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Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers' interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention. [ABSTRACT FROM AUTHOR]

This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection. [ABSTRACT FROM AUTHOR]

For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers' perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes. [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]

The integration of technology in teacher training is an integral part of motivation in the 21st century. The integration of mobile technology in teacher training and professional development can bring about a meaningful change in their career. This study examines how, in the academic environment of Sindh, Pakistan, in-service training sessions contribute to the professional skill development and motivation of instructors. The study has two primary aims. The first involved examining how teacher training programs affected instructors' willingness to continue in the classroom and to enroll in training programs. The second involved examining how these sessions affected teachers' ability to advance their careers and develop their confidence and self-efficacy. Data for the study were gathered using a survey research approach. To gather information from 450 teachers in Sindh, Pakistan--both private and public--a structured questionnaire was created. The information gathered from the survey was examined using statistical analysis. The study's findings demonstrate that in-service teachers are not as motivated or proficient in their professional development as they should be by training sessions through the integration of mobile technology. The main motivators for the instructors to attend these workshops are their financial and social advantages. According to the study, several essential elements of successful teacher preparation are absent from these in-service training sessions. As a result, the study suggests that training programs abandon their conventional methods and modernize to better meet the demands of teachers today through the use of technology, which most teachers avoid using. More than merely formal meetings, training sessions should be scheduled to prepare instructors for actual learning objectives. Future academics of teacher training programs may find value in the study's conclusions with the application of mobile technology by providing appropriate pre-training sessions for the use of technology. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers' understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers' climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers' knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study's implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education. [ABSTRACT FROM AUTHOR]

This study was conducted to understand pre-service and in-service teachers' intentions to use mobile-based assessment in classes by integrating theory of planned behaviour, technology acceptance model, and self-determination theory into one conceptual framework. Data were analysed using the structural equation model (SEM). Results of SEM from a sample of 522 pre-service teachers and 279 in-service teachers revealed that, compared to existing theories, the proposed model has a better acceptable level of explanatory power for intention to use mobile-based assessment. Results also showed that all the hypothesis relationship among constructs within the model was supported. In addition, the study identified the prominent mediating role of perceived usefulness, perceived ease of use, and attitude and moderating impact of gender on intention to use mobile-based assessment. All in all, the study provides useful implications for policymakers, teacher educators, and school administrators as well as suggestions for future researchers. [ABSTRACT FROM AUTHOR]

Educational researchers have been interested in studying teachers' professional identity to understand this dynamic and multifaceted construct within personal and professional processes through different experiences. In this study, we designed a qualitative case study with Cultural–Historical Activity Theory (CHAT) to examine physics teachers' professional identity in Turkey. The study aimed to explore the elements of activity systems: teachers' experiences, community relations, tools, resources, rules, division of labour, and teaching practices. Data sources were interviews, classroom observations and documents, which were analysed by constant comparative method. The results showed that teachers recognised the significance of student-centered instruction, but they often had limitations in terms of resources and exam-based education that led them to adopt traditional instruction. The findings emphasised the need for systemic reforms to balance instructional objectives with teaching realities, supply resources, and make the connection between teacher preparation and classroom enactment. The research results support constructivist epistemology and suggest that the physics education community needs to improve the quality of physics education in Turkey and globally. [ABSTRACT FROM AUTHOR]

In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers' CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers' mastery level of their Computational Thinking Competence (CTC) in the Chinese context. The validity and reliability of the scale have been studied by conducting exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and calculating internal consistency coefficients. The sample of this study consisted of 631 in-service teachers from different Chinese primary schools (EFA N = 189; CFA N = 442). The 31-item scale mirrors five factors: cognitive knowledge of CT, practices and skills of CT, attitudes and perspectives of CT, CT teaching design, and CT teaching implementation. The discussion of the results looks at the future use of the CT scale in Chinese educational settings that mirror a specific national education policy, talent demand, and educational culture. [ABSTRACT FROM AUTHOR]

During a two-year span, a cohort of K-8 science teachers undertook the task of creating formative assessments aligned with the Next-Generation Science Standards for their individual classrooms. Practice-based professional development was utilized to support teachers in a cyclical manner as they cooperatively developed, administered, and reflected on a series of assessments they designed across two study phases. In order to measure developmental progression of the formative assessments across the study's two phases, project leadership designed an assessment quality rating instrument targeting four components of a given formative assessment: (a) learning goal(s), (b) task/prompt, (c) success criteria, and (d) next instructional steps. Using this criterion-based instrument, 123 assessments were subjected to consensus scoring using a 0–3 rating for each component (e.g. learning goals). Results indicated teachers developed higher quality formative assessments during the project's second phase. More specifically, they developed learning goals and success criteria that were identified as being multi-dimensional, meaning the assessment component was designed to assess more than content. Implications for practitioners and researchers are discussed, specifically related to the supports needed for teachers learning to progressively design and implement full spectrum, science-based, formative assessments. Finally, suggestions for future research are discussed given the potential value of using assessment design to introduce a cycle of teacher-driven self-reflection. [ABSTRACT FROM AUTHOR]

AbstractIn-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the “Learning Science” course at a university in Beijing, this study employed social epistemic network analysis (SeNA) to investigate interaction patterns of in-service teachers and propose optimization strategies. The findings of this study show that in asynchronous discussions without intervention, the overall situation of collaborative conversations among in-service teachers tends to be low-level. The social interaction network shows polycentricity, categorizing members into core and peripheral interactors based on distinct social interaction characteristics, highlighting substantial disparities in epistemic networks. Core interactors prioritize engaging with others, yet their contributions primarily echo interactions, reflecting superficial knowledge dimensions. Conversely, specific peripheral interactors prioritize independent reflection, sharing content largely derived from personal experiences or knowledge, signifying a commitment to independent and in-depth thinking within deeper knowledge dimensions. Moreover, learners’ online interactions are influenced by individual characteristics, instructional evaluation and the learning community atmosphere. [ABSTRACT FROM AUTHOR]

Technological Pedagogical Content Knowledge illustrates the interconnected nature of knowledge required to effectively integrate technology in enhancing student learning. While numerous review studies on Technological Pedagogical Content Knowledge exist, those that employ a bibliometric analysis are limited. In this comprehensive bibliometric review, we analyzed 209 Technological Pedagogical Content Knowledge studies focusing on in-service teachers in higher education, sourced from the Scopus database from 2012 through April 2023. The significance of this study lies in its effort to map the research landscape of Technological Pedagogical Content Knowledge by addressing the main question: What are the primary trends, key contributors, thematic areas, and keyword co-occurrence networks in Technological Pedagogical Content Knowledge research on in-service teachers in higher education? We adopted PRISMA guidelines into the standard bibliometric workflow and used VOSviewer as the visualization tool. Publication trends, major contributors, research areas, and keyword co-occurrence networks were identified. The analysis indicated an increasing trend in the number of publications on in-service teachers' Technological Pedagogical Content Knowledge in higher education, with the highest number recorded in 2022. We also identified representative articles, institutions, the most contributing journals, and funding agencies, most from developed countries/regions. The analysis highlights prolific researchers, key research areas, and keyword co-occurrence networks. Overall, this analysis has provided a comprehensive overview of the current research in higher education. Based on these findings, we recommend that future research focus on Technological Pedagogical Content Knowledge training modules and AI-based Technological Pedagogical Content Knowledge frameworks for teachers in higher education. [ABSTRACT FROM AUTHOR]

This study introduces the development of a new, transferable, customizable, authentic, and analytic framework for addressing different dimensions of teacher reflection. Given the emphasis on teacher reflection as a socially situated practice spawned by cognitive and affective aspects, this study covers four dimensions (i.e., breadth, depth, dialog, and affectivity). Ultimately and importantly, this empirical study constructs and validates an innovative vignette-based instrument and its analytic coding scheme on the basis of this framework for assessing the quality of reflection of elementary science teachers. The instrument includes eight vignettes, which include various authentic science teaching contexts, followed by three open-ended questions for each vignette to prompt teacher reflection on (1) the issues raised in the vignette, (2) the actions that could be taken to solve the problems, and (3) teacher emotions concerning the problems encountered. The instrument is validated through content, construct, internal, and face validity; and audit trial and inter-coder reliability are used to ensure the reliability of the data and findings. In summary, the study recruits 81 elementary science teachers from 24 public elementary schools in urban and suburban schools in Ankara for two reasons: (1) to ensure that the vignettes are clear and authentic as intended and (2) to develop a coding scheme involving descriptions and indicators of behaviors for each dimension of reflection quality accordingly to assess the quality of teacher reflection. For data analysis, once statistical conclusion validity and inter-coder reliability are established and a high percentage of agreement is obtained for each dimension across all vignettes (a > 0.70), content validity is once again explored by assessing whether the guiding framework of the instrument capture teacher reflections. The results indicate that the instrument can be an effective tool for assessing the quality of reflection of elementary science teachers. The preliminary validity and reliability of the vignettes and the coding scheme suggest that the vignettes warrant further testing. [ABSTRACT FROM AUTHOR]

The traditional perspective on education, teaching, and learning is no longer sufficient in fluid societies exposed to dramatic and rapid changes. The need for continuous educational reform is evident. However, recent paradigmatic societal shifts, extreme events, and extraordinary scientific and technological advances underscore the urgency of these changes. These developments highlight the necessity for innovation and the reduction of intergenerational gaps in educating new generations. By embracing these changes, we can create a more inclusive, adaptable, and innovative educational environment for all. While the Romanian educational system, like many traditional systems, is extensive in its spatial coverage, material resources, human resources, and the number of beneficiaries served, it also presents an opportunity for positive change. Its highly centralized, over-normative, and strictly structured nature, with a top-down control approach, has fostered systemic inertia and resistance to change. However, this also means that with the right strategies, the system can be transformed into a more dynamic and adaptable one. Effective and sustainable reforms are not just the responsibility of policymakers and educational leaders. They require initial assessments of the status quo to identify genuine needs for change and to determine possible obstacles and available resources. Real change and innovation are promoted and supported by a clear definition and understanding of the factors that generate and maintain inertia and resistance to change. Identifying and understanding these complex mechanisms at both the organizational and individual levels should precede any change plan, emphasizing the crucial role of each individual in the process. To identify individual motivations that can generate opposition or resistance to potential change requests within the educational system, we conducted a study involving 293 in-service and pre-service teachers from the Department of Educational Sciences at the West University of Timisoara. The study utilized the Resistance to Change Scale developed by Oreg (2003), a widely recognized and validated tool, which evaluates the primary factors determining resistance to change: routine seeking, emotional reaction, short-term focus, and cognitive rigidity. This scale was administered through a structured questionnaire and the data was analyzed using statistical methods. This study revealed notable variations in attitudes toward change based on gender, residency, and professional status (in-service and pre-service teachers). These findings underscore the importance of addressing both systemic and individual factors to facilitate meaningful and lasting reforms in education. By understanding and mitigating the sources of resistance, educational leaders can implement strategies such as fostering a culture of innovation, providing professional development opportunities, and involving stakeholders in decision-making, that foster a more adaptable and innovative educational environment.

The present research focuses on studying teachers' beliefs about the complexity of learning the curricular languages in the Basque Country, with special focus on Basque, the minority language. The study adopts a mixed-methods research design. For the quantitative data, 1093 participants completed a specifically designed online questionnaire, which was administered to three groups: pre-service (N = 564), in-service (N = 418), and university teachers (N = 111). In the qualitative part of the study, the beliefs of 20 in-service teachers were collected through four focus groups. The results indicate that in-service and university teachers hold favourable beliefs toward learning curricular languages, and consider Basque a difficult language to learn, even more so than English and French. However, the statistical results suggest a significant change in that belief for the pre-service teachers, who perceive Basque easier to learn than English and French. This perception could result in the gradual elimination of the 'difficult language' label given to Basque. Moreover, in-service teachers show concerns about the imbalance between the knowledge of the minority language and the use. In particular, they seek innovative solutions for establishing Basque at the core of multilingual education, so that this minoritized language can take safe steps forward towards normalisation. [ABSTRACT FROM AUTHOR]

Complex systems (CSs) have garnered increasing attention in science education due to their prevalence in the natural world and their importance in addressing pressing issues such as climate change, pandemics, and biodiversity loss. However, the instruments for assessing one's CS knowledge are limited, and the knowledge of CSs among in-service teachers remains underreported. Guided by the complexity framework, we launched a study to develop and validate a survey instrument for measuring the knowledge of CSs among high school teachers and undergraduate students, as well as delineating the contours of their knowledge. In this article, we present the development and validation of a Complex Systems Knowledge Survey (CSKS), and we use the survey to compare the CS knowledge among 252 high school teachers and 418 undergraduate students in the United States. Our key findings include that (1) both high school teachers and undergraduates exhibit relatively low knowledge of decentralization and stochasticity, (2) undergraduates, especially those in non-STEM majors, demonstrate moderate to low knowledge of emergence, (3) few teachers and undergraduates differentiate between complicated and complex systems, and (4) teachers and undergraduates recognize CS examples across natural and social systems. The implications of our findings are discussed. [ABSTRACT FROM AUTHOR]

Teachers' engagement in active learning from and within their professional community is highly dependent on the support they receive from their colleagues. In this study we examined teachers' sense of agency in the professional community and its relationship with received professional recognition over a five-year follow-up. The sample comprised 2310 Finnish comprehensive schoolteachers who responded to a survey in 2011 and 2016. The results showed that the teachers' sense of agency in the professional community in terms of the reported engagement in transformative practice, collective efficacy, positive interdependency, mutual agreement and active help seeking, was strong and somewhat stable over time. The professional recognition they received from colleagues contributed to the teacher's sense of professional agency in the professional community, enhancing their motivation, efficacy beliefs and skills to learn in the professional community. The study contributes to the research on teacher learning by showing that active learning within the professional community can be enhanced through professional recognition. [ABSTRACT FROM AUTHOR]

This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n  = 88) and interviews (n  = 6) with public-school EFL teachers. The findings show that speaking, classroom participation, and writing are the three major problem areas teachers have pointed out in their action research reports. In theory, teachers have positive beliefs about the importance of action research for better teaching and professional development. They have claimed that action research has helped them address classroom problems. However, the analysis of the reports indicates that teachers lack data/evidence to support their claims about research problems and the effectiveness of the actions they have introduced in the classroom. The findings of the study show that teachers need mentoring support to carry out and write up action research reports. [ABSTRACT FROM AUTHOR]

The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers' practices formed four categories: identifying language demands, linguistic scaffolding, explicit attention to language, and additional semiotic systems scaffolding. Teachers reported using the latter the most. Of teachers' background factors, teaching experience of 2–5 years was linked to more frequent use of students' interests to plan teaching compared to 0–2 or more than 10 years of experience. The results point out a need for more training in linguistically responsive teaching practices for in-service teachers, as experience is not linked to growth trajectories. [ABSTRACT FROM AUTHOR]

This study examines the factors that affect pre-service and in-service teachers' intention to use Mobile Augmented Reality (MAR) in their teaching through the proposed Mobile Augmented Reality Acceptance Model (MARAM). The MARAM builds on the existing Technology Acceptance Model (TAM) to incorporate four other components namely perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy. In addition, this study investigates the validity of the MARAM. Data were collected from 137 pre-service and 169 in-service teachers who completed a questionnaire after having developed their own MAR applications during an undergraduate university course and a training seminar, respectively. Structural Equation Model (SEM) analysis was conducted separately for each group, as well as for both samples together. We also conducted a multi-group analysis to examine differences across the two samples. The results for both samples together (N = 306), showed that intention was affected by attitude, perceived usefulness and facilitating conditions. In turn, attitude was affected by perceived enjoyment and perceived usefulness. Perceived usefulness was affected by perceived enjoyment and perceived relative advantage. Perceived ease of use was affected by mobile self-efficacy and facilitating conditions. However, perceived ease of use did not affect perceived usefulness or attitude. A multi-group analysis conducted on the sample of pre-service and in-service teachers produced similar results, with minor differentiations. These results have implications for the use of MAR in research and schools, as well as technology acceptance models in education. [ABSTRACT FROM AUTHOR]

Despite the evidence supporting reciprocal peer observation (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the variables that moderate resistance to RPO. Based on data from 394 in‐service teachers who participated in an RPO intervention, three aims are addressed: (1) to examine pretest‐posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to analyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was validated and used as pretest‐posttest. Student's paired sample t‐test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling properly trained, with additional variables moderating resistance towards being observed (i.e., gender, being part of the school management team, prior experience, school time arrangement). Thirdly, final resistance to both roles is moderated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may generate are contingent on reducing teacher resistance. [ABSTRACT FROM AUTHOR]

Using videos as tools for reflection has a strong grounding in the research literature. Traditionally, these videos provide representations of K-12 students interacting with one another and their teacher during small or whole group instruction and come from teachers' own or their peers' classrooms. More recently, online simulated classrooms have been used as practice spaces to support teachers in learning how to engage in core teaching practices, such as facilitating discussions. The purpose of this study was to explore the potential usefulness of video records generated from online simulations as a tool for self-reflection. To do so, we examined the nature of in-service elementary teachers' self-reflections from video records of them facilitating argumentation-focused discussions with five student avatars in an online simulated classroom. Findings suggest that most teachers' reflections on their discussion practice tended to be positive in nature. In addition, findings suggest that most in-service teachers used multiple pieces of evidence to justify their overall quality assessment of their discussion on five key dimensions of argumentation-focused discussions. The types of evidence they used were aligned with how a scoring rubric defined these dimensions but varied in nature across the participants. Finally, findings show that study participants tend to draw upon both what they and students say and do during these discussions as evidence to support their overall assertions about how well they attended to specific discussion dimensions. Implications for using videos from online teaching simulations as tools for reflection are discussed. [ABSTRACT FROM AUTHOR]

Inclusive education is a new educational trend and its development is being refined in countries worldwide. This study provided a systematic review of the factors that influence the teaching practices of in-service teachers in inclusive education. This study was analysed using a PRISMA-based systematic analysis approach by searching two databases, Web of Science and Scopus, for relevant literature from 2014 to 2023. Twenty-seven articles were finally selected for inclusion in the study. The results showed that factors influencing the teaching practices of in-service teachers in inclusive education include teachers’ self-efficacy, teachers’ attitudes and teachers’ teaching strategies. Also, the existing literature has revealed a need for more training for teachers in inclusive education. To sum up, it is believed that there is more room to improve the professional development of in-service teachers in inclusive education. [ABSTRACT FROM AUTHOR]

Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students' EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches. [ABSTRACT FROM AUTHOR]

Abstract In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.

The purpose of this study was twofold. First, to explore middle and high school students' intuitively-based (mis)conceptions in probability, particularly availability and representativeness heuristics. Second, to investigate teachers' awareness of these intuitively-based (mis)conceptions and the effectiveness of their instructional practices to support students' understanding of probability beyond heuristics. The participants were two middle school mathematics teachers, three high school mathematics teachers and their students. Data were collected through a diagnostic test administered to students as a pretest and posttest, interviews with the teachers and two students from each class and classroom observations. The findings indicated the existence of intuitively-based (mis)conceptions regarding availability and representativeness heuristics among middle and high school students. In general, the teachers did not consider the students' intuitions and difficulties in probability in their instructions. Not only did they rarely guide students to analyze and solve the tasks coherently and deliberately, but they also did not discuss students' intuitively-based (mis)conceptions. The results highlighted that if teachers do not attend to student thinking and change their instructional practices accordingly, their knowledge about students' difficulties will not necessarily help students overcome their intuitions and attain a probabilistic way of thinking. [ABSTRACT FROM AUTHOR]

Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between‐item and within‐item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well‐fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context. Rather, a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy. The practical implications of the findings are discussed. Practitioner Points: This study showed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context.The present findings showed that a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy.Researchers are encouraged to use the modified TSES for future studies in Ghana to gauge teachers' self‐efficacy toward curriculum implementation‐related issues. [ABSTRACT FROM AUTHOR]

This study examines in-service teachers' attitudes and teacher self-efficacy in implementing inclusive practices in Hong Kong classrooms. The predictors of teachers' attitudes and teacher self-efficacy for inclusive practices were also investigated. Participants of the study comprised 1110 primary and secondary in-service teachers. Results reveal that Hong Kong in-service teachers had slightly positive attitudes towards inclusion. Teacher self-efficacy for inclusive practices was moderate and had a positive impact on teachers' attitudes. Prior experience in teaching students with disabilities, confidence in teaching students with disabilities, level of training, years of teaching experience, self-efficacy in inclusive instruction and collaboration were significant predictors of teachers' attitudes towards inclusive education. Knowledge of legislation and policies, confidence in teaching students with disabilities and teachers' beliefs and their feelings were determined as the significant predictors of teacher self-efficacy. Recommendations and the limitations of the findings are discussed in light of these results. [ABSTRACT FROM AUTHOR]

This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers’ satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of pre-service and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in pre-service and in-service teachers’ satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and pre-service teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among pre-service and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study’s findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face. [ABSTRACT FROM AUTHOR]

Teacher agency is an increasingly important area of research across different learning and professional development settings. In our study, we followed the ecological model of teacher agency and developed a questionnaire that allows us to differentiate eight dimensions of teacher agency. Confirmatory factor analysis showed an acceptable fit of the eight-factor model in two different domains where teachers often make decisions: planning of teaching and learning activities and using information and communication technologies in teaching. Comparisons of configural, metric, and scalar models revealed good metric invariance across pre-service and in-service teachers in both agency domains. However, scalar invariance was not supported. Therefore, the new questionnaire seems suitable and sensitive for assessing teacher agency in these groups separately, but comparisons of the groups should not be made. [ABSTRACT FROM AUTHOR]

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers' integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers' integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT. [ABSTRACT FROM AUTHOR]

Technological advances in computer vision and machine learning image and audio classification will continue to improve and evolve. Despite their prevalence, teachers feel ill-prepared to use these technologies to support their students' learning. To address this, in-service middle school teachers participated in professional development, and middle school students participated in summer camp experiences that included the use of Google's Teachable Machine, an easy-to-use interface for training machine learning classification models. An overview of Teachable Machine is provided. As well, lessons that highlight the use of Teachable Machine in middle school science are explained. Framed within Personal Construct Theory, an analysis of the impact of the professional development on middle school teachers' perceptions (n = 17) of science lessons and activities is provided. Implications for future practice and future research are described. [ABSTRACT FROM AUTHOR]

This article aims to evaluate how teachers, in training and in-service, define the concepts of randomness, probability, chance and variability, fundamental terms in the teaching of statistics. To this end, a printed recording protocol of natural semantic networks was applied to 16 teachers in training and 58 in-service teachers, selected through non-probabilistic sampling. The results provide evidence that the concept with the lowest conceptual density in both groups is variability. Likewise, a greater presence of similar words was observed between randomness, chance and probability, despite being different concepts. Another finding is the association of the inducing concepts to words that are used within the basic lexicon in Chilean Spanish, whose dictionary is not specialized in statistics. It is concluded about the scarce use of technical language by the participants, which would eventually affect the teaching of statistics. [ABSTRACT FROM AUTHOR]

Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered. [ABSTRACT FROM AUTHOR]

This study aims to explore the experience and training of pre-service and in-service teachers (n = 470) using visual diagrams. For this purpose, they answered a questionnaire regarding their training and experience with them throughout their entire education. The results show that teachers' experience with visual diagrams was very limited at all educational stages and subjects. They consider them valuable for learning, but they have received little instruction on diagrams, copying existing materials rather than producing original ones. They mainly produced their own visual diagrams in Natural and Social Sciences. They also produced other type of diagrams (mainly quantitative and verbal) in non-STEM subjects. The results indicate a need to provide teachers with training and opportunities to practice with visual diagrams, and to make them competent to use them in their teaching to increase their didactic use with their students throughout the educational system. [ABSTRACT FROM AUTHOR]

Nowadays, teachers are expected to demonstrate a notable level of digital competence. Therefore, the current study investigated Iranian male and female pre-service and in-service EFL teachers' digital competence. The study employed a mixed methods approach and three instruments including a questionnaire, structured interviews, and observations were utilized. Therefore, 157 Iranian in-service EFL teachers completed the DIGIGLO questionnaire. Also, 15 in-service and 15 pre-service EFL teachers participated in structured interviews. Moreover, 30 classes were observed. To analyze the qualitative data, thematic analysis was used and in the phase of quantitative analysis, descriptive statistics and independent sample t-tests were used. The results indicated that the level of Iranian in-service EFL teachers' digital competence was moderate to high. In addition, some similarities and differences could be seen in the interview questions between in-service and pre-service EFL teachers. Moreover, it was revealed that there were no significant differences between male and female in-service EFL teachers' digital competence. Furthermore, it was found that a majority of teachers incorporated digital technologies into their teaching practice. The results of this study can help curriculum developers and teacher educators realize a better conception of Iranian pre-service and in-service EFL teachers' digital competence and their practices of using digital tools. [ABSTRACT FROM AUTHOR]

Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions that focus on what a person cannot do rather than what they can. The authors describe the development and teacher validation of the Strong Stories Framework, a brief, research-based evaluation tool designed for teachers to use to select picturebooks that exemplify high-quality literature while foregrounding strengths-based depictions of disability. [ABSTRACT FROM AUTHOR]

ABSTRACT The main purpose of this study was to analyse the psychometric properties of the Chilean-Spanish version of the Attitudes towards Inclusion Scale (AIS), the Intention to Teach in Inclusive Classrooms Scale (ITICS), and the Teacher Efficacy for Inclusive Practices (TEIP) scale. The secondary objective was to establish whether the intention to teach in inclusive classrooms is influenced by attitudes and self-efficacy. Participants were 569 in-service teachers. The results indicated adequate reliability scores for the three instruments. The results of the exploratory factor analysis (EFA) of the AIS confirmed the existence of two factors. The ITICS was determined to be unidimensional. The factor structure of the TEIP scale differed substantially from that of the original scale, and two factorial solutions were determined to be the best fit for Chilean teachers. Self-efficacy for inclusive practices and attitudes towards inclusion had a positive effect on intention to implement inclusive practices. The implications of the findings for teacher education programmes are discussed.

Rapid growth has been witnessed in digital technologies, resulting in significant productive changes in communication and information technology-oriented practices in different fields. Hybrid teaching or blended learning has gained progressively widespread acceptance in the educational process, and concerns about teachers' information and communication technology (ICT) competence or digital competence have become prevalent. This study adopts a systematic review to interpret and analyse the relevant research findings, aiming to systematically investigate the existing models and paradigms of ICT competence or digital capacities and to understand further how these models and paradigms are applied specifically within the context of Chinese universities. Based on inclusion and exclusion criteria, 12 out of 801 candidate studies were accessed from Web of Science, Scopus and the China National Knowledge Infrastructure (CNKI) databases. The findings indicate that the Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Guides for Teachers in Higher Education (CETG) are frequently used to evaluate college educators' digital proficiency or ICT capability in China. Educators’ demographic characteristics, self-efficacy, external factors such as institutional policies and the availability of infrastructure and training collectively influence how digital teaching is integrated within Chinese higher education institutions. By conducting a systematic review of research trends and the critical factors affecting the digital competence of faculty in Chinese universities, this study aims to equip policymakers and educators with a deeper understanding of how to prepare for educational shifts in the digital era and thereby ensure the sustainability of professional development.

The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.

This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers' perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non-significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers' intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development programs and collaborative learning communities to enhance teachers' skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers' teaching practices in schools and outline future directions.

This study aims to examine the studies on teacher identity in Türkiye as a systematic review. The research was carried out using descriptive model. In this review, firstly, inclusion and exclusion criteria were determined, then search terms and databases to be searched were decided. Studies obtained from HEC Thesis, HEC Academic, TANIC and ERIC databases were evaluated in terms of research method quality. PRISMA flowchart was used to clearly show the search strategy. The studies included in the study were recorded in Research Information Form developed by the researchers. Descriptive content analysis was used in the analysis of the data. As a result of the research, it is concluded that 104 studies on teacher identity are published between 2005 and 2022, 30 of which are master’s thesis, 18 are doctoral dissertations, and 56 are articles. It is concluded that most of the studies aimed to examine the formation, nature and development of teacher identity, qualitative research method, case study design and interview forms as data collection tools were used the most frequently. Also, the sample/research group of the studies mostly consist of teacher candidates. When the findings of the studies are examined, it is determined that the professional identity sub-theme of teacher candidates included identity development and perception of professional identity, and the professional identity sub-theme included the findings related to identity development and characteristics, identity perception and correlated factors.