers' perception of university students' skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners' development of the skills that make up PSLL. [ABSTRACT FROM AUTHOR]

Based on self-determination theory, this study examines the relations between teachers' perception of classes' engagement, their motivating teaching practices, and students' motivation. Fifty-two physical education (PE) teachers and their 1,040 students from 52 classes participated in this study. Teachers' perception of classes' engagement was self-reported one week before their motivating teaching practices were observed. At the end of the observed lesson, students completed a questionnaire assessing their situational motivation toward PE. Results indicated that teachers' perception of class engagement predicted different dimensions of students' self-determined motivation, and that these relations were fully mediated by teachers' behaviors. More specifically, the more teachers reported high scores in class engagement, the more they displayed need-supportive behaviors that were, in turn, related to positive students' motivational outcomes. These results suggest that teachers' perception of class engagement could exacerbate motivational differences between classes. [ABSTRACT FROM AUTHOR]

In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students' overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers' and learners' lives. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation. Findings: The findings revealed the teachers' perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school. Conclusions: The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students. [ABSTRACT FROM AUTHOR]

With the sudden outbreak of the Covid-19 pandemic, the education sector adopted distance and online learning through several web-based systems. Then, considerations of educational practitioners concerning these systems would be of pivotal significance for revealing the quality of online language education. Moreover, the challenges they encountered while conducting e-lessons and proposed solutions would lead to improvement in the systems and encourage other shareholders in the school system to determine a new route map in light of the results. To that end, 28 volunteer English language instructors from 14 universities were recruited to attend the interviews. Accordingly, negative considerations of the instructors about exploiting the systems in foreign language classes were detected. As conclusive results regarding the challenges and suggestions of the participants cannot be reported through a system-based analysis, system-independent offers were presented to policymakers and researchers. Finally, the researcher has drawn out a set of implications for future implementations. [ABSTRACT FROM AUTHOR]

Professional development (PD) for mathematics teachers in China, especially in Shanghai, has received growing international attention. However, most of available research concerning Chinese PD has focused on successful practices, and far too little attention has been paid to less successfully organized PD practices, particularly for mathematics teachers in Shanghai. This study aims to examine key aspects and underlying reasons for less successfully organized PD practices in Shanghai from teachers' perspectives. The data were collected from 132 mathematics teachers in 9 randomly selected secondary schools in Shanghai through a questionnaire survey and follow-up interviews. The results show that Shanghai mathematics teachers perceived "time, duration and frequency", "assessment and management" and "objective" as the three most unsatisfactory aspects in less successfully organized PD they attended, and they considered that organized PD practices were less successful mainly due to lack of assessment for the PD organizers and of necessary coordination between PD organizers at different levels. In addition, there were statistically significant differences in teachers' perceptions of various specific problems in different aspects about less successfully organized PD between teachers with different demographic features, such as length of teaching experience and gender. Implications of the findings of the study to Chinese educational settings and beyond are discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

This study examines teacher perceptions of the media and public's portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexity. Furthermore, teachers perceived a shift in portrayal over the course of the pandemic. [ABSTRACT FROM AUTHOR]

This study aims to determine the mathematics teacher's perception and its effect on literacy numeracy in high school. This research is descriptive qualitative. The population in this study were high school mathematics teachers. The sampling technique used is total sampling. A total of 30 teachers were sample correspondents spread across several high schools in Malang City. The data collection technique used was a questionnaire consisting of multiple choice, complex multiple-choice, and questions with yes or no answers, which aim to determine the mathematics teachers’ perception of literacy numeracy and its effect on learning in high school. Techniques for presenting data in descriptive statistics include tables and percentage calculations. The study’s results on the perception of mathematics teachers on literacy numeracy in high school showed an average of 67.58% with a positive interpretation level. Also, the effect of mathematics teachers' perceptions of literacy numeracy on learning in high school shows an overall average of 75.6% with a positive interpretation level.

The perceived usefulness (PU) of a technology is critical for its final adoption; however, what makes an interactive whiteboard (IWB) perceived useful remains unclear. This study aims to investigate how pre-service teachers perceive the usefulness of Seewo interactive whiteboards for ESL (English-as-a-second-language) instruction. We recruited 80 pre-service ESL teachers, divided them into 16 groups, provided five weeks of training, and conducted focus group interviews to gather qualitative feedback. The data were analyzed using grounded theory techniques with the aid of the software Nvivo. Three research questions were addressed: how pre-service ESL teachers perceive the usefulness of Seewo IWB in terms of its functions that enhance the learning process (PU-process), how they perceive the usefulness of Seewo IWB in terms of its functions that improve learning outcomes (PU-outcome), and how they perceive the non-usefulness of Seewo IWB. The findings shed light on the determinants of the perceived usefulness (PU) concept, which is crucial for fostering a higher intention to accept technology.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perceived student learning outcomes were also identified. Further multi-group analyses supported invariance between the two teacher groups in their perceptions of student learning when applying the three pedagogical practices in the classrooms. Results of path analyses revealed that Secondary 6 teachers viewed collaborative inquiry as having a significant effect on all aspects of student learning, but such impacts were not seen as very likely in the view of Secondary 3 teachers. On the contrary, Secondary 3 teachers conceived instructional strategy as the most effective way to enhance student learning. Catering for learner diversity had a positive association with various aspects of student learning in the view of both teacher groups. The study concludes with the implication for enhancing professional development of teachers. [ABSTRACT FROM AUTHOR]

The perception that teachers have of cultural diversity is essential when it comes to the educational attention given to immigrant students. The objective is to determine how teachers perceive students' cultural diversity and families' commitment with the education of their children, and if this perception can influence teachers' expectations regarding students and their families. This is qualitative research study based on hermeneutic phenomenology developed through semi-structured interviews, applied on an intentional sample of 16 Spanish primary school teachers. The results indicate that teachers need the assistance of educational specialists, training in cultural diversity, and intercultural communication skills. They also recognize the importance of enhancing collaboration with immigrant families. Hence, education must be rethought, bearing in mind the perceptions of teachers, empowering students and their families with new innovative formulas aimed at incorporating their cultural references in the curriculum, and providing culturally relevant teaching. [ABSTRACT FROM AUTHOR]

This study argues for adoption of a translanguaging lens in Malaysian English language classrooms because translanguaging practices are considered scaffolding tools in teaching and learning of the language. This argument was derived from a case study which used interviews with seven Malaysian secondary school English language teachers. The objectives of this study were to examine the teachers' views on translanguaging using learners' home languages and their report practices. Four themes emerged from this study: 'Tapestry of language profile in the Malaysian classroom', 'Judicious use of other languages in the classroom', 'Limited features of spontaneous translanguaging' and 'Challenges integrating translanguaging in Malaysian English language classrooms'. The proposal of adopting a translanguaging lens was based on the reported translanguaging practices which were rooted in the Malaysian multilingual classrooms among the sample. Despite the silence on plurilingualism and translanguaging in the Malaysian English language policy and curriculum, teachers have been practising it surreptitiously. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the perceptions of English teachers regarding the adverse effects of teaching English as a Foreign Language (EFL) in China, as well as their proposals for improving EFL instruction in the country. By exploring the views of experienced English teachers, this study provides valuable insights into how English as a Foreign Language pedagogy can be improved in China and other countries. The main research question is about the adverse effects of teaching English as a Foreign Language in Chinese higher education and the ways to improve its instruction. A thematic analysis of semi-structured interviews was conducted on a sample of 20 English teachers who possessed substantial experience teaching in Chinese higher education institutions. The participants' teaching experience ranged from 3-20 years (SD = 5.3). The analysis involved the establishment of concordant codes and sub-codes, with the aid of two researchers and an external expert, to ensure the reliability and validity of the results. The findings showed that the teachers attributed English as a Foreign Language learners' English deficiencies to the English teaching curriculum, self-directed learning, and the education system. Finally, the teachers suggested that self-directed learning skills and self-regulation were crucial for effectively applying language in authentic contexts. These findings have implications beyond China and are expected to enhance English pedagogy in other English as a Foreign Language countries. Thus, this research may contribute to improving the effectiveness of English teaching in China and other countries by providing a deeper understanding of the challenges and potential solutions associated with English as a Foreign Language instruction. [ABSTRACT FROM AUTHOR]

The authors examined middle level teachers' perceptions and experiences of leadership support during the sudden transition to emergency remote teaching (ERT) during the COVID-19 pandemic. For this qualitative case study, the research questions were: How did middle school teachers perceive their leaders' support for teaching online? What were teacher beliefs about student attendance and virtual education? Survey data were collected from teachers at a middle school (Grades 6–8) in rural Virginia, and six respondents participated in one-on-one interviews. The responses yielded six findings illuminating perceptions of support for teaching virtually from principals and other administrators: (a) leaders listened to teachers' issues, concerns, and suggestions; (b) administration was supportive, helpful, and positive; (c) administrators assisted with parental communication; (d) attendance in online classes was poor; (e) absent students failed to learn; and (f) additional professional development for online teaching was desired. Leadership supports are revealed for assisting with faculty adaptation to and effectiveness with remote instruction. Because case studies have yet to examine educational leadership relative to faculty roles and functions during an emergency, this study contributes vital understandings from the middle level teacher standpoint. [ABSTRACT FROM AUTHOR]

One of the influences of globalized English in recent years on the English language teaching (ELT) practice is the rise of the significance of intercultural teaching and learning. Such a development has made teaching intercultural competence a compelling requirement. This study investigates (N = 16) English language teachers’ perceptions of intercultural teaching and learning and their actual classroom practices in Oman. Data were collected from a survey administered to the participants. Results showed differences in the teachers’ opinions concerning intercultural teaching. While only a small minority of teachers believed that EFL classrooms should adopt intercultural teaching, nearly half supported teaching culture in foreign language classes but cited concerns about cultural clashes that might occur. The study also revealed that the participants favored avoiding teaching culture in language classrooms, especially in contexts that lack support for interculturality. The study draws on the significance of addressing the challenges that occur in the absence of intercultural teaching.

As an inseparable part of teachers’ education career, practicum supervision can function as a double-edged sword that can generate pedagogical improvement or even make the worse worst in the class depending on the time and manner of its implementation. Given its significance and crucial role in EFL contexts, supervision has captured the attention of some scholars in this line of research. However, few studies (if any) have focused on EFL teachers’ beliefs about instructional supervision and its role in pedagogical development considering their experience level. To fill this lacuna, the current study examined the perceptions of 100 Iranian EFL teachers with different experience levels toward various supervisory practices and their contribution to teacher pedagogical growth using an Instructional Supervision Questionnaire (Kayaoglu, 2012). Furthermore, a semi-structured interview was carried out with 10 EFL teachers taken from the same sample. The results of analyses indicated that both novice and experienced teachers had a negative view concerning the existing supervision system in Iran. Additionally, no significant difference was found between the novice and experienced EFL teachers’ beliefs about classroom supervision (p > .05). The qualitative findings also revealed that both novice and experienced EFL teachers considered supervision as bureaucracy, fault-seeking, confidence-minimizing, and with little to no instructional worth. They also had similar beliefs as per the characteristics of an effective supervisory act. Moreover, supervision was perceived useful only when teachers were novice instructors, but ineffective as they became experienced.

Online and digital education, which was once perceived as demanding financially and academically, became the most viable option to continue teaching and learning during the COVID-19 pandemic. Despite their lack of prior experience, capabilities, or willingness, many teachers shifted their courses online in a short period to continue teaching during the pandemic. To understand the efficacy in making such a shift, the nature of digital capabilities the teachers recognize within themselves and if these capabilities correlate with their socio-cultural and geographical backgrounds are to be realized. In this study, two cases from the global North and South are compared to investigate the similarities and differences in making choices of digital tools, and, to capture their digital affordances and ability to manage technology in the teaching and learning process. A sample of 50 teachers from two higher education institutions is used to capture the perceptions. The discovered trends in the choice of tools may shed light on region-specific disparities in digital affordances in technology-enhanced learning and global digital education development. [ABSTRACT FROM AUTHOR]

Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners' needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers' limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research. [ABSTRACT FROM AUTHOR]

The relevance of STEM education has been promoted both in Australia and internationally, arising from increasing concerns with the shortages of a highly skilled workforce and economic pressures to increase national competitiveness. Against this backdrop of the global push to embed STEM in schools, this paper explores how Australian schools and teachers responded to this agenda. Employing the notion of relevance, this paper conducted a qualitative case study in an Australian secondary school to address the question: how the broad vision of STEM as a reform agenda was interpreted by teachers and framed in their school. The findings show that focusing on the relevance of STEM points to the potential utility and applicability of STEM when it is integrated into formal schooling, including the ways that STEM can be relevant for students, the curriculum, teaching practices, and the broader STEM context. STEM is made relevant because of these connections and the meanings that arise through that connecting. Moreover, the study illustrates that the teachers' perceptions of the relevance of STEM education was informed by their backgrounds, experiences, and roles in school. Thus, even within one school, there can be different perspectives on how STEM can be made useful and applicable. Understanding these perspectives can be the first step towards the development of a shared vision required to facilitate school change. [ABSTRACT FROM AUTHOR]

This research describes the perspective of secondary school teachers on the selection, elaboration, and implementation of contextualized mathematical problems in secondary education in Costa Rica. An exploratory and descriptive quantitative study is carried out, applying a questionnaire to 67 in-service secondary school mathematics teachers. The dimensions of the sources used by teachers, the difficulties encountered and the learners' background considered for problem selection and elaboration are analyzed. In addition, the contexts present in the problems that teachers propose are classified. The results indicate that teachers use textbooks for the selection of mathematical problems. In addition, they give a favorable opinion regarding the use of realistic contexts in the creation of new problems. However, several of the proposed problems present fictitious or mathematical contexts. The highest percentage of the participants points out the need for training for the elaboration of contextualized mathematical problems. [ABSTRACT FROM AUTHOR]

This literature review investigates the perception of secondary teachers about their role of supporting and promoting students’ mental health and whether teachers feel equipped to fulfil the requirements of this role. Analysis of 13 research articles published between 2008–2022 indicated that most secondary teachers, across five countries, understand the role they play in their students’ lives and that supporting students' mental health is an aspect of their role. However, it was also found that many teachers do not feel well-prepared to adequately support students’ mental health due to a lack of adequate mental health training. Implications for practice, training, and future research within an Aotearoa New Zealand context are discussed in relation to schools and teachers providing support to students with mental health concerns and the promotion of positive mental health. [ABSTRACT FROM AUTHOR]

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Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.

In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.

Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts. Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran. Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked. Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model. Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.

Clarity and consistency of terms are more important in mathematics than in any other discipline. Mathematics terminology can be an essential clue to understanding a mathematical concept. Moreover, it can evoke images related to the concept both during the learning process and after learning. However, the evoked image may fail to match the original mathematical concept accurately if a student has a misconception about a specific mathematical term. This paper specified the ambiguity and inconsistency of the expression “the function represented by a parameter” used in textbooks. Further, it investigated the teachers’ perceptions caused by the phrase. Teacher responses in a survey showed that teachers perceived the words in various ways, and some teachers demonstrated mathematical misconceptions. Additionally, the teachers recognized the need to revise the phrase, “the function represented by a parameter.” Our study implicates that unclear and inconsistent uses of mathematical terms in textbooks and teacher’s guide books might contribute to teacher misunderstandings, which can directly or indirectly affect students.

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