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Background: In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. Methods: The purpose of this study was to establish proof-of-concept for the Pocket PE 3–5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3–5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. Results: Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. Conclusions: This program evaluation study established the proof-of-concept for the Pocket PE 3–5 elementary school PE program. [ABSTRACT FROM AUTHOR]

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

Teacher training programmes and physical education activities were strikingly affected by the COVID-19 pandemic. Consequently, this study attempted to uncover (i) the systems factors that influenced the teaching practice of 28 preservice teachers during school placement, and how different multi-system interacting influences impacted on (ii) predominant, or (iii) differentiated teaching practices. Data included individual and focus group interviews, field notes, post-observation sessions, and digital portfolios. Eleven system-related factors were identified: macrosystem (lockdown regulations); exosystem (experiential learning); mesosystem (mentoring); microsystem (technology); and individual attributes. Teaching practices were influenced by interacting classroom conditions, prior learner-centred training, mentoring and personal attributes. [ABSTRACT FROM AUTHOR]

Purpose: This research analyzes the effects of a Service-learning program on the development of civic attitudes and skills on preservice teachers (n = 98). They provided a direct service of motor sessions aimed at children with functional diversity. Method: The topic was approached using a mixed methodological approach. A pre- and posttest quantitative analysis was performed on the results obtained after applying the Civic Attitudes and Skills Questionnaire, and a qualitative analysis was performed on the content of follow-up journals. Results: The quantitative results indicated a significant positive posttest, and qualitative analysis explained the civic skills and attitudes that the preservice teachers acquired. Discussion/Conclusion: Service-learning is a useful method for promoting the civic attitudes and skills of preservice teachers. The acquired learning specifically affected the different dimensions involved in achieving meaningful learning, an improvement in the skills and attitudes that are essential characteristics of an inclusive teacher. [ABSTRACT FROM AUTHOR]

The primary purpose of this study is to investigate the significance of the combined influence of Technology-Based Instruction and Motivated Learning Strategies on student engagement in Araling Panlipunan. A survey was conducted to a sample of 124 Grade 6 students from selected elementary schools in the municipality of Mawab, Davao de Oro. A quantitative descriptive correlation method was used in the study. The results of the study indicated that integrating technology-based instruction with motivated learning strategies positively influenced student engagement by enhancing interactive learning experiences and fostering intrinsic motivation. From the results of the study, it was recommended that school should provide teachers the resources and training they need to use technology and motivate students successfully and teachers should embrace technology and student motivation as significant tools for teaching. Furthermore, continued integration of these approaches in Araling Panlipunan could sustain and enhance student engagement. [ABSTRACT FROM AUTHOR]

This study aims to investigate the potential correlation between pseudoscientific beliefs and media literacy among pre-service teachers. In this study, a survey method was conducted. The research group consists of 332 pre-service teachers from a state university. Data were collected using two Likert scales, one on media literacy and the other on pseudoscientific beliefs. Data were analysed using descriptive analysis and inferential statistics methods. As a result, although pre-service teachers have high media literacy, their pseudoscientific beliefs are also high. Pseudo-medical beliefs increase significantly as media literacy increases. However, it has no significant correlation with pseudo-physical and pseudo-predictive beliefs. Also, as dependency and confidence in the media increase, all types of pseudoscientific beliefs decrease. [ABSTRACT FROM AUTHOR]

Policymakers and researchers support teacher-parent collaboration. However, collaboration can be challenging for teachers, especially given parents’ growing involvement in education. We analyzed in-depth semi-structured interviews with classroom educators in Israel to illuminate how teachers manage the gap between perceptions of ideal parent involvement and teachers’ daily work. We found that teachers see parents as part of their professional jurisdiction and a task they must address rather than partners or collaborators. We also found that teachers apply the professional skills of diagnosis, treatment, and inference to manage parents’ involvement rather than to encourage it. Further, teachers develop on-the-job classifications of parents that they apply as they interact with parents. These findings have theoretical implications for teacher professionalism and practical implications for teacher-parent relationships and teacher training. [ABSTRACT FROM AUTHOR]

ABSTRACT Complex competences, such as managing students' aggressive behaviour, are challenging to develop during teacher training. Recently, video‐based simulations have been considered promising, yet suitable assessment instruments are limitedly available. This paper reports on the design and evaluation of a video‐based assessment tool tailored to measure preservice teachers' verbal aggression management competence (V‐AMC) development. Design considerations for video‐based activities served as a framework, resulting in an assessment instrument consisting of video vignettes mirroring classroom situations concerning verbal aggressive behaviour, questions prompting situation‐specific skills development, and a coding scheme to analyse preservice teachers' answers. Furthermore, this paper discusses the results of the instrument's implementation on preservice teachers' (n = 182) V‐AMC. Findings support the appropriateness of the instrument in assessing V‐AMC levels and mapping the impact of a simulation‐based intervention. The data partially confirm the intervention's contribution to V‐AMC development. Implications for future interventions targeting competence development are discussed. [ABSTRACT FROM AUTHOR]

To adapt teaching to the prerequisites of students, teachers have various options at their disposal to gather and process information as the basis to form a judgment, such as carrying out tests, talking to and observing the behavior of students, or administering tasks. The complexity of such a judgment arises from the multitude of observations and their different possible explanations. This complexity might be reduced when teachers focus on one hypothesis instead of considering multiple hypotheses, interpret information in a confirmatory way, and not collect diagnostically relevant information. However, in this way, they run the risk of undesirable biased judgments. It therefore seems important to improve diagnostic judgments by selecting and processing information in a more reflective way. Research indicates that if information on a student is not easily available but restricted (e.g., by time pressure, difficult access to the student or high effort), a teacher who wants to make a careful decision is forced to rely on more reflective processes in the selection of tasks and in the interpretation of solutions. The present experimental study therefore investigates how the restricted availability of information in a specific diagnostic situation—when diagnostically inexperienced prospective mathematics teachers determine misconceptions in decimal fractions—influences the underlying cognitive processes. We assume that restricting the availability of information on student behavior augments the attentional focus and therefore reduces cognitive biases. Such more reflective processing can be observed by an increased time spent per piece of information, which should lead to the processing of relevant information and further increase judgment accuracy. To investigate these hypotheses, prospective teachers without prior knowledge in diagnosing misconceptions (N = 81) were asked to diagnose misconceptions on decimal fractions of virtual students by collecting information on students' solutions. Data concerning the effects of restricting the availability of information on teachers' cognitive processes were analyzed. The results show that with restricted information, participants indeed select a greater proportion of diagnostically relevant tasks, which positively influences judgment accuracy. These results are discussed with respect to their significance for framing teacher training and for further research. [ABSTRACT FROM AUTHOR]

AbstractThis article reports the outcomes of community participation and quality learning education resulting from the MEMBACA II project. MEMBACA (Making Early Matter through Books and Community Action) is a literacy project that targets young children in Indonesia. The MEMBACA project includes teacher training, community reading activities, and age-appropriate local language material creation to support emergent literacy skills among early-grade children. These skills include letter awareness, single-word reading of most used words, reading fluency, reading accuracy, and reading comprehension. 31 participants involved in this study, purposively selected to be interviewed through the phone. The thematic analysis found that a better learning environment was produced, a code of conduct is now available in schools, and it has helped in mainstreaming a more positive disciplining approach to teachers. This study has also identified that villages are now allocating their village fund for supporting literacy activities, although the process has experienced a setback in the year 2020 due to the pandemic. Further, while teachers’ capacities were increased due to various activities, learning environments are still troubled by poor infrastructures and a lack of community awareness. Engagement of communities and local government were mostly improved, with major problem lies in the continuity of the literacy-related activities, affected by various factors including poor advocacy and COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Inclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio‐cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed‐methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India. [ABSTRACT FROM AUTHOR]

ABSTRACT Technology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology. [ABSTRACT FROM AUTHOR]

The purpose of this article is to identify and understand the voices and I-positions of Francia, an experienced Chilean educator, in a critical incident that proved fundamental in her identity construction. The adaptation to a school institution in her novice professional development period as an early childhood educator emerges as a significant episode worth exploring. Through a narrative case study and the application of dialogical self-analysis tools, internal, external and outer voices are identified, like the I as someone postponed, the I as a protector, the I as a professional, the I as a collaborator and the school as an outer protective voice. This case highlights the tension between childcare and teacher self-care, revealing a transition towards professionalism. What stands out are collaboration and the need for professional learning in how to deal with critical situations, especially situations related to diversity, underscoring the importance of ethics and consideration of institutional contexts. [ABSTRACT FROM AUTHOR]

The process of becoming a teacher is complex and involves enormous challenges for student teachers. Without a doubt, among the most decisive ones is the initiation into professional practice during the practicum. This qualitative interpretive study analyses the practicum reports (narratives) of 15 primary education students from the Dialogical Self Theory. The study seeks to identify the voices that nourish their professional identity, the I-positions (I-p) that arise when coping with critical incidents (CI) experienced during the practicum, and analyse how the different I-ps contribute to an agential transition of the identity from student to teacher. The results point out that the significant voices that nourish the identity of the students in training come from teachers and family members. When confronting CIs, the I-p of I-student predominated, and difficulties are experienced in deploying other professional I-ps. These also highlight the contribution of different I-ps towards the development of the students' identity-agency, particularly of the I-p of I-future-teacher (possible self). The study offers relevant information for understanding how the student–teacher transition occurs and for reorienting practices towards identity development. [ABSTRACT FROM AUTHOR]

The development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS. Practitioner Points: SS training for teachers is beneficial for both teacher and student.Teachers are key in encouraging and facilitating students' motivational process to learn.College students involved in high‐impact practices are more likely to find success. [ABSTRACT FROM AUTHOR]

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers' experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled 'problematic', by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC 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.)

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students. [ABSTRACT FROM AUTHOR]

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher's goals and orientations. This exploratory study employs Schoenfeld's decision-making model to examine how resources, goals and orientations influence lesson planning for mathematics problem solving, for different profiles of primary teachers in Chile. To this purpose, a survey was conducted among 40 teachers of varying degrees of ability and experience: some were beginning teachers, others were experienced but had no further training in teaching problem solving and a third group was composed of experienced teachers with specific training in this question. Interviews with two teachers from each profile revealed important differences between the three groups. Beginning teachers relied more heavily on official resources such as the official curriculum and standard textbooks, aligning themselves with school requirements. Experienced teachers with problem solving training demonstrated a strong inclination towards teaching through a problem solving approach. While beginning teachers acknowledged the importance of promoting problem solving strategies, they did not usually adapt problems to the mathematical content or to the age/competence of their students. Interestingly, all three groups under-utilised sections of curricular resources that emphasise the present curricular focus on problem solving. Finally, the study found that experience alone is not enough to develop a problem solving approach and that focused professional development programmes are needed to equip teachers with the necessary skills. In addition, a diagnostic teaching approach should be incorporated into initial teacher training. [ABSTRACT FROM AUTHOR]

This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers' Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers' own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers' Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers' knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining. [ABSTRACT FROM AUTHOR]

It is useful to approach an understanding of teacher education, particularly in the United States, by looking at the roots and aims of teacher preparation. In this chapter, three main tensions are explored. First, there is tension in the positioning of teacher education as it resides in institutions of higher education. Second, an ongoing tension is the question of teacher preparation as training or as education. Third, there is always tension between the balance of teacher education coursework and field experiences. As these tensions play out in various teacher education programs, we can see the influence of each in the structure and processes involved in the program. Decisions regarding these tensions become highly visible in the move toward online teaching and online teacher education. While these tensions cannot necessarily be tidied or completely reconciled, there is evidence that teacher educators are committed to bringing forth best practices, connecting theory and practice and reflection, in their practice and in their scholarship. This chapter ends with an overview of teacher educator knowledge, its roots in teacher knowledge, including theoretical, methodological, and pedagogical considerations, and how teacher educator knowledge informs online education and influences the ways in which we prepare teachers postpandemic. [ABSTRACT FROM AUTHOR]

To develop and support teachers' skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers' use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants' use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful. [ABSTRACT FROM AUTHOR]

The school closures due to the COVID-19 pandemic have had significant side effects, particularly on the psychological well-being of pupils. This situation poses great challenges for teachers in schools. At the same time, teacher education students have to be prepared for this situation by being trained to deal with difficult situations and pupils with symptoms of psychological disorders. Furthermore, they need to adequately address the increasing heterogeneity in terms of their pupils' learning standards. To meet these challenges, the teaching project "CaBire" was called into being. As part of this project, teacher education students first receive theoretical input to act as socio-psychological coaches for children. After the training phase, students offer support to pupils at schools. This practical phase is accompanied by coaching-supervision seminars led by psychology teachers at the university. Both the practical phase, as well as the accompanying seminars at the university can be credited to teacher education students' studies. Here we report a good-practice example and an evaluation of this teaching concept based on data of a mixed-method design. The results are promising and point towards a beneficial program for both teacher education students and pupils. [ABSTRACT FROM AUTHOR]

Inclusion of children with disabilities in general schools is drawing attention in Jordanian political and educational domains. Teachers play an important role in the successful implementation of inclusive education. This study explores teachers' perceptions regarding inclusive education using focus group discussions. The findings revealed that teachers were generally positive about including children with physical and mild intellectual disabilities, but believe that it is not feasible to implement in current school environments. The challenges include insufficient human and physical resources, inaccessible buildings, inadequate training and lack of parental support. It is imperative to address these challenges for the effective implementation of inclusive education. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 design of our Information and Communication Technologies for Education (ICT4E) implementation model highlights its adaptability to local realities, considering available resources, existing technological infrastructures, and the specific needs of learners. However, it is crucial to recognize that the inherent variability of educational contexts and resource constraints can present challenges to a generalized application of the model. In addition, the rapid pace of technological change can have an impact on the ongoing training of teachers, requiring constant vigilance to maintain the relevance of their pedagogical skills. Despite these challenges, our model stands out for its adaptable approach, encouraging ongoing adjustments to respond effectively to the diversity of educational environments. In addition, the prospect of research and innovation, the promotion of interdisciplinary collaboration and the adoption of holistic evaluation are essential strategies for strengthening the robustness of our model. However, it is imperative to remain attentive to ethical considerations, the issue of equity and inclusion, and the long-term impact of integrating ICT into education. Ultimately, our model aspires to be a balanced solution, aware of the challenges and open to the developments needed to ensure the harmonious and optimal integration of ICT into today's educational landscape. [ABSTRACT FROM AUTHOR]

The UK (Westminster) government first legislated on forced marriage (FM) through the Forced Marriage (Civil Protection) Act 2007. Domestic abuse suffered before, during and after a FM was captured more recently through the implementation of the Domestic Abuse Act 2021, which built upon the concept of coercive abuse. In 2009, the UK (Westminster) government indicated that schools should play a role in the detection and prevention of FM. This paper investigates the perceptions and experiences of five South London teachers on FM, by focusing upon qualitative research through semi-structured interviews. This study was conceptualised and theorised within a feminist post-structural framework. The research drew upon intersectionality to capture how teachers constructed and negotiated their identities. The findings revealed that these teachers constructed FM as a racial and gendered issue and performed multiple identities. This paper highlighted how teachers require training and a safe space to untangle their perceptions regarding FM. [ABSTRACT FROM AUTHOR]

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students' proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students' technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students. [ABSTRACT FROM AUTHOR]

AbstractThis multiple-case study is framed within the Global Englishes Language Teaching (GELT) paradigm, calling for a break from standard English norms in teacher education. Though relevant literature underscores the positive influence of GELT-focused teacher training on teachers’ perceptions, classroom applications remain underexplored. Thus, this study explored the long-term impact of a GELT course on teachers’ instructional practices along with enablers and challenges of Global Englishes practices in diverse settings. The findings show that teachers’ practices became more inclusive linguistically and culturally, offering insights for teachers and teacher educators keen to integrate GELT-informed strategies into their practices. [ABSTRACT FROM AUTHOR]

ABSTRACT The quality of education hinges on the proficiency and training of educators. Due to the importance of teacher training, the innovative platform Teacher Moments creates simulated classroom scenarios. In this scenario‐based learning, confusion is an important indicator to detect users who struggle with the simulations. Through Teacher Moments, we gathered 7975 audio recording responses from participants who self‐labelled their recordings according to whether they sounded confused. Our dataset stands out for its size, for not including actor‐generated audio, and for measuring confusion, a neglected emotion in artificial intelligence (AI). Our experiments tested unimodal approaches and feature‐level, model‐level and decision‐level fusion. Feature‐level fusion demonstrated superior performance to unimodal methods, achieving a balanced accuracy of 0.6607 on the test set. This outcome highlights the necessity for further investigation in the overlooked area of confusion detection, particularly employing realistic datasets like the one used in this study and exploring new methods. Beyond teacher training, the insights of this research also extend to other directions, such as other professionals making critical decisions, user interface design or adaptive learning systems. [ABSTRACT FROM AUTHOR]

ABSTRACT In language arts classrooms, dialogic teaching encourages diverse text interpretations, fostering discussions that enhance students' literacy skills like reasoning. However, adopting a dialogic stance poses challenges for both teachers and students. The study investigated the impact of a tailor‐made dialogic intervention on a Chinese rural teacher and students' stances towards texts. Chinese rural students shifted from efferent and instrumental stances to a more critical‐analytical stance, indicating a profound change in how rural students interacted with texts through exploratory talk, highlighting the potential of dialogic teaching practices to foster deep engagement with reading materials. However, after the intervention ended, the teacher reverted to a monologic approach due to limited dialogic texts and time constraints. The findings underscore the potential of dialogic teaching for engaging rural students, yet highlight the need for sustained teacher training and suitable texts. Future research should focus on cultivating and maintaining students' growth mindset effectively in rural settings. [ABSTRACT FROM AUTHOR]

Introduction: The utilization of artificial intelligence is becoming a hot debate among researchers, academicians, and practitioners. Educational institutions are also training teachers to utilize AI in teaching. However, there is a dearth of investigation on the training of teachers to utilize AI. Therefore, this systematic review aims to highlight the challenges and best practices in training teachers to utilize AI. Strict inclusion and exclusion criteria were set to shortlist the relevant studies for review. Methods: The review synthesized 10 studies focusing on the importance of AI, AI usage by teachers, challenges faced by teachers and trainers, and best practices that could be adopted by trainers. Results: The results highlighted teachers lack the motivation for AI utilization and it is the biggest challenge faced by the trainers. Therefore, the training programs should be motivating, customized, and highlight the importance of AI. Moreover, the training sessions should also provide a trial of the latest AI technologies to the teachers so that they can get hands-on experience. Discussion: This review can help AI trainers design customized training programs for teachers by keeping in mind the challenges faced by them. An effective training program can be designed if a trainer is aware of potential challenges faced by trainees. Thus, this research has not only discussed the challenges but also provided guidelines for AI trainers training teachers. [ABSTRACT FROM AUTHOR]

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms. [ABSTRACT FROM AUTHOR]

AbstractThis exploratory study highlights the experience and perspective of educators and school leaders implementing sustainability as a cross-curriculum priority (S-CCP) in Queensland, Australia. The barriers and facilitators for integrating S-CCP were explored through qualitative interviews (N = 16). The findings underscored a profound knowledge gap wherein sustainability was interpreted narrowly, emphasizing environmental actions and overlooking the broader socio-economic and equity dimensions. This misperception led to multiple challenges within and outside of the classroom as Education for Sustainability (EfS) was perceived to be tied to environmentally sustainable facilities that require financial resources. A lack of leadership support was also noted. The experience of the educators successfully navigating these barriers are detailed. Furthermore, the findings highlighted the complexities and nuances of sustainability education and provided valuable insights for the design of professional development programs. [ABSTRACT FROM AUTHOR]

This study assessed the extent of implementation of DepEd's language programs in the elementary schools in the Division of Samar as basis for a learning and development scheme. This study used the descriptive-correlation method of research. The respondents of the study were 282 elementary school heads, and 282 teachers of elementary schools in the Division of Samar. Frequency counts, percentages, means, Pearson r, Eta Correlation and t-test test for independent samples were the statistical tools used. Likewise, to treat the qualitative data derived from the focus group discussion (FGD), Nvivo application was utilized. The teacher respondents in this study, as well as the elementary school heads, perceived that two (2) of the DepEd's language programs were fully implemented. These were MTB-MLE with a mean of 4.56 (teachers') and 4.51 (school heads'); and ELLN with a mean of 4.50 (teachers') and 4.21 (school heads'). In the correlations established between the school heads profile variables and their perceptions on language program implementation not one was significantly related There was a significant relationship between the teachers' and school heads' perceptions on the extent of implementation of language programs. On the issues and challenges encountered by school heads on the implementation of DepEd's language programs the following themes emerged: language programs not properly implemented or introduced, no appropriate training for teachers, no monitoring and evaluation of the programs, language and other programs overlap, and lack of instructional materials. [ABSTRACT FROM AUTHOR]

Computational Thinking, a capacity based on the principles of computing, has been highlighted in the specialized literature as an essential skill for the 21st century, bringing significant benefits to the problem-solving process. In this way, norms for the integration of Computational Thinking in education have emerged in the educational curricula of several countries. For this integration to be successful, it is essential that the training given to pre-service teachers enables them to develop well-planned and structured interventions to promote the development of Computational Thinking. This article presents a systematic review of the literature that aims to investigate how the development of Computational Thinking has been integrated into teacher training. Eleven articles that corresponded to the selected research criteria were found, and the characteristics of their studies are analysed and presented in this article. The article concludes that it is necessary to invest in pre-service teacher training, highlighting the need for long-term and more comprehensive training covering not only the theoretical component but also the practical component, as well as reflection on practice. [ABSTRACT FROM AUTHOR]

This quantitative study used a survey model to examine the attitudes of teachers working in special education and rehabilitation centres (SERCs) towards assistive technology (AT). The sample consisted of 224 teachers working in 45 SERCs in Turkey. The Attitude Towards Assistive Technologies Scale (Aslan & Kaan, 2017) and Personal Information form were used for data collection, and data were analysed using descriptive statistics. The results found that the teachers had positive attitudes towards AT, with no difference in attitude according to gender. However, there were statistically significant differences in attitudes towards AT based on participation in in‐service training and professional seniority. The findings revealed that the AT training for teachers working in SERCs is limited and more in‐service training opportunities are needed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has significantly disrupted human life, affecting public health, food systems, and the educational sector. This study investigates the competence of English teachers in private and public schools in General Mariano Alvarez, Cavite, within the context of the new normal brought about by the pandemic. Using a descriptive research method, the study surveyed 330 respondents. The findings indicate that issues related to online and hybrid learning were minimal, though there was moderate concern about institutional support and training opportunities for teachers. Teachers demonstrated high competence in classroom management, particularly in maintaining discipline. Their qualifications and experience met the standards set by the Department of Education (DepEd) and civil service, ensuring their proficiency in delivering content. Teachers effectively connected current lessons to previous topics and real-life situations, highlighting their mastery of the subject matter. Moreover, the study revealed that teachers excelled in using diverse teaching techniques, boosting students' self-esteem, and recognizing their achievements. They were also proficient in conducting technical feasibility studies and action research to enhance teaching efficiency and effectiveness, particularly in technological courses. Teachers' Individual Performance Commitment and Review Form (IPCRF) ratings confirmed their very satisfactory performance. The research concludes that teachers' instructional competence and performance are significant and unique. Recommendations include more frequent training and seminars for teachers, improved evaluation and monitoring systems by school heads, and programs to help teachers balance work and career during the pandemic. Further studies should explore school administrators' leadership skills and their impact on school performance and operations. [ABSTRACT FROM AUTHOR]

This study explored the crucial importance of teaching controversial public issues in, acknowledging the prevalent occurrence of differing opinions among students about numerous issues facing society. Using a transcendental phenomenological method, this research explored the complex experiences of secondary social studies teachers as they navigated these controversial issues in public schools. The study illuminated the lived experiences of five Kontemporaryong Isyu teachers through and in-depth interview. These teachers were under the jurisdiction of the Schools Division Office of Caloocan City. The findings emphasized several important themes, such as the importance of thorough training for teachers, the need for curriculum to address current societal issues, the autonomy given to teachers in choosing topics and teaching methods, the use of learner-centered teaching approaches, and the difficulties faced in effectively engaging students. Additionally, the study emphasized the crucial need for teachers to promote democratic values, such as equity and reverence, to encourage substantial discussions and analytical reasoning among pupils. These observations had implications for secondary Social Studies teachers and Social Studies Administrators, highlighting the importance of continuous professional growth and the establishment of supportive educational settings that promoted the development of well-informed citizens and encouraged students to engage in critical thinking. [ABSTRACT FROM AUTHOR]

This article examines the paradoxical teacher shortage in Japan 50 years after the enactment of the 1974 Securing Educational Personnel Act, which aimed to attract talented individuals to the teaching profession. It analyses how teacher education policies, administrative reforms, and fiscal measures have contributed to the current situation. The study traces the evolution of post-war teacher training principles, the recommendations of the 1971 Central Council for Education report, and subsequent policy implementations. Through a critical lens, it explores how neoliberal reforms since the 1990s, including deregulation, decentralisation, and market-oriented approaches, have impacted teacher supply, working conditions, and the profession’s attractiveness. The paper argues that while quantitative teacher shortages may not exist, qualitative issues stemming from increased temporary appointments, excessive workloads, and diminished job security have created a perceived shortage. It concludes by discussing potential strategies to revitalise the teaching profession and ensure a sustainable supply of qualified educators in Japan’s changing socioeconomic landscape. [ABSTRACT FROM AUTHOR]

The relevance of this research lies in the fact that models and practices of the introduction of multilingualism are an important cross-cutting problem that concerns the social, cultural, economic and, consequently, educational spheres, which contribute to the promotion of rarer languages. It is important to assess the cultural value of linguistic diversity at all levels of education and training, while simultaneously spreading information about the multiplicity of languages and their importance in the world. The purpose of the study is to consider the models and practices of the introduction of multilingualism in the context of education in the Republic of Kazakhstan through comparative sociological analysis. To achieve this goal, the following methods were used: sociological, statistical, and comparative. The research findings highlight the importance of multilingualism in personal and societal development, emphasising the need for incorporating multilingual practices in educational policies and teacher training. Additionally, the introduction of multilingualism in Kazakhstan, particularly the trilingual approach involving Kazakh, Russian, and English, is influenced by global processes and the prestige associated with different languages in society. [ABSTRACT FROM AUTHOR]