Search

Purpose: To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology: Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research design using Colaizzi's approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings: According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance: This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program.

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers' reflections on their teaching. This mixed-methods study investigated how participants' perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preservice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher education and its potential value as a tool for education professionals.

Background: In Initial Teacher Education (ITE) programmes, there are concerns about student teachers' English language proficiency. Aim: To discuss the first iteration of the PrimTEd English language and literacy test and analyse the results for information about the test instrument and about student teacher attainment. Setting: South African student teachers in BEd programmes preparing for teaching in primary schools, across six public universities, participated in the test from 2020 to 2022. Methods: The student results for the PrimTEd English assessment were analysed using basic statistics, focussing on the largest samples of first-year and fourth-year students who took both the subtests. The items in each subtest were coded according to their underlying language constructs, and each subtest was subjected to Rasch analysis before the test was considered as a whole. Results: The initial test showed the attainment of fourth-year students (mean = 55%, standard deviation [SD] = 21%, n = 731) was only 3 percentage points higher than that of first-year students (mean = 52%, SD = 20%, n = 1177). Conclusion: The similarities between the first- and fourth-year students' test results is concerning. There remains much work to be done in building student teachers' English language proficiency in BEd programmes. Contribution: The findings and recommendations should be useful to ITE lecturers in designing programmes that enable progressive development of English language and literacy competence from first year to graduation.

This qualitative study examined the use of reflective journal prompts during the student teaching experience to gauge the success of seven areas of teacher preparation. Results varied by certification areas. Showed strengths in reflection, classroom management, and planning. The areas for growth centered on objectives and essential questions, parent communication, and questioning skills.

"Affordances in the third space" is a concept that can improve teacher education and inspires supervisory innovations that can be empirically studied. An intentionally designed hyperdocument workspace fostered collaboration among the university supervisor and classroom mentor teacher and shifted the clinical environment in favor of increased teacher candidate growth.

This article problematizes the impact of the organization of work-integrated learning (WIL) teacher education on student teachers' learning at university. The perceptions of university teachers on WIL student's potential for learning within university-based components are explored. The theoretical perspective of boundary crossing is used to conceptualize what this organization of WIL teacher education entails. Qualitative data was gathered through semi-structured interviews and the analysis revealed that this way of organizing teacher education provides additional benefits for students´ learning at university, but also presents obstacles. When WIL student teachers become central participants in workplaces, it has implications for their campus-based education. These students shift positions, identify themselves as ready teachers, de-identify themselves as students, and demand something else from university studies. This leads to a shift for university teachers who reconceptualize their practices and reevaluate how they can accommodate these student teachers' acute needs without compromising course content.

Previous studies have revealed some ambiguity regarding the role of research in teacher education and teachers 'use of research in their profession. In view of this, a research project was started in 2019 with the aim of developing a connection between research and practice through a popular scientific approach. Student teachers create video pitches and didactic materials based on their master's theses to transfer knowledge to the school community. The current study investigates how teachers perceived student teachers 'scientific master's theses when they are communicated in a popular scientific way. Ten Finnish primary school teachers were interviewed in 2022 and 2023, and the data was analysed through reflexive thematic analysis. The findings show that the teachers found the student teachers ' popular scientific materials to be beneficial to the teachers 'own learning, the development of students 'digital competence and the recruitment of new teachers. The teachers also noted that the student teachers 'materials were more accessible than traditional theses, but they identified the need for further developments in the platform, material quality and practical application. Based on these results, we suggest that educational research should develop formats for dissemination and knowledge transfer that are more applicable to teachers in their daily practice.

In the online implementation of immigrant integration training, there are areas that receive limited attention in the pedagogical studies of Finnish language and literature subject teachers. Using the Design Science Research method, an artifact of socially significant online integration training is studied. By participating in the evaluation and development of the design of this artifact, teacher students also contribute to the design of a meta-artifact. The results can be used to create a micro-credential for teacher training, enhancing teachers' abilities to work in online training programs that promote the integration of adult immigrants. The outcomes of collaborative development provide additional insights into the development needs of educational technology and the intersections of technological and pedagogical expertise. Co-design reveals issues that can be addressed either through pedagogical expertise in a technically simple environment or by developing future technologies, such as interaction-enabling design. Based on the findings, it is recommended to strengthen technological self-efficacy and practice culturally diverse pedagogy, online presentation, and facilitation skills in teacher training and orientate in interactive educational technology.

Assessing student teachers' ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as 'analyse' problems instead of 'evaluate' or 'create' problems.

Studies have shown that preservice teachers come to their science methods courses with perceptions about science teaching and learning that can impact their levels of self-efficacy when it comes to teaching science (Bulunuz & Jarrett, 2010; Jarrett, 1999; Kazempour, 2014). Multiple students have been conducted to document the effects of methods courses on preservice elementary teachers' science self-efficacy, finding the methods course effective in increasing levels of self-efficacy (Flores, 2015; McDonnough & Matkins, 2010; Menon & Azam, 2021) and that these levels of self-efficacy either persist (Wingfield et al., 2000) or decrease due to student teaching (McKinnon & Lamberts, 2014; Settlage et al., 2009). This study sought to examine the relationship between prior experiences, the science methods course, and field experiences for one preservice elementary teacher. Despite having negative experiences with science and an overall sense of overwhelm at the thought of teaching science, Monica displayed high levels of self-efficacy throughout the science methods course and student teaching. By examining STEBI-B surveys, with open questions included, and interview transcripts, this study sought to better understand the interconnectedness of experiences and self-efficacy. Although the results reported here pertain to one preservice elementary teacher, it adds to the overall complex relationship between past, present, and future experiences.

In order to empower and well prepare student teachers for their future roles, integrating character strengths into their personal development and academic pursuits is crucial. This will equip them to contribute invaluable knowledge and practice to future generations. Given the absence of character strengths research in Myanmar, the investigation is essential. Myanmar Education Degree Colleges (EDCs) are implementing a 4-year degree program that prioritizes competencies and teaching-learning approaches to encourage student teachers to apply character strengths and make them confident and enthusiastic learners. Character strengths can be defined as an inherent quality that allows individuals to achieve their goals and lead fulfilling lives. Peterson and Seligman identified 24-character strengths that are divided into six virtues: wisdom and knowledge, courage, humanity, justice, temperance, and transcendence, based on significant examination of cross-cultural and numerous research. By following the framework of VIA classification, this study aims to explore the Myanmar student teachers' perception and experiences of using their character strengths thereby raising their awareness and validating the existence of 24-character strengths in Myanmar culture. To achieve this, a qualitative exploratory study was conducted using semi-structured interviews with 18 student teachers (M[subscript age] = 20.22, SD[subscript age] = 0.83). The reliability and validity of the research were confirmed through a pilot, and ethical approval was obtained. Direct content analysis and framework analysis were performed by using the VIA classification. The findings showed that 24-character strengths related to Buddhist beliefs were recognized by the participants. When they use their creativity, curiosity, judgment, cooperation, and leadership, they perform better in class and feel more productive. They became more conscious of the value of character strengths as a result of the interview. Their plans for enhancing specific character strengths in EDC provide valuable insights for scholars, educators, and curriculum developers.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah's statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah's DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors' written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences.

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the Concept Mapping Content Representation--Lesson Study (CoMCoRe-LS) model was beneficial in enhancing pre-service teachers' PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.

Undergraduate teacher candidates participated in a faculty-led, short-term study abroad to Reggio Emilia in Italy to further their knowledge about the educational philosophy used within the school setting and for the purpose of examining how philosophy might be applied in school settings in the United States. The faculty-led, short-term study abroad included two days of travel, two days of sightseeing, and four days of lecture, atelier experiences, visits to infant-toddler centers and preschools, and encounters with atelieristas, pedagogistas, and Reggio educators. Undergraduate teacher candidates (hereafter referred to as teacher candidates) met three times prior to travel to discuss philosophy and travel arrangements. Each teacher candidate was provided a journal to be used for note-taking and reflections while in Reggio Emilia. Teacher candidates used a thinking routine, Wish-Wonder-Wow, to provide structure for notes and reflections. While in Reggio Emilia, teacher candidates shared reflections nightly in a group format. This study examines 12 teacher candidates' perspectives from these study abroad experiences that occurred over a four-year period from 2016-2019. The researchers include a faculty member leading the study abroad for two of the years as well as another faculty member who has experienced the Reggio Emilia setting in Italy. At the time of the study, the teacher candidates who participated in the study abroad were student teaching or had graduated and were teachers with one to three of years of experience. Their responses to a survey (n=12) and focus group interviews (n=7) are viewed through the lenses of the four factors in Lundy's (2007) model of including children in decision-making and focused on space, voice, audience, and influence in reference to Article 12 of the United Nations Convention on the Rights of the Child (United Nations General Assembly, 2002). Through this study, the researchers learned teacher candidates' thinking and philosophical struggles with classroom implementation. Survey and focus group data indicated that short-term study abroad enhanced teacher candidates' understanding and appreciation of the Reggio Emilia Approach to Education. However, teacher candidates felt a lack of support and guidance as a new teacher in being able to incorporate the philosophical beliefs into their classrooms. This proved challenging to them, and the participants lacked confidence in implementing change within a school setting.

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students' perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence elearning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of elearning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills

The teaching practicum, which is an integral part of any teacher's education, is considered the most crucial and influential stage for student teachers. This study explored the commonalities and differences in teaching practicum programs in three teacher education institutions in Cambodia. Employing a cross-case analysis, the author triangulated the data by examining teaching practicum guidelines, reviewing related documents, and interviewing the practicumin-charge (n = 12). As data display and analysis techniques, the researcher utilized qualitative comparative analysis, in which the relationship among cases was arranged in a "truth table" by variable to synthesize the commonalities and differences. Inductive content analysis was used to thematically analyze the documents. This study found that the organization of the teaching practicum at the three teacher education institutions was less productive in bridging the theory-practice gap because of an unclear follow-up system throughout the implementation process. Moreover, the assessment was inappropriate and unreliable. Additionally, mentoring activities were insufficient and ineffective for helping student teachers. This study has the potential to contribute to the field of teacher education, specifically the teaching practicum, and provide insights for policymakers, because there is little local literature available.

Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers' time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers' time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers' time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study's objectives, we conducted an ordinary least squares regression analysis and found that student teachers' self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.

This research aims to: 1) synthesize knowledge regarding environmental management through the cultural introduction to Tha Poetry by the indigenous Pga K'nyau people in Chiang Mai province; 2) develop a manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province; and 3) study the satisfaction towards the manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province. This research is a Participatory Action Research (PAR) study. The samples used in the research consist of 1) a knowledge-providing group on Tha poetry, comprising 5 local Pga K'nyau scholars; 2) a manual assessment group consisting of 5 Pga K'nyau environmental knowledge experts; and 3) a trial group for the learning process, comprising 30 Pga K'nyau ethnic student teachers. The tools used in the research include 1) unstructured interviews; 2) a manual quality assessment form for Tha poetry of Pga K'nyau to promote environmental conservation; and 3) a satisfaction questionnaire. The qualitative data were analyzed using content analysis, and the quantitative data were analyzed by finding the mean and standard deviation. The research found that: 1) The synthesis of knowledge concerning environmental management through the cultural introduction on Tha Poetry among the indigenous Pga K'nyau people in Chiang Mai province revealed that Tha serves as a poetic introduction reflecting the life and existence of the Pga K'nyau. "Tha" holds significance for everyone, acting as a medium for transmitting knowledge and wisdom. It is a poetic introduction that melds life, experiences, teachings, and memories from the older generation, being recited in every ceremony from weddings, pre-marital counseling, gender role socialization, New Year celebrations, guest receptions, blessings requests, illnesses, to funerals. The content of Tha thus encapsulates the relationships between individuals, between humans and nature, and between humans and supernatural forces. The Pga K'nyau people emphasize environmental conservation, believing that nature has local deities who protect and look after the area. Furthermore, there's a tradition of transmitting knowledge through Tha Poetry for environmental conservation to achieve sustainability. This document has been created to revive the knowledge embedded in the cultural introduction of Tha, a heritage of wisdom passed down through generations, for the training and education of descendants, delving deeply into the conservation of natural resources and the environment. This ensures that individuals studying this will gain understanding from the teachings of the Pga K'nyau community. Currently, the practice of reciting Tha Poetry has been diminished, necessitating adaptation and conservation to preserve Tha in the culture of the Pga K'nyau people. 2) The development of a manual for the cultural restoration participatory learning process on Tha Poetry to promote environmental sustainability conservation of ethnic students in Chiang Mai province revealed that the manual comprises the meaning of Tha, Tha poetry sections for promoting environmental conservation through synthesis, and activity sheets for learning Tha poetry to promote the environmental sustainability conservation. The manual has a highly appropriate learning standard level. 3) The study on satisfaction towards the manual for the cultural restoration participatory learning process on Tha Poetry to promote environmental sustainability conservation of ethnic students in Chiang Mai province found that the majority of the students expressed satisfaction towards the manual, indicating that it is clear and highly beneficial for learning, rating it from high to the highest level.

The development and acquisition of science process skills (SPS) in science education are closely linked to the development of 21st-century skills and improvements in academic performance. To help facilitate the development of SPS in learners, teachers should acquire and exhibit SPS. This study assesses the SPS acquired by final-year students in a college of education who are pursuing a bachelor's degree in education, using regression correlation to find relationships between their acquired SPS, entry qualifications and academic performance. A parametric achievement test was used to assess the SPS acquired by the student teachers and extant data were used to construct their entry qualifications and academic performance. The data for the study were collected from 236 student teachers in four science colleges affiliated with the University of Cape Coast in Ghana. The results indicated that SPS contributed more to better academic performance than did students' entry qualifications. However, the nature of assessment of academic performance was such that basic SPS was a better influencer of academic performance than integrated SPS. It is recommended that, aside from entry qualifications, SPS acquired by candidates aspiring to pursue science programmes in tertiary institutions should be considered for admissions, and academic assessment instruments should be improved to encourage acquisition and development of integrated SPS.

Field practice placement is a crucial part of teacher education, as it affords a real-life context, where teacher and teacher-related skills can be enacted and trained. The present study examined the associations between student teacher opportunities to learn through observation, own practice and the receiving of feedback of said practice, while in field practice placements through a teacher education programme. Chain graph models were used to analyse data from 560 Danish student teachers who had just completed field practice at one of three levels. Results showed that opportunities to learn through observation of fellow students and other teachers was negatively associated with level of field practice, and thus was reported less and less the further along students were in the programme, while opportunities to learn through own practice was positively associated with level of field practice. Opportunities to learn through receiving feedback on own practice was associated with level of field practice only via opportunities to learn through own practice. Results did not reveal gender or age-wise inequity in the opportunities to learn afforded in the field practice. Teacher education programmes could benefit from placing additional focus on opportunities to learn through observation in the later field practice placements.

The objectives of this research were to: 1) develop a training course to enhance knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) study the effectiveness of the training course; 3) compare the knowledge and understanding of student teachers before and after the training; and 4) study the satisfaction of student teachers towards the training course. The research sample group consisted of 17 third-year student teachers who were studying in the Bachelor of Education program at Rajamangala University of Technology Thanyaburi. The sample group was selected using a multi-stage random sampling method. The research tools used were: 1) a training course curriculum, 2) a knowledge and understanding assessment questionnaire, and 3) a satisfaction survey questionnaire. The statistical analysis used to analyze the data included mean, standard deviation, E1/E2 efficiency ratio calculation, and t-test for dependent samples. The research findings were as follows: 1) the training course effectively enhanced knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) the training course had an efficiency ratio (E1/E2) of 83.82/80.98, 3) the knowledge and understanding of student teachers significantly improved after the training, with statistical significance at the 0.05 level, and 4) student teachers' satisfaction with the training course was high.

This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of a holistic reading programme linked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the Northwest of England. Findings suggest that student teachers do not always make these links and that the prevailing influence of school culture, notably mentors, on the practices of student teachers and their emerging subject knowledge can be significant.

Background: This research explored how classroom plays could serve as pedagogical tools to introduce children to Sesotho and isiZulu vocabulary of artificial intelligence (AI). The article captures how student teachers learned to write plays that they could produce when they become professional teachers. Objectives: The purpose of this study was to explore how student teachers engaged in a playwriting process, creating drama texts for early grades primary school learners about AI. Method: The qualitative study employed, a participatory action research design. Data were collected through semi-structured interviews with the student teachers, coupled with a dual analysis of their drama texts. An inductive thematic analysis approach was applied for the data from interviews with the students. A deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose. Results: The findings revealed that playwriting as a tool for pedagogy can be useful in developing student teachers' vocabulary of AI in Sesotho or isiZulu and to develop their playwriting skills. Conclusion: The findings contribute to the corpus of pedagogies for the teaching of vocabulary in African languages, which includes writing the texts and aiming to use these for reading experience and for dramatic activity in early grades classrooms. Contribution: The contribution of this study is how playwriting can serve as a pedagogical tool for the teaching of reading and vocabulary in the primary school.

Fractions are core content of elementary school mathematics, and conceptual knowledge of fractions is essential when developing a comprehensive understanding of fractions. Previous research, however, has indicated limitations in student teachers' fraction knowledge. This study investigated 57 Swedish elementary school student teachers' conceptions of fractions. The data were collected using a paper-and-pencil questionnaire and analysed with an analytical framework building on previous research on four core components of fractions. Using the devised analytical framework, we were able to characterise the conceptual content shown in the student teachers' answers and identify gaps in their fraction knowledge. The most severe gaps were identified in relation to interpretations of fractions, where only the part-whole and the quotient interpretations were identified; the measure, operator, rate, ratio, and number interpretations were missing completely. Aspects of fractions related to representations and procedures were better represented in the participants' conceptions of fractions, but we also illustrate substantial differences between the student teachers. In addition to this quantitative description, we provide qualitative examples. The results raise some questions and implications to be addressed in teacher education programs when developing student teachers' fraction knowledge.

Student teachers who are unclear about their performance expectations may be driven toward perfectionism. This possibility is discussed as an over-compensation strategy to manage uncertainty and a perceived lack of clarity regarding student teachers' roles in the classroom. In this case study, I examined perfectionism and stress among six female student teachers enrolled in senior-year student teaching at a small private New England university. I conducted interviews regarding perfectionism, stress, and the coping strategies student teachers used to manage the stress of teaching. Response themes are identified, and strategies to manage perfectionism and stress-related behaviors for student teachers are provided. Finally, I consider the relevance of these present findings for other professional development programs.

This SoTL study aimed to discover how teacher education students engaged with a 30-minute unstructured break during a weekly three-hour lecture. Cognitive fatigue and resulting stress accumulation have negative effects on wellness. Education students can accumulate significant stress when studying and preparing. This, in turn, affects their career outlook and may affect teacher retention. Pausing a cognitively demanding task and taking a break can reverse the strain reaction and support sustainable, long-term wellness. However, taking an effective break is often difficult because it can be perceived as a waste of time and a loss of productivity. Research shows the opposite effect. If we educate higher education students about the benefits of taking effective breaks and then model this practice in class, can we promote an accessible and realistic stress management strategy? Can student teachers potentially take this strategy with them into their teaching careers and classrooms? Using pre- and post-surveys as well as "Weekly Break Logs" during class (N = 70), followed by a post-course focus group (n = 4), the study found that 100% of participants post-course valued the break. They spent it socializing or going for short walks and did not spend it on their devices. The majority felt refreshed and motivated to return to learning following the break. Focus group findings revealed the value of taking breaks, and participants were motivated to continue this practice in their professional lives.

Online teaching is an inseparable part of the education system and necessitates the development of educators' abilities to integrate knowledge on assessment and techno-pedagogic knowledge to enable the intelligent use of basic online assessment methods. This study considers how the cocreation of a teamwork rubric to assess the production of a learning unit designed by students in groups contributed to the online self-assessment of collaborative work processes from the perspective of student-teachers. Cocreation of a rubric was combined with graded self-assessments to stimulate students' increased responsibility for the learning process. I employed a mixed-methods methodology for the research, including both qualitative and quantitative data collection and analysis to investigate students' attitudes concerning the contribution of their cocreation of rubrics to the improvement of their assignments and their assessment skills. The sample included 120 student-teachers at the graduate level. The results clarify the contribution of cocreating rubrics to student-teachers' online assessment of collaborative work processes and reveal their attitudes concerning the use of collaborative processes in their teaching. Creating a positive learning experience for the student-teachers can train and encourage them to employ alternative assessment methods in their teaching.

There is a growing need to rethink ways to teach both Black and White pupils in multicultural and diverse societies. This paper reports on a study that examined the impact that preparing multicultural resources had on student teachers' perceived preparedness to represent the diversity of UK secondary school pupils. It explores the creation of teaching materials reflecting the contributions of the African diaspora undertaken by student secondary school teachers at a university in the East Midlands, UK. Consideration of the effect of this on the students' attitudes was collected via an online survey (n=30) and the findings from this analysed thematically. Findings reflect that, given 'permission' and through developing an understanding of their own agency, the students -- all of whom identified as 'White' -- were enthusiastic about developing resources that challenge the marginalisation of Black people in their subjects. The findings implied a need for organisations to support students to find creative ways of teaching in diverse communities and the paper explores how understandings and respectful representations of race need to infuse every aspect of contemporary curricula.

This paper aims to assess the impact of the reciprocal teaching strategy on the academic performance of student-teachers enrolled in the Higher Professional Diploma (HDE) program at Ajman University, United Arab Emirates. The study adopts a quasi-experimental design, employing pre- and post-tests and a control-experimental group configuration. The sample comprises 80 student-teachers selected from Ajman University during the second semester of the academic year 2022-2023. An academic achievement test in a multiple-choice format serves as the research instrument. The study's outcomes reveal noteworthy differences, indicating significant mean variations in the post-test scores between the experimental and control groups, favoring the control group in the context of the Reciprocal Teaching strategy. These results hold implications for international students, prompting considerations about the transferability and generalizability of teaching strategies across diverse cultural and educational settings. The findings suggest the broad effectiveness of the reciprocal teaching method, emphasizing the necessity of aligning teaching strategies with international students' specific needs and preferences. The research underscores the importance of tailoring teaching approaches to meet the unique requirements of a diverse cohort of global learners. It suggests that reciprocal teaching demonstrates efficacy across varied groups of international students, emphasizing the importance for instructors to select instructional methods that cater to the distinct needs of their diverse international student body.

Background: Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school. Aim: This study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students' AL proficiency skills in English cross sectionally in 2020. Setting: The study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period. Methods: A standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills. Results: The assessment results revealed distinct gaps in students' AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups. Conclusion: The university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum. Contribution: The study revealed usable evidence about students' AL proficiency, indicating patterns across cohorts.

In an increasingly interconnected world, global competence in teacher education is paramount. This qualitative study delved into the perspectives of teacher education students, exploring their insights and experiences regarding integrating global competence into educational practice. Through in-depth interviews and thematic analysis, several key themes emerged, shedding light on the multifaceted nature of global competence. Participants emphasized the necessity of understanding diverse languages, cultures, histories, and geographical landscapes, highlighting their role in fostering intercultural empathy and appreciation. Moreover, the study elucidated the challenges faced in promoting global competence within the educational system, including curriculum constraints and limited opportunities for experiential learning. However, amidst these challenges, participants identified various strategies and recommendations for enhancing global competence in teacher education. These recommendations included integrating cross-cultural content into the curriculum, providing experiential learning opportunities, investing in professional development for educators, and fostering partnerships with international educational institutions. By addressing these recommendations, educators and policymakers could pave the way for a more inclusive and globally-minded educational system, equipping students with the skills and knowledge necessary to thrive in an interconnected world.

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence-informed profession as part of ongoing major education system-level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research-informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in-the-moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that 'it is teachers who, in the end, will change the world of the school by understanding it'. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system-level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.

This article explores a form of classroom inquiry linked to postgraduate primary student-teachers' education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's' notions of 'teachers as researchers' undertaking 'systematic' inquiry in a 'naturalistic' environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student-teacher research reports. CDA revealed that several socio-cognitive processes took place as a result of, student-teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student-teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student-teachers rejecting acting as 'docile agents' within existing structures and developing 'pathways to emancipation and autonomy'. Thirdly, testimony revealed that student-teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield.

Transformative learning in teacher education qualitatively changes future teachers' meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers produced during that period. A phenomenological analysis focused on the general characteristics of the transformative way of becoming a teacher and identified a process consisting of four phases: starting point, crack, ambivalence, and transformation. A hermeneutic analysis was used to interpret how the process occurred in practice. The results suggest a long and ambivalent process, which challenges educational policy discourses that emphasize efficiency and speed.

Much has been written on the different learning paths of classical and popular musicians and the view that popular musicians can be marginalized within the musical hegemony. Adopting Lucas, Claxton, and Spencer's creative dispositions model, this article explores the extent to which this might occur when popular musicians learn to become secondary classroom music teachers. Data were collected through a series of semi-structured interviews from three popular musicians on a Post-Graduate Certificate of Education (PGCE) Secondary Music program. Utilizing a qualitative approach, the findings suggest that popular musicians innately demonstrate imaginative, inquisitive, and collaborative creative musical capacities. However, learning to teach seems to significantly impact their pedagogic identity as they experience underlying performativity cultures and hierarchical relationships in schools. This article considers the risks associated with undervaluing the creative dispositions of popular musician teachers, including minimizing their potential to reconceptualize pedagogic expertise at a time of significant education reform in Wales.

A pedagogical dilemma occurs when an in-class event or external factor challenges a teacher's principles or instructional practices and compels the teacher to resolve the dilemma. This article focuses on how resolving dilemmas can enhance the conceptual understanding of both student teachers and their supervisors. The supervisory setting this article describes--university instructors in Japan supervising preservice and in-service teachers--has not been extensively researched. The article presents three case studies: two on supervising preservice teachers and one on supervising an in-service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the preservice teachers exhibited circumstances more conducive to a directive-oriented approach. Nevertheless, with the assistance of the supervisors, the preservice teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in-service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom-based dilemmas.

Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self-study of teacher education practices (S-STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

The study focused on the improvement of supervisory skills among mentor teachers in K-12 who work with student teachers in an English language teaching program of an English-medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms 'conflict', 'independence', 'dialogue', 'collaboration' and 'integration' were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more 'independence' than 'dialogue' between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers' perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention's learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work's suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education.

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers' emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.

This paper reports on a qualitative study which investigated a group of student teachers' emotions in their second language (L2) learning experiences, with particular attention to the mediating role of language ideologies. The findings revealed that the participants reported both positive emotions (enjoyment and pride) and negative emotions (anxiety, frustration and embarrassment) in their L2 learning experiences. In particular, these different emotions were found to be mediated by multiple and sometimes conflicting language ideologies, including the ideology of native-speakerism, the World Englishes ideology and the ideology of language as a tool for communication. The findings also showed that the different emotions evoked in the participants' L2 learning experiences not only impacted on their identities as L2 learners and L2 users/communicators in divergent ways, but also shaped their goals and agentive efforts in their subsequent L2 learning. Overall, the analysis points to the complex, dynamic and reciprocal relationship between emotions, language ideologies, identities and agency in understanding the affective dimension of L2 learning in a more holistic manner. It also calls attention to the potential of incorporating reflections on L2 learning experiences in student teachers' professional development programmes in order to enhance their emotional awareness for L2 learning and teaching.

Thanks to the advancement of mobile technologies, Augmented Reality (AR) has become broadly accessible through mobile devices such as smartphones and tablets. Mobile Augmented Reality can benefit science education in a variety of ways. However, except from some sporadic experimental cases, it is rather rarely employed by teachers and has not yet been fully introduced in education. Moreover, little research exists about the adoption behavior of mobile AR by pre-service teachers. Against this background, the current study proposes and validates an integrated adoption model to explain and predict the factors that significantly influence student teachers' intentions to use mobile AR in teaching primary science. The study also introduces two new constructs, Perceived Immersion and Perceived Educational Value in the context of mobile AR. Eighty-nine undergraduate pre-service primary school teachers participated in a mobile augmented reality workshop creating mobile augmented reality experiences for teaching physics to primary school pupils. Following that, student teachers answered an online survey. The quantitative survey data was analysed using structural equation modelling. The study confirmed the proposed model explaining and predicting approximately 72% of the variance of student teachers' Behavioral Intention to Use mobile AR to teach primary science. Perceived Immersion and Perceived Educational Value significantly influence Behavioral Intention to Use after being mediated by Perceived Usefulness. The study offers insight into the factors influencing pre-service primary teachers' intentions to utilise mobile augmented reality (AR) in their future lessons, which is relevant given the growing interest in utilising these technologies in education. Implications are discussed.

This research paper introduces the (D)FIT-Choice (Digital Factors Influencing Teacher Choice) scale and discusses the outcomes of its initial implementation. The (D)FIT-Choice scale expands upon the existing FIT-Choice scale by incorporating additional subscales, namely "Prior digital technology use in education" within Socialization Influences, "Perceived digital teaching competence" within Self-perceptions, and "Contribute to the digital transformation" within Social Utility Value. "Intrinsic value subject" has also been incorporated within Intrinsic Value, and other items have been improved. By administering the (D)FIT-Choice scale to a sample of 506 student teachers, its validity and reliability as an assessment tool were established. The results indicate that digital factors are not prominent drivers for individuals choosing to pursue a career in teaching. Instead, higher levels of digital motivation are associated with the practical benefits of the job rather than with teaching-related intentions. These findings hold implications for teacher training, emphasizing the importance of understanding student teachers' motivations concerning digital technology and adequately preparing future educators for the present and future digital educational landscape.

Due to COVID-19 pandemic restrictions, new instructional designs for mathematics courses have recently been developed. Unlike traditional e-learning courses, distance learning via videoconferencing contains more synchronous elements and is therefore more closely related to classroom instruction. Since theories of person-environment fit suggest that course modality may have an impact on learning processes, this study compares the effectiveness of on-campus (in-person) and synchronous distance tutorials as essential components of a mathematics preparatory course. Using a within-between-subject design, we examined performance gains of first-year student teachers (primary and lower secondary level) during a two-week preparatory course in relation to (1) tutorial variation, (2) students' prior knowledge, and (3) general and specific affective factors. Overall, our results indicate that preparatory courses with on-campus and distance tutorials can be similarly effective. However, considering students' prior knowledge as measured by an entrance test, the course variant proved to be a decisive factor for students with higher test scores: While students with lower scores showed comparable performance gains in both on-campus and distance tutorials, students with higher scores increased their mathematics performance only in on-campus tutorials. Furthermore, the results indicate that the impact of affective factors on course performance differs in the two tutorial variants. While students' self-efficacy and engagement predict learning outcomes in on-campus tutorials, mathematics performance in distance tutorials is positively influenced by self-efficacy and satisfaction and negatively influenced by procrastination and social relatedness. Thus, the results shed light on how instructors can design on-campus and distance tutorials to promote effective learning.