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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.

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.

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.

During the COVID-19 pandemic, virtual observations were utilised in teacher education programmes internationally (Murtagh, 2022; Mynott et al., 2022; Ó Grádaigh et al., 2021). In Scotland, virtual observations have been continued as part of teacher education programmes and this article explores student perspectives on their continued use. A situative analysis (Clarke et al., 2018) was used to explore questionnaire and interview data from student teachers. The analytical process examined the data and utilised memoing to consider emergent themes against the situation of virtual observations in teacher education. There is a duality to the findings. On the one hand, students express preference for in-person observation when they consider the process to be assessment-focused. Conversely, when not considering virtual observations as assessment, the ability to reflect more deeply on their practice, increase their control and agency over the observation and reduce the stress surrounding observations are all themes that emerged from the data. Therefore, the data suggests that further innovation moving from summative to formative observations might increase the benefits of virtual observations. Limited research exists on virtual observations. The literature that is available often focuses on university staff. This article considers virtual observations from the student perspective and provides clear feedback on how a pandemic response has been developed for post-pandemic purposes. The findings of this article can be further explored and built upon, and this will enhance the use of virtual observations within teacher education.

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict-affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk-taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity-based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

Teachers' emotional exhaustion is related to various detrimental outcomes, such as work absenteeism, intention to quit, impaired instructional quality, and lower student motivation. Since emotional exhaustion becomes evident as early as teacher training at university, the question is whether it would be possible to identify an individual disposition to this burnout symptom in student teachers. Accordingly, it is important to gain a deeper understanding of the genesis, stability, and trajectories of change of emotional exhaustion. In the present study, we have disentangled different components of longitudinal stability in emotional exhaustion by applying STable, AutoRegressive Trait, and State models to two longitudinal samples of German student teachers (Sample 1: N = 4,510; Sample 2: N = 2,034). Over the timespan of up to 6 years, we found that completely stable sources (Sample 1: 35%; Sample 2: 37%) and slowly changing factors (Sample 1: 46%; Sample 2: 36%) in student teachers' emotional exhaustion accounted for much of the total variance in interindividual differences; occasion-specific factors and measurement error accounted for the remaining variation (Sample 1: 23%; Sample 2: 30%). This variance composition applied equally to male and female students and indicated that student teachers' emotional exhaustion comprises a stable component but is predominantly characterized by malleable parts due to systematically changing and occasion-specific sources of variance. Our findings about the stability of emotional exhaustion contribute to the trait-state debate of psychological characteristics and point out that intervention measures should be employed at an early stage to mitigate the negative consequences of burnout in subsequent career steps.

International teaching experiences, even if short-termed, are great opportunities for student teachers to challenge their assumptions and scrutinise their beliefs, to discover different ways of approaching teaching and learning, and to better understand their own education system through a global education lens. They offer student teachers the context to develop their teaching competencies and serve as the milieu to crystallise their teacher identity and build a more global mental schema of teaching. This exploratory study examines how the National Institute of Education, Singapore, strived to broaden student teachers' perspective by providing them with the opportunity to do their teaching assistantship overseas. Specifically, the inquiry question of the study was to find out what student teachers learned during their international teaching assistantship. To answer the inquiry question, reflective journals of 13 student teachers who participated in 5-week international teaching assistantship in Denmark (n = 5), Sweden (n = 4) and the United States of America (US) (n = 4) were analysed. Thematic analysis was used to identify, analyse, and report themes that emerged from the qualitative data. The themes were coded as "connection to a wider world (sub-themes: culture awareness, alternative viewpoints, global education lens)", "observations of the school (sub-themes: class size and composition, learning assessment, technology integration)", "professional growth (sub-themes: teacher as facilitator, understanding class profile, classroom management practices)", and "personal growth (sub-themes: overcoming personal limitations, greater flexibility and willingness to change)". Despite the student teachers in Denmark and Sweden facing language barrier challenges, the results indicate that all the student teachers benefited immensely from the experience. They developed broader perspectives of societies and education, made important observations of the schools, and grew professionally and personally. They noted that although there were differences in the different education systems, there were similarities in the role of teacher as facilitator, as well as curriculum goals and pedagogical approaches. They had greater appreciation of their roles as teachers and the importance of knowing their students. They overcame personal limitations and became more flexible and open to changes. The article concludes with suggestions on how to improve such experiences to enhance the growth and cross-cultural competency of student teachers.

The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education 'Teacher education as a laboratory for developing excellent teaching and education' (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing, and sharing teaching approaches in teacher education. Hence, LULAB is an institutional strategic top-down initiative aimed to support the development of professional skills among student teachers and teacher educators, with supportive leadership for bottom-up changes from the microlevel projects. Inspired by design-based research, the findings are used iteratively to inform the organization of LULAB. Data are collected following a sequential mixed methods strategy, with questionnaires and multiple qualitative data. Findings from the first year of the LULAB initiative indicate a growing awareness among teacher educators about the co-developing role of student teachers being something distinctive for LULAB. Both teacher educators and student teachers emphasize their perceived professional outcomes. The student teachers refer in particular to insights from being invited into the machine room of teacher education and inspiration for their future work as teachers. However, there are also challenges involved in developing a culture of inquiry, and possibilities for support from the leadership looking forward are discussed.

The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled "1 of 4." Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs' and STs' recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.

Background: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. Aim: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied. Sample: Twenty-four SCTs in the alternative teacher training programme (ATTP) at the University of Amsterdam participated in this study. These SCTs aspired to become teachers of mathematics, physics, economics, computer science or chemistry. Method: For each participant, written logbook fragments and interviews were analysed in Atlas-ti. Results: The SCTs used in decreasing order: "intrapersonal approaching" (e.g., resolving problems autonomously), "interpersonal approaching" (e.g., consulting others) and "intrapersonal avoiding strategies" (e.g., ignoring an undesired situation). "Interpersonal avoiding strategies" were not mentioned at all. While the SCTs reported approaching strategies (inter- and intrapersonal) as being useful for their development, we also found disadvantages to intrapersonal approaching strategies and advantageous uses of avoiding strategies. The SCTs noted several inter- and intrapersonal approaching coping strategies that they considered typical for SCTs. Conclusion: Intrapersonal approaching coping strategies can be a risk because of the invisibility of these strategies. Interpersonal strategies should be stimulated because SCTs benefit from the social network in school. Avoiding strategies may serve a purpose for managing the complexity of the teaching profession.

Teacher educators play a crucial part in preparing student teachers for teaching in diversity. Because of their modelling role, they automatically convey messages about approaching diversity via their practices. In this study, we look into these--often hidden--messages of teacher educators to uncover the discourses that inform and are being reproduced by how they talk about (approaching) diversity. We critically analyse how such discourses relate to reducing inequalities in education. Critical discourse analysis was conducted on interview data (n = 14) about teacher educators' perceptions about diversity and practices to approach diversity. The findings suggest two main discourses. First, a power-challenging discourse compels all teacher educators to take responsibility to reduce inequalities. Secondly, a power-affirming discourse tempers their beliefs about their agency and responsibility regarding the matter. This latter discourse is mainly manifested via statements that perpetuate existing exclusionary mechanisms. Most teacher educators seem to combine both discourses. We argue that the simultaneous use of both creates paradoxical narratives which are unproductive to foster responsiveness to diversity for teacher educators and their student teachers. This study adds to the literature on a theoretical and practical level. Raising teacher educators' awareness of their messages could prove powerful in combating inequalities in education.

During their kindergarten placements, teacher candidates are learning to teach with young children who may be experiencing linguistic and racial hierarchies in a formal institutional setting for the first time. The purpose of this research is to understand how teacher candidates make sense of the socially constructed boundaries of language and race in their practicum placements in kindergarten classrooms. In our critically informed inquiry, we draw on translanguaging and LangCrit to understand the process of language teaching and learning in kindergarten classrooms. The three teacher candidates in this article, Yu, Fie, and Charlotte, took a required course on supporting multilingual students in the mainstream classroom as part of their requirement to become Primary/Junior (K-6) teachers and were interviewed on their experiences with multilingual children during their practicums. Four major themes were found in the data: language hierarchies during practicums, subverting language hierarchies, translanguaging with families, and racialized experiences of speaking Mandarin. Much more than other grade-level placements, kindergarten placements were spaces where the candidates witnessed communication break down, with families and children refusing to speak English.

This article, co-authored with a group of undergraduate secondary music student teachers, shares their experiences as they learned about additional support needs and inclusive practice through a series of 10 problem-based learning (PBL) sessions. Drawing from their reflections on the weekly sessions, the paper explores the students' learning experiences through the themes of motivation, self-directed learning, critical skill development and collaboration. The students' accounts indicate a deep engagement with the process of PBL and recognition of growth in their understanding and knowledge relating to inclusive practice and additional support needs. The process has supported their development in ways that may help them to navigate the complexities of inclusive education and support their own professional practice as they embark on their careers.

The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to COVID-19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper.

Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes' tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation.The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives.

Although questionnaire surveys are widely applied in second-language research, there is still little research on the application of questionnaire among early career researchers. Problems such as the lack of details concerning why the questionnaire survey is adopted, how the questionnaire is constructed, and how the survey is administered and reported are prevalent in student teachers' research proposals or theses, which greatly impairs the quality of their academic work. However, few studies have been conducted to address these problems. This study aims to explore the real situation of the questionnaire survey application by examining student teachers' perceptions of a questionnaire survey and their application of this research method to their theses. Using a mixed-method approach, the study collected quantitative and qualitative data from 138 student teachers, including 103 fresh undergraduates and 35 post-graduates. Quantitative data analysis used descriptive statistics, while qualitative data analysis used semi-structured interviews and content analysis. The study found that: (1) student teachers had some basic but unsystematic perceptions of the questionnaire survey. They had insufficient awareness of the rules of writing good questions, piloting questionnaires, sampling strategies, doing reliability, and validity analysis, etc. (2) Most student teachers developed questionnaires based on existing questionnaires without explaining reasons and adjustments. They introduced questionnaire design in their theses in an incomplete way, with piloting, selecting sample strategies, and statistical analysis methods often missing. Thus, some pedagogical implications can be drawn to improve student teachers' awareness and competencies of the questionnaire survey.

With the United Nations' Sustainable Development Goals in place, the quality of teacher education is a global concern. With so much talent mobility and brain circulation, any migration of low-quality educators from one region will affect the quality of education in the destination part of the global village. The study examined how the interplay in the aftermath of the cyclones, COVID-19, supervisors' quality, and student characteristics impacted student-teachers' experiences during the scrambled teaching practice supervision model. Thematic and content analyses of data from document analysis and semi-structured interviews from purposefully sampled Southern Africa Development Community countries revealed that relying on physical teaching practice supervision negatively impacts assessment, especially when even non-specialists are involved in the supervision. Educators' inadequate pedagogical content knowledge, space effect, and multiple exposures to assessment compromise teacher education amidst pandemics and natural disasters. The study recommends migration to computer-based online supervision strategies as a mitigation strategy. Recommendations for an educational policy, practicum, and architectural adaption are discussed.

Purpose: To explore preservice teachers' (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, "putting five key elements into practice" and "learning to facilitate with CL," convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.

Online teacher education programs can be more situated by engaging student teachers in Internet-based collaborative reflection (ICR) and e-learning-oriented assessment (ELOA) via Web 2.0 technology. Thus, this study explored how the role of English-as-a-foreign-language (EFL) student teachers' ICR practices and ELOA can enhance student teachers' situated online teacher education. In this qualitative study, 15 Iranian EFL student teachers were chosen purposively within a transcendental phenomenology to conduct ICR on ELOA practices during situated learning in online teacher education. The results showed that implementing ICR on ELOA tended to enhance student-centered teacher education; collaborative and reflective teacher development; social, professional, cognitive, and emotional growth; and the connection of teaching, learning, and assessment within online teacher education. More specifically, ELOA practices allowed for meaningful tasks and authentic activities based on practical experience, triggered continuous feedback on EFL student teachers' performance via technology, directed online learning and teaching, and enhanced a performance-based and learning-oriented assessment process. Pedagogical implications for the design of student teacher programs are discussed.

Practicum periods are an essential part of early childhood education and care (ECEC) teacher training. To support a student's learning, they need supervision by an expert ECEC teacher to process and analyse information, and supervisory discussions are key forums for that. The aim of this study is to examine the cultural scripts that are identifiable through discourse analysis of supervisory discussions between an ECEC student teacher and a supervising ECEC teacher. In the analysis we focused on the practical cultural script, phases of the supervisory discussions and the structure of the supervisory relationship. The data comprised recorded supervisory discussions. Three discursive phases can be identified in supervisory discussions: (1) the Launching phase, (2) the Reflective phase and (3) the Closing phase. The supervising ECEC teacher is responsible for conducting the discussion and for extending the topics of supervisory discussion. The results of our study show that practices in the ECEC centre dominate supervisory discussions and the role of educational theory remains at the margins. The results further highlight the need to develop collaboration between universities and ECEC centres.

The main purpose of the present study was to examine the typology of Palestinian student-teachers living in Israel according to four variables: (a) the type of motivation, (b) perceived suitability, (c) career choice satisfaction and (d) student-teacher commitment. Data were collected from 113 first-year Palestinian Arab students studying at teacher training colleges in Israel. questionnaires and interviews served as methods to collect data. cluster analysis was performed in order to distinguish between different types of student teachers. Results indicated that there were four different types of student-teachers: the 'prophets', the 'convinced', the 'realist' and the 'sufferers'.

Background: Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way collaboration between student teachers, teacher educators, and practice teachers, in terms of resolving practice issues and facilitating student teachers' research planning. Purpose: The study, contextualised within cultural historical activity theory (CHAT), sought to better understand student teachers' experiences and learning gleaned from collaboration in the CL. Method: Eight student teachers participated in the research, which was carried out over a four-year teacher education research and development project involving one university and one primary school. During this time, the student teachers met in the CL with the teacher educators from the university, and the practice teachers, who were working as mentors in the training schools. The data collected, comprising presentations and dialogues from the CL sessions, were analysed qualitatively. Findings: According to the analysis, the student teachers thought that their CL experiences had supported them along the trajectory of becoming reflective, professionally oriented practitioners. They felt that, through participatory meetings with the teacher educators and practice teachers, they had developed in-depth subject knowledge; learned to collaborate; learned about school development; and learned how to be well prepared for the profession they were entering. In addition, they considered whether the project could be expanded to the entire teacher education system. Conclusions: The findings draw broader attention to the role of participatory meeting places in creating a community of trust, and their potential to support teachers' learning at crucial stages of their professional journeys, from early career phases and beyond.

Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This study discusses using timelines as a tool for researching the well-being of student teachers in two different cultural contexts. Research data includes researchers' notes as well as focus groups and students' notions of using timelines as a course assignment, analyzed using thematic analysis. This study shares our justification for using qualitative, visual methods to collect data related to well-being and evaluates the strengths and limitations of timelining as a tool to do this, from both the participants' and researchers' viewpoints. The study argues that timelines have the potential not only to support reflections on well-being but also to provide an approach to support it during teacher training and beyond. The use of timelines as tools to explore the non-linear and dynamic experiences of well-being during student teachers' teaching practice in Finland and England will be discussed and recommendations for the further development of this approach shared.

The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability of engagement in different digital competence development (DCD) activities: 1) "The restrictive user"--characterised by sporadic and narrow use of DCD strategies, prefers peer-restricted collaboration, 2) "The moderate user"--regular user of DCD strategies, prefers peer-restricted collaboration, and 3) "The extensive user"--frequent and comprehensive user DCD strategies, engages in broad collaboration. "The extensive users" also use digital resources more frequently in their teaching compared to the moderate and especially "the restricted users." This is the case for individual interactions with students, to make teaching more relevant and applicable, as well as to make teaching more student active. Based on the knowledge on TEds profiles emerging from this study, we propose recommendations for better tailoring of DCD initiatives.