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The aim of the research was to determine whether the Socioemotional Competencies (SEC) of teachers are strengthened throughout their professional experience, comparing the SEC of teachers in training in the bachelor's degree in education with experienced teachers in education leading a classroom group. Non-experimental descriptive quantitative research was conducted, in which a sample of 22 teachers in the final stage of pedagogical training in the bachelor's degree in teaching and Learning for Tele Secondary Education and 36 experienced teachers in the classroom without initial teacher training, currently working within the Mexican educational system, participated. Both groups were administered the Emotional Quotient Inventory test, resulting in a difference in the overall emotional quotient score that demonstrates that experienced teachers present more developed SEC. This difference is significant, despite not having had formal teacher training. [ABSTRACT FROM AUTHOR]

Mathematics in early years settings is often restricted to learning to count and identifying simple shapes. This is partly due to the narrow scope of many early years curricula and insufficient teacher training for exploring deeper mathematical concepts. We note that geometry is an area particularly neglected. In an innovative year-long project, a group of university-based mathematicians and early years teachers collaborated on a child-led exploration of 'patterns in nature.' The early years teachers ran the project within the setting, meeting regularly with the mathematicians to discuss potential areas of interest, and to highlight the children's mathematical thinking. We found that, with the appropriate environment and guidance, the children naturally displayed deep levels of geometrical thinking and found enjoyment and satisfaction in the exploration of mathematical ideas. We define what we mean by the term 'deep geometrical thinking' and demonstrate this by looking at three excerpts through the lens of the van Hiele levels of geometric thought, finding that the children are capable of exhibiting thought at level 3 (abstraction), more advanced than previously thought of children of this age. Using a second taxonomy we also assess the range of skills across which they are demonstrating such geometric thought. [ABSTRACT FROM AUTHOR]

The social and functional diversity of public educational centres requires continuous assessment of the school organisation and searching for effective methods that generate new forms of communication between students. This case study aimed to evaluate an inclusive dance programme involving group activities included four public early childhood education centres in Spain from the public network where the Barenboim-Said Public Foundation (BSPF) implemented the Children’s Musical Education Project. The methodology used was based on a group interview and the formation of four discussion groups of a total of 15 preschool teachers and four BSPF specialists. The results correspond to the analysis and categorisation of the data collected and recorded in notebooks by teachers during fieldwork. These provide information on external and internal factors that improve student – student interactions and cooperative skills in the classroom and establish an ideal framework for using approaches involving physical contact, movement, and music by preschool teachers. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the relationship between prospective teachers' cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach: Using the EppekQual scale and an alternative Hofstede's cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings: Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals' prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture's emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications: Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value: This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context. [ABSTRACT FROM AUTHOR]

In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper 'ChatGPT and the frustrated Socrates' by re-examining ChatGPT's ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot's ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion. [ABSTRACT FROM AUTHOR]

Practical experience and first-hand insight into the school systems of other countries enables student teachers to cultivate global understanding. Teacher education programme in Sweden has four placements. Student teachers are encouraged to complete one of these abroad. The aim with this study is to examine student teachers' experiences of teaching primary school pupils in Uganda. The study underpins by the concepts of ethical literacy, the other and action readiness. Student teachers' reflections on their experiences deal with the emotions that are aroused in their process work of becoming a teacher. The results show that the experiences from teaching in a postcolonial school system were overwhelming for the student teachers involved. The study raises concerns about the incentives to develop future teacher qualities versus arranging internships abroad to develop students' personal growth. [ABSTRACT FROM AUTHOR]

The importance of social learning for student teachers' professional development has gained acknowledgement. One way in which teacher training institutes incorporate social learning in their curricula is by involving students in teacher learning groups (TLGs). Participation in TLGs not only enables students to develop social skills, but also prevents them from feeling isolated and losing motivation for their studies. The present study uses convergent parallel mixed-methods design to search for relationships between TLGs' social configuration and motivation among participating students (n = 55) of four Dutch primary teacher training institutes. The analyses reveal seven key variables for student motivation in TLGs: autonomous choices regarding content; new knowledge; sharing, support, and social skills; personal goals; autonomous choices regarding collaborating partners; scaffolding; equality in an informal atmosphere. Based on the findings, we advise teacher training institutes to consider integrating homogeneous and heterogeneous TLGs in their curricula, because both are valuable for student motivation. [ABSTRACT FROM AUTHOR]

Background: Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective: We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method: We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results: Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion: In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications: Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences. [ABSTRACT FROM AUTHOR]

The Sloyd Training School, an early twentieth-century private school for teachers in Boston, attempted to legitimize the Sloyd method of handiwork. Specifically, its Alumni Association's publication Sloyd Record brought together educators across the country to make a case for Sloyd's relevancy and impact on the academic and professional development of students, particularly students who were working poor or receiving educations in non-traditional settings. Its contributors painted Sloyd as a form of knowledge and a resource, as a literacy, and their rhetorical effectiveness was predicated upon Sloyd's ability to be painted as such in its far-reaching effects and comprehensiveness. [ABSTRACT FROM AUTHOR]

The aim of this paper is to address selective affect in educational relationships as a probable cause of social inequality through exclusion and school dropout. It is of paramount importance to discuss the relations of omission and naturalization of exclusionary practices in the school routine, from the perspective of a selective affectivity that can cause the invisibilization and school dropout of students with disabilities and/or situations of social vulnerability. The study analyzes the absence of affectivity as one of the possible causes for school dropout. Thus, historically, politically and culturally established power relations are addressed as a form of segregation and social exclusion within the school context and teacher training as a potential vehicle for transgressing ideologies of social inequalities. The research reflects on how the identities of students who go through situations of invisibilization in school institutions are affected, against the backdrop of the process of welcoming these students. This is theoretical research of bibliographic character and the applied methodology consisted of reading articles on the subject, articulating with the observations made in school and non-school spaces. This research dialogues with the theories of Piaget (1978), Vygotsky (1988, 1993, 1995), Wallon (1971, 2007, 2008) and Freire (1992, 1995, 1996, 2015), understanding that the affective bonds established between educators and students favor the integral development of students with and without disabilities and contribute to the learning process occurring satisfactorily. [ABSTRACT FROM AUTHOR]

Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed. Practitioner Points: Bullying prevention training resulted in an increase of preservice teachers' antibullying self‐efficacy.The training did not decrease preservice teachers' incorrect beliefs about bullying.Incorporating bullying prevention training into the preservice teacher education curriculum is essential. [ABSTRACT FROM AUTHOR]

The power and value of mathematics cannot be underestimated. Mathematics is essential in the workplace, for economic growth, for technological advancements and as part of our cultural heritage. Despite this, research reports that second-level students do not appreciate the value of mathematics and fail to see its relevance. One potential reason for this is that they are not exposed to the usefulness of mathematics because their teachers are unaware of the applicability of the subject. This study, conducted with 17 pre-service mathematics teachers [PSTs], sought to determine PSTs' levels of understanding of the value of mathematics, and in particular rational numbers. With baseline levels of understanding established it then sought to determine the impact that a short intervention had on PSTs' understanding of the important role that mathematics plays in the world around us. The results show that despite PSTs having low levels of understanding of the utility-value of mathematics to begin, a short intervention resulted in significant improvements in this dimension of understanding. Thus, the authors argue that interventions such as that described should be seen as integral components of undergraduate teacher training programmes due to the impact they can have on a teacher's ability to teach for understanding. [ABSTRACT FROM AUTHOR]

This article explores how teacher education students perceive high-quality practicum. Data were collected through group interviews with students while in practicum at partnership schools and analysed thematically within the context of qualification, socialisation, and subjectification as goals of education. The findings show that students perceive high-quality practicum as inclusive, qualifying, and facilitative for developing professional teacher identity. Furthermore, the findings show that students experience a considerable difference in quality between practicum at partnership schools and other schools. A practicum that maintains high quality can be outlined by building on experiences from practicum at partnership schools. [ABSTRACT FROM AUTHOR]

Background: Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data. Methods: This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described. Results: Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills). Conclusions: Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators. [ABSTRACT FROM AUTHOR]

AbstractThis work analyzes the educational proposals designed by 130 future secondary school teachers (FTs) to address socioecological problems -in this case, the presence of microplastics in the environment-, and the relationship with their own perceptions and commitments regarding these problems. The research design was mixed, with both qualitative and quantitative analysis of the data. Results showed that systemic thinking regarding the problems, with a comprehensive ecological but also social perception, was correlated with proposals which were aimed at promoting critical thinking and reflection among pupils. Likewise, committed FTs -who show a greater willingness to reduce their plastics consumption and who, above all, assume greater personal responsibility- tend significantly towards action-oriented approaches. Nevertheless, these approaches continue to be scarce. This leads us to discuss the need for greater emphasis on instructional practices in education for sustainability in teacher training. [ABSTRACT FROM AUTHOR]

The digital competences of teachers are a key variable for integrating ICT into the teaching-learning process. Their development has become one of the main training problems affecting the educational field in general, and even more so in the training of Health Science professionals. The purpose of the study was to find out the main barriers to technological training encountered by secondary school teachers who teach health education subjects in Seville (Spain) and its province. The research design is based on a descriptive ethnographic research perspective, where 60 interviews were analysed. Among the conclusions we can highlight that the main barriers that hinder the implementation of technological training activities in health science teachers are determined primarily by economic factors, time and attitude of teachers. [ABSTRACT FROM AUTHOR]

This paper presents the first results of a teaching-learning proposal in relation to how to teach science using an instrument for measuring magnitudes and how female students of the teaching degree learn in a meaningful way. The aim is for future teachers to learn science, about science and how to explain it, by doing and reflecting on what an instrument is based on, its design, construction, and how we apply it to investigate. An inquiry-based scientific and engineering activity is promoted which, through instrumentation, gives importance to argumentation and modelling by applying inquiry processes. The first results are also presented based on the reports and metacognitive reflections made by the students. Some difficulties and strengths of the methodology have been identified. [ABSTRACT FROM AUTHOR]

Science education experts consider the nature of science (NoS) as a basic topic in scientific literacy of the students. The main purpose of this paper is analyzing what is the science vision offered by five popular textbook publishers. It will be used content analysis through worksheets. After this research, it is concluded that the vision of NoS offered by these textbooks is limited and, in some cases, this vision does not match with the expert’s consensus. Furthermore, it is necessary to check high school programs and the main contents about NoS and including a deep vision of NoS in the science teachers training. [ABSTRACT FROM AUTHOR]

What teachers know about a subject that they teach and how well informed they are about the effective ways to teach it can affect the performance of learners in their classes. The aim of this study was to investigate teachers' and principals' perception about reading to examine possible factors that contribute to inequalities in reading. This study was conducted in four poorly resourced schools with low academic performance in the Zambezi region of north-eastern Namibia. The schools cater for learners from pre-primary to Grade 9, and most learners are from a low socio-economic background. Drawing on a componential interactive view of reading derived from the science of reading, a qualitative research method was used with two semi-structured interview guides (one for seven Grade 5 teachers and one for four school principals) in four schools, to investigate what the participants know about reading and how to teach it. The interview results show that the teachers and the principals had limited knowledge about teaching reading comprehension. The teachers tended to 'do' reading rather than teach it, and they did not provide necessary reading support to learners because they did not have enough knowledge and skills about teaching reading. The findings suggest that the Ministry of Education, Arts and Culture needs to strengthen teacher development programmes and that teacher training institutions need to examine the quality of their training. [ABSTRACT FROM AUTHOR]

Inclusion has been recognised as an educational practice to support development and learning of children with disabilities in general education settings in Türkiye since 1980s. Numerous studies have examined the attitudes of various stakeholder towards inclusive education. However, there is limited research examining early childhood school administrators' attitudes towards inclusion. The purpose of this study was to investigate attitudes of Turkish early childhood school administrators towards inclusion of young children with disabilities and factors that may impact their attitudes. A total of 267 school administrators completed an online questionnaire. Findings showed that early childhood school administrators possess moderately positive attitude towards inclusion of young children with disabilities in their schools. Variables including gender, education, administrative role and location of school predicted administrators' attitudes; female administrators, those with a bachelor's degree in early childhood education, principals rather than assistant principals; and those who worked in urban schools had more favourable attitudes. Moreover, early childhood school administrators' attitudes towards inclusion were found to be closely related to their values in relation to diversity and equity, beliefs regarding parental, community and system-level support for inclusion and previous positive inclusive experiences, professional development and training on inclusion and leadership skills. Implications for future research and practice are discussed [ABSTRACT FROM AUTHOR]

Teaching in inclusive schools comes with a variety of ethical challenges, for which student teachers of general and special needs education should acquire ethical competence as part of their inclusion-oriented teacher training. Due to the lack of empirical studies on this area of teacher training in Germany to date, students in Masters degree programmes (N = 585; age: M = 25.35; SD = 3.28; 71.6% female) were asked to assess the need and relevance of acquiring ethical skills in an online survey. The prospective teachers considered ethical competencies to be necessary for everyday tasks in inclusive schools; nevertheless, only 18.9% stated that they had acquired the relevant skills in their previous studies. Accordingly, they wished for a higher priority of imparting ethical competencies in future teacher training. Here they preferred application-related competence goals, such as being able to reflect critically on ethical decisions or to justify ethical decisions in communication with others. In addition to poorly developed ethical skills, students reported a lack of acquisition of further competencies that are proven to be success factors for the implementation of inclusive education. Student teachers for special needs education held a more positive attitude towards school inclusion and placed a greater value on imparting ethical competence in future teacher training than student teachers for general education [ABSTRACT FROM AUTHOR]

Background: Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method: In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master's degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants' perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings: Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions: Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy. [ABSTRACT FROM AUTHOR]

A hospital-based school is offered to hospitalised children with the aim of promoting school continuity and preventing disengagement from school; children have the chance to attend a hospital-based school with hospital teachers during long recoveries. The aim of this study is to obtain an in-depth understanding of hospital teaching: which training hospital teachers receive before teaching the hospitalised children and how they work with children in a hospital-based school (i.e. didactical methodologies, student's knowledge evaluation, etc.)? Twenty hospital teachers (N = 2, males; N = 18, females) from the Meyer Children's Hospital in Florence took part in an ad hoc semi-structured interview. The thematic analysis through QCAmap highlighted the following aspects: training of hospital teachers is various; no teacher had previously taught in a hospital or had taken part in specific trainings about hospital settings before becoming a hospital teacher; not only didactic but also medical skills are needed; a hospital context requires extremely flexible and personalised teaching and hospital teachers think that the connection with the class group is an important opportunity for the hospitalised child. In the future, it will be necessary to adequately train hospital teachers to carry out this delicate work with the hospitalised children. [ABSTRACT FROM AUTHOR]

This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, including information and information literacy, communication and collaboration, and security. In addition, digital literacy practices significantly and positively predicted teacher identity and mediated the effect of DL competence on teacher identity. The study suggests the significance of enhancing DL competence and integrating digital technology as pedagogical tools to help pre-service teachers bridge the gap between their personal use of technology and teacher identity in relation to digital literacy. [ABSTRACT FROM AUTHOR]

Consultation evenings, also known as parent-teacher conferences, are important opportunities for teachers to strengthen their relationships with caregivers. Many teachers, however, are unprepared, having had few opportunities to build skills and participate in real consultations during teacher training. To provide student teachers with more practice opportunities, some teacher educators have begun supplementing students teachers' real-world consultations with simulations. Our goal in this study was to use findings on students' strengths and challenges in a simulated consultation to inform the design of future practice opportunities. Using factor analysis and descriptive statistics, we analysed 206 transcripts from 106 student teachers' simulations to uncover patterns in their consultations. We found that students were consistently good at sharing positive information about the pupil. Student teachers had more challenges finding the balance between facilitating a productive meeting and a collaborative one. Students also varied in how well they created and maintained a welcoming meeting environment when challenged by the caregiver or presented with a personal disclosure. Based on these findings, we propose designing targeted approximations of practice for consultations, in addition to more holistic ones, so that students can build skills in areas such as finding the balance between productivity and collaboration in a meeting. [ABSTRACT FROM AUTHOR]

Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse school contexts. Data were gathered at two universities, one in Southern Spain and the other in Northwest England. The article employs critical race theory and critical whiteness studies as frames to understand outcomes of an online questionnaire. The majority White student teacher sample across both countries register an acceptance of racial diversity and report the need for better preservice teacher education in this respect. Despite preservice teachers' positive responses to racial diversity, teacher education in both countries fails to equip them for increasingly diverse classrooms. This failure serves to replicate the enactment of whiteness and, does not develop student teachers' stated commitment to racial diversity. [ABSTRACT FROM AUTHOR]

To improve education performance at home, countries cross nationally policy-borrow from jurisdictions ranked highly in international league tables. This paper examines a practical example of one such instance of policy borrowing, Teaching for Mastery (TfM). Over a six year period, interviews were conducted with teachers working in primary schools in the East Midlands region of England. The focus of these interviews was to explore informants' experiences of enacting TfM and their analysis of the UK government's motives for undertaking this borrowing. Applying Baudrillard's ideas around hyperreality and image to these data indicated two key themes: 1) TfM discourses masked crucial aspects of the original policy, with the result that 2) TfM became non-relational to the original and thus hyperreal. The paper suggests strategies that might mitigate against policy becoming hyperreal and concludes that government must carefully consider its motives for engaging in the borrowing process from the outset. [ABSTRACT FROM AUTHOR]

This article explores the significance of assessment in teacher training and development programs. It emphasizes how assessment can aid both facilitators and participants in making informed decisions about their knowledge and skills. The authors discuss the challenges of language and tacit knowledge in assessment, as well as the importance of bridging the gap between theory and practice through deliberate practice and shared understanding. They also highlight the role of modeling in teacher training programs and the limitations of deliberate practice. The article suggests strategies such as open-ended questions and formative assessment to gather meaningful information and support participants' growth. It concludes by mentioning that Ark's programs focus on assessing educators and facilitating their reflections on their practices through modeling and deconstructing tacit knowledge. [Extracted from the article]

The article is based on the lecture ‘Mathematics teacher training from the perspective of STEM – a particular case’ given by its author at the ATCM 2023 conference and is an extension of a related paper that was published in the conference proceedings. It further develops the idea that the task of teacher training schools is to create a suitable environment for the provision of education, impulses for the development of the necessary knowledge and skills, as well as to support these. It provides a detailed description of specific creative activities for future teachers, which develop their awareness of the applicability of mathematics in solving real problems and knowledge of its overlap with technology. It is based on historical problems and their context, as presented in the conference paper. Emphasis is placed on the use of computers, especially dynamic geometry software GeoGebra, to model the geometric nature of given problems and for their effective solution. [ABSTRACT FROM AUTHOR]

As evidenced in the literature, music has accompanied the human being for millennia, in different situations, emotions and activities. In addition, not only does it allow expressions of internal personal states and feelings, but it can also produce many positive effects in those who practice it. Various authors have explored these benefits that musical activity brings, mainly in children. They highlight positive aspects of learning music in different areas of knowledge, in school performance and even improvements in the IQ of infants. However, despite the large number of studies regarding the benefits of music in children and the different nascent teaching alternatives, in Colombia the situation continues to be dramatic in terms of the incorporation of musical activity in the school curriculum. The foregoing added to political factors, teaching spaces and teacher training. In this way, the present work offers a new musical learning alternative, aimed at children from 7 to 11 years old, through a musical software focused on the initial teaching of the instrumental keyboard. It is important to mention that the software has a feedback system based on decision trees, which allows reinforcing the topics covered in the application. Finally, a comparative analysis is presented between teaching using the software and traditional teaching with the book, through an Investigation-Action carried out over six days with two students from a public school in the city of Bogotá, Colombia. This Investigation-Action allowed to observe positive results based on the comments and performance of the participants, which opens a great possibility for the subsequent scaling of this application. [ABSTRACT FROM AUTHOR]

This article examines the contribution of the 'classacademy' programme to the practical training of preservice teachers in Israel during the COVID–19 pandemic. Based on a sample of 51 graduates from 19 colleges and six universities who completed their studies in June 2020, the study used a questionnaire and indepth interviews to describe students' experience in an academic year with a 'hybrid' home and away practicum: a regular first semester and a second semester with remote learning and teaching. The findings point to challenges, achievements, and complexities. Despite the situation, students perceived their practical experience and the contribution of the 'class academy' programme to their teacher training in a positive light. They saw training teachers and pedagogical instructors as important for their training and viewed the school system as an important support both emotionally and professionally. Students' peer groups helped provide the support mechanism for creating a sense of 'togetherness' in a state of uncertainty. The main conclusion is that thanks to the solid foundations laid by the 'class academy' programme in the first semester, the experience of remote teaching and learning greatly contributed to students' professional coping with the teaching challenges during the emergency. [ABSTRACT FROM AUTHOR]

The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback. [ABSTRACT FROM AUTHOR]

Performance feedback has been identified as an evidence-based practice to improve teacher implementation fidelity. The efficacy of performance feedback might be enhanced with ancillary strategies such as goal setting. In this paper, we systematically reviewed 22 experimental studies in which a combination of goal setting and performance feedback was used to improve teacher implementation of practices. We summarized effects and explored which aspects of goal setting and performance feedback were associated with improved performance. Overall, we found the combination of goal setting and performance feedback was highly effective. We found that the features associated with consistent positive effects included visual presentation of data, verbal feedback, teacher-created goals, measurement of progress toward goals, and discussion of goals during feedback. We discuss why these particular features might be efficacious, and how administrators and teacher trainers can integrate them into their efforts to support teachers to improve their practice. [ABSTRACT FROM AUTHOR]

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2–13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher–child closeness, and small reductions in teacher–child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being. [ABSTRACT FROM AUTHOR]

Although it has grown at an exponential rate globally, English medium instruction's (EMI) conceptually problematic nature steered more confusion than clarity and consensus in the contexts of higher education (HE). In the field literature, the dominant paradigm pertains to descriptive statements rather than definitions and research seemed to reach a saturation point where a new vision is required that of problem solving. By employing a critical stance towards globalisation hence internationalisation and opting for a multilingual perspective, this conceptual paper presents arguments firstly on the concepts that are involved in the definition of EMI and then on EMI teacher training and EMI policy while keeping a focus on learning in EMI HE settings. In so doing, definitions for the concepts of EMI and EMI quality are provided as prospective reference points for HE stakeholders to adhere to during their EMI development practices. Concluding remarks on internationalization as being one of the motivations to implement EMI in HE settings and calls for research on critical EMI and EMI content teacher competencies are also provided. [ABSTRACT FROM AUTHOR]

Teachers' self-efficacy for inclusion is emphasized as necessary for enabling inclusive education. One instrument developed for measuring teacher self-efficacy for inclusion is the Teacher Efficacy for Inclusion Practice-scale (TEIP) (Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21). The present study aimed to identify and summarize the empirical literature on structural validation and reliability of the TEIP scale. A scoping review of 15 peer-review articles was conducted. The three subscales found in the original TEIP scale were confirmed. However, there is support for two subscales. The TEIP is also reported to be a construct without multidimensional constructs of teacher-self efficacy. Although the items worked differently in different samples, the internal consistency was generally sufficient or good. Our findings indicate that the TEIP is not yet a scale fit for comparisons between populations and contexts, reflecting the multifaceted nature of the concept of both inclusion and teacher self-efficacy. [ABSTRACT FROM AUTHOR]

The testing effect refers to the gains in learning and retention that result from taking practice tests before the final test. Understanding the conditions under which practice tests improve learning is crucial, so four experiments were conducted with a total of 438 undergraduate students in Turkey. In the first study, students who took graded practice tests outperformed those who took them as ungraded practice. In the second study, students who took short‐answer questions before the first exam and multiple‐choice questions before the second exam scored higher on the second exam. In the third study, multiple‐choice, short‐answer and hybrid questions produced similar learning gains. In the fourth study, students who received detailed feedback immediately after class performed similarly to those who received feedback at the beginning of the next class. The results suggested the contribution of graded practice tests in general; however, the type of questions or the timing of feedback did not predict learning outcomes. [ABSTRACT FROM AUTHOR]

Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized‐controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self‐efficacy in applying behavior management strategies. Social‐validity data indicated participants felt the training was highly acceptable, feasible, and effective. Practitioner points: After completing a behavior management training, induction phase teachers (i.e., teachers in their first 3 years of teaching) showed significant increases in knowledge, application, and self‐efficacy in applying behavior management strategies compared to teachers in a waitlist‐control group.Teachers chose a target student in their class to practice implementing strategies with, and target students showed significant decreases in challenging behavior following the behavior management training.Participants reported the behavior management training to be highly acceptable, feasible, and effective. [ABSTRACT FROM AUTHOR]

The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire‐Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology‐related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior. Practitioner Points: Daily violence at school varies according to gender and age and increases from year to year.There is a need to implement programs in the educational community that address the different violent behavior manifestations according to gender and age.Preventive educational attention to everyday violence should consider differences according to gender and age. [ABSTRACT FROM AUTHOR]

It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices. [ABSTRACT FROM AUTHOR]

Teachers' professional learning is closely connected to and dependent on different leading practices. Teachers professional learning is regarded as a key factor in successful school development, and development leaders at different levels are assigned to provide for and support such learning. However, the connection between leading and learning needs to be further explored. In this article, we focus specifically on development leaders' leading practice when leading professional learning. Based on the theory of practice architectures, the study explores the interplay between development leaders and teacher leaders in a professional development programme, where the leading and learning practices of the different leaders meet. The findings show that development leaders' leading practice is characterised by responsiveness to ideas of successful leading, to experiences and observations of leading practices, to teacher leaders' understanding and to their own leading practices. Through these types of responsiveness, a formative aspect of leading unfolds where the interplay between development leaders' leading and teacher leaders' learning practices appears. We refer to this as learning leading. [ABSTRACT FROM AUTHOR]

This study aims to understand the experiences of preschool teachers' outdoor education experiences in their curriculum after taking the Outdoor Education in Early Childhood Course. In this qualitative study, grounded theory was applied to analyzing data that were collected through an open-ended form and individual and focus group interviews. Results consisted of a main category, namely change in the quantity and content of outdoor education. According to the results, the teachers' experiences changed to increase and enrich OE. The study revealed that improving the quantity and content of outdoor education by teachers leads to improvement in three interrelated categories: change in pedagogical approach, personal development, and children's development. These categories are development in coping with obstacles, risky play approach, communication style with children, child-centered practices, self-efficacy, emotional self-regulation, motivation to teach, problem-solving skills, and holistic development of children. Furthermore, all these developments function as mutually reinforcing factors. [ABSTRACT FROM AUTHOR]

Outdoor education fosters student well-being, development and learning. However, many schools restrict outdoor experience to their own playground, and to times considered recess. This case study, which examined student and teacher perceptions about the outdoor experience on traditional playgrounds, was conducted in an urban school in the Basque Country with an asphalt playground whose only resources were related to sports. We conducted five focal studies with 40 students, and administered a questionnaire to 78 teachers in Primary and Secondary Education. The results obtained made clear the dissatisfaction of both students and teachers with the use of the playground and with the opportunities it offered. However, they also identified areas for improvement and suggested future lines of work. It is essential to promote a dynamic of reflection on outdoor spaces that includes student participation as well as training teachers and raising their awareness. [ABSTRACT FROM AUTHOR]

In this article, we report on findings from an ongoing study of graduate students in linguistics regarding the approaches they take to develop as professional educators and how faculty and programs in linguistics can better support graduate student teaching professionalization. In focus groups with current linguistics graduate students, we identified three key themes: formal institutional training, mentor relationships (i.e. instructor and TA relationships), and peer relationships. Mentor relationships provide students with a range of experiences and degrees of support across faculty, which influences how they develop as educators. Peer socialization is also a critical component of growth and well-being, providing graduate student teachers with both practical guidance and ongoing emotional support. We illustrate this point with a case study--a weekly teaching journal club for graduate students within our own Linguistics program, which became an important space for pedagogical development. While our results point to graduate student success and resilience through socialization, they also illustrate a common issue of professionalization in academia: students gain professional skills through noninstitutional mechanisms. Teaching professionalization largely falls to the 'hidden curriculum', which puts students at a disadvantage, especially those from minoritized backgrounds (Smith 2013). We join other scholars in our field in calling for greater institutionalized mechanisms for professionalization to promote equitable access to vital skills for graduate students (Calhoun 2020). To that end, we conclude by suggesting ways in which faculty and departments can close this gap in graduate training. [ABSTRACT FROM AUTHOR]

Knowledge distillation is an effective approach for training robust multi-modal machine learning models when synchronous multimodal data are unavailable. However, traditional knowledge distillation techniques have limitations in comprehensively transferring knowledge across modalities and models. This paper proposes a multiscale knowledge distillation framework to address these limitations. Specifically, we introduce a multiscale semantic graph mapping (SGM) loss function to enable more comprehensive knowledge transfer between teacher and student networks at multiple feature scales. We also design a fusion and tuning (FT) module to fully utilize correlations within and between different data types of the same modality when training teacher networks. Furthermore, we adopt transformer-based backbones to improve feature learning compared to traditional convolutional neural networks. We apply the proposed techniques to multimodal human activity recognition and compared with the baseline method, it improved by 2.31% and 0.29% on the MMAct and UTD-MHAD datasets. Ablation studies validate the necessity of each component. [ABSTRACT FROM AUTHOR]

This article represents a new focus on how we can make student teachers’ images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers’ mutually distinct disciplinary identities is necessary. [ABSTRACT FROM AUTHOR]

AbstractProducing local materials is a challenge to mother tongue education programs especially in linguistically diverse contexts. To address this, a five-day teacher training program on materials localization for K–3 teachers in a linguistically diverse area in the Philippines was designed and implemented. The program was based on frameworks about materials localization and development, needs analysis data, and curricular and materials guidelines from the Ministry of Education. The program, implemented through the collaboration of stakeholders, capacitated teachers in localizing the language and culture in a set of lessons from Ministry-produced textbooks. These were evaluated and shown to have met standards of high-quality, localized materials. Results suggest that the designed program is a feasible grass-roots platform for localizing materials. The presented program design and activities, as well as the good practices and lessons learned from the implementation, are instructive to program implementers in linguistically diverse contexts. [ABSTRACT FROM AUTHOR]

In the context of global crises, the priorities of vocational education and training (VET) need to be reconsidered. VET should educate critically reflective global citizens who are capable of acting to create a more just and sustainable world both in their workplaces and in society at large. This study examines VET teachers' views on addressing controversial global issues, and how cultural-discursive, material-economic, and socio-political arrangements enable or hinder their opportunities to address these issues in Finnish upper secondary VET. The data comprise questionnaire responses (N = 187) and focus group discussions (N = 12). The mixed method approach uses basic statistical and reflexive thematic analysis methods, with the theory of practice architectures as the theoretical and methodological framework. The findings show that teachers are open to engaging with controversial global issues beyond curricular requirements and the diversity of students supports pluralistic discussions. However, the role of VET teachers as global civic educators is not recognised in the Finnish VET system focusing on efficiency and acquiring individual competencies, preferably outside the school. Reduced contact teaching limits teachers' opportunities to deal with complex and uncertain global issues, and to create the safe, open classroom climate necessary for difficult conversations to take place. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers' performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers' lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers' implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching. [ABSTRACT FROM AUTHOR]