Search

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school–university partnership approach from a range of perspectives. [ABSTRACT FROM AUTHOR]

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention. [ABSTRACT FROM AUTHOR]

Lortie's original conception of the apprenticeship of observation was one of conservative schooling practice and negative impact on teacher learning for school change. Schooling practices have changed in the 60 years since the original research that established the apprenticeship of observation as launch pad to teaching, changing prospective teachers' experience of schooling. This article shares the experience of one pre-service teacher who never attended school, having been home educated. The absence of an apprenticeship of observation in schools highlights the need to better understand the growing diversity of experience pre-service teachers bring to initial teacher education. This one pre-service teacher's experience raises the need to explore Lortie's conception in the context of contemporary school experience and the impact on learning to teach. Challenging the acceptance of Lortie's view to pre-service teachers' prior experience and the impact on learning to teach has significance for all teacher education programs. [ABSTRACT FROM AUTHOR]

Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers. [ABSTRACT FROM AUTHOR]

Australian schools are diverse, and support students from a wide range of racial, cultural, and linguistic backgrounds, as well as students with disability. Ironically, efforts to ensure equally diverse teacher workforces have been ineffective. Attempts to improve broader representation in teachers have been hampered by a homogenous approach to teacher recruitment and education. In 2016, Literacy and Numeracy Test for Initial Teacher Education (LANTITE) became a graduation requirement for teachers. The aim of this research is to explore the test-taking experiences of students (pre-service teachers) from diverse backgrounds, and the stakeholders who support them. A thematic analysis of data from a larger mixed methods study revealed additional tensions for students from diverse backgrounds including unintended consequences such as traumatic experiences and having to encounter additional hurdles to be successful. This study provides unique insights into additional pressures and hurdles students from diverse backgrounds experience when completing this high-stakes test. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Pre-service student teachers (PSSTs) should improve their metacognition in order to support their long-term development in their future complex teaching and learning lives. Although previous studies have explored the role of metacognition in learners' learning effectiveness, the interrelationships pattern of metacognition elements in the process of metacognition and the metacognition characteristics of different genders and learning performance groups still remain unclear. This study clarified the intrinsic structure of metacognition, and gender and learning performance differences among PSSTs in an online learning community. We collected 33 PSSTs' self-reported reflection data on six learning topics. A total of 1,188 reflection paragraphs were coded and 2,335 metacognitive utterances were presented based on the metacognition model. Subsequently, this study identified metacognitive components among different groups of PSSTs by comparing epistemic networks of self-reported reflections via epistemic network analysis. Results show that metacognitive components of PSSTs in an online learning community were mainly metacognitive experiences (36.32%) and actions (or strategies) (28.01%). Female PSSTs used metacognitive knowledge (21.4%) and goals (or tasks) (15.8%) more frequently, and the relationship between their metacognitive knowledge and goals (or tasks) was closer compared with male PSSTs. Specifically, the ENA results showed that the associations between metacognitive knowledge and goals (or tasks) (connection coefficient: 0.24) of females were stronger than those of males. In addition, the high learning performance group used metacognitive knowledge (18.7%) and goals (or tasks) (15.9%) more frequently, and they also had a closer connection between metacognitive knowledge and goals (or tasks) compared with the high learning performance group. Specifically, the ENA results showed that compared with the low learning performance PSSTs, high learning performance PSSTs' metacognitive knowledge and goals (or tasks) had a higher connection coefficient (0.32). The findings provide broad and important implications for analyzing metacognition of PSSTs in the network environment, and provide new evidence for metacognition differences between different groups (gender and learning performance). [ABSTRACT FROM AUTHOR]

It is a truth of today's world that there is a growing investment in advancing technological opportunities in education. The literature contains a substantial quantity of research on the integration of digital educational settings that contribute to the development of higher education institutions. However, actual data linking key factors like TPACK (technological pedagogical content knowledge) level and ideas of teaching and learning science is still lacking in the literature. For this purpose, the study was designed to find out how a digital environment affects the development of TPACK. Twenty pre-service chemistry teachers (PCHTs) were chosen for this investigation using the convenience sampling methodology. Mixing qualitative and quantitative methods to collect, analyse, and evaluate data was used in this study. The study's results showed that digital intervention had an impact on how PCHTs used their digital abilities and instructional techniques. It was also found that TPACK scores predicted the association of PCHTs' technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), which eliminated deficiencies in these areas of knowledge as well as in the understanding of TPACK in favor of the synch group. Because of synchronous instruction, students seemed to talk to each other more and build learning experiences that helped each other. Synchronous meetings helped more PCHTs and TPACKs grow. The synch environment helped to develop the relationship between TK, PK, and CK and PCK. In this study, it is recommended that PCHTs have a basic understanding of what digital tools are. Also, the findings of this study are expected to theoretically and practically contribute to the integration of TPACK in online sync and async systems. [ABSTRACT FROM AUTHOR]

Videos are pivotal tools in pre-service teacher training. First-person, third-person, and 360-degree perspectives are commonly used types and the optimal type remains undetermined. In our study involving pre-service teachers (PSTs), we evaluated the efficacy of 360-degree videos against the first-person and third-person perspective videos concerning spatial presence, cognitive load, classroom quality rating accuracy, and classroom observation. Our results revealed that PSTs exposed to 360-degree videos exhibited superior performance in spatial presence, classroom quality rating accuracy, and classroom observation compared to the other two video types. This underscores that 360-degree videos enhance PSTs' skills in discerning, categorizing, and interpreting classroom events. Although there were no marked differences in cognitive load across the groups, cognitive load was found to modulate the influence of video type on classroom observation. Notably, at higher cognitive load levels, the 360-degree videos were more advantageous. The significance of this study is twofold: it empirically substantiates the superiority of 360-degree videos in refining pedagogical skills and it reveals the modulating role of cognitive load. These findings inform innovative instructional interventions and pedagogical strategies, emphasizing the need for using 360-degree videos in teacher education and encouraging higher learner engagement. [ABSTRACT FROM AUTHOR]

This paper reports on the design of a multimodal metalanguage developed by teacher education researchers to support pre-service teachers' understandings of critical literacy and critical health literacies in a changing communication landscape. The design of metalanguage constitutes the first stage of an ongoing transdisciplinary project, Multiliteracies Across Teaching Areas (MATA), which aims to design and implement cohesive disciplinary multiliteracies pedagogies across teaching areas of an initial teacher education (ITE) programme. The focus on metalanguage design is motivated by concerns shared by critical literacy scholars and scholars in health literacy to balance deconstruction of texts with actionable response through the 'deep moral grammar of narrative' Kindenberg and Freebody (Australian Journal of Language and Literacy, 44(2), 90-99, 2021). Such concerns also align with recent World Health Organisation calls for the use of solution-oriented literacies to empower communities. These sociocultural understandings of critical literacy and Kindenberg and Freebody's (Australian Journal of Language and Literacy, 44(2), 90-99, 2021) call to balance 'the analytical' and the narrative' in critical literacy practice provide the starting point for designing metalanguage for transdisciplinary research in Health and Physical Education (HPE) and English. We firstly review relevant models of the critical informing both subject areas to establish synergous understandings and then analyse expectations of critical practice in descriptions and elaborations of the HPE and English curricula. We provide an overview of the semiotic resources available for transdisciplinary conversations within the English curriculum with clarifying 'bridging' terminology informed by social semiotic descriptions. Through close analysis of four representative texts selected for critical literacy practice by English and HPE teacher educators in the MATA project, we demonstrate how such metalanguage was shared to build understandings of both critical analysis and actionable response. Along with analytical features to build and analyse issues according to disciplinary criteria, we show how stories are used to build rapport with their diverse audiences and to motivate their peers to take positive health action. [ABSTRACT FROM AUTHOR]

This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children's Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children's multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices. [ABSTRACT FROM AUTHOR]

In the current digital age, (mathematics) teachers are provided with a profusion of digital resources. Consequently, research in mathematics education has focused on teachers' interactions with resources as the heart of their professional activity. The term Pedagogical Design Capacity (PDC) was introduced to designate teacher's ability to perceive affordances of resources and to make decisions about how to use them efficiently. PDC has been further conceptualized to define teacher design capacity (TDC) as including a goal or points of reference for the design, a set of design principles, and reflection-in-action. This definition is illustrated with case studies involving teachers' design of digital resources, yet it does not seem to consider the specificities of the latter. We therefore aim to further refine the concept of TDC by considering crucial components that designing technology-based tasks and their enactment in the classroom entail. We ask: What are the unique components of TDC specific to digital technology and resources? We elaborate a framework to suggest dimensions and components of mathematics teacher Digital Resource Design Capacity (DRDC) to emphasize the focus on design of digital resources. This framework is built on previous studies and on the concept of instrumental orchestration, and is refined taking into account findings from two case studies in France and Israel. [ABSTRACT FROM AUTHOR]

The integration of technologies might have important effects on language education. There is growing evidence that teachers' self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers' self-efficacy beliefs and the integration of technology in their teacher developmental programs may be less clear. Therefore, this study was to investigate the relationships between teachers' self-efficacy emotions and attitudes toward the implementation of technologies in EFL pre-service teacher developmental programs. This study surveyed 250 pre-service teachers' concerns on teaching with technology-based instructions and investigated the role of individual differences such as self-efficacy, knowledge, and other demographics in their teacher developmental programs. Structural equation modeling was conducted using data from Chinese pre-service EFL teachers. The results showed that teachers' self-efficacy mediated the relationship between their emotion (joy, pride, love, anger, exhaustion, hopelessness) and their technologies implementation attitudes. The independent variables were significant moderators between age, teaching experience, and self-efficacy. Process-focused self-efficacy as one the sub-scales of the self-efficacy was found to be significantly related to teachers' positive attitudes toward the implementation of technologies in teacher developmental programs, whereas product-focused self-efficacy as the other sub-scale of self-efficacy was not. The findings proposed implications for teacher educators and teacher education programs in modification of curriculums and instructions. They also will prepare teachers for teaching effectively in language classrooms. [ABSTRACT FROM AUTHOR]

This research explores preservice classroom teachers' perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teachers studying in the department of primary education at two state universities in Turkey. The findings revealed that (i) while preservice teachers displayed high participation in new literacies requiring the consumption of information, they displayed low participation in information production activities; (ii) the importance preservice teachers attached to online or digital literacy activities and their self-efficacy beliefs significantly predicted their participation in these activities; (iii) preservice teachers' conceptual understandings with regard to new literacies were compatible with their participation frequencies and perceived importance with regard to online or digital literacy activities. Some suggestions for preservice teachers' skills, strategies, dispositions and practices related to new literacies are discussed. [ABSTRACT FROM AUTHOR]

This study aims to analyze possible connections among the noticing skills of pre-service mathematics teachers, and specifically the skills of attending to students' thinking, interpreting students' mathematical understanding, and proposing teaching alternatives. We characterized these connections in terms of coherency, i.e., the extent to which pre-service teachers take into account (a) an identified critical event—including its mathematics and context—when interpreting students' statements, (b) their own interpretation of students' statements when interpreting the teacher's response, and (c) their own interpretation of students' statements when proposing alternative teaching strategies. The construct of coherency evolved during our attempts to analyze pre-service teachers' interpretations of the critical events they identified while observing mathematics lessons as part of their preparation program. In this paper, we elucidate the construct of coherency and its different levels and demonstrate how this construct relies upon and expands existing ideas from the literature on noticing. We propose a framework for identifying different coherency levels and the different patterns identified when using the framework to noticing among the pre-service teachers. Some of these patterns are supported by previous research, while others were unanticipated. We explore possible explanations for the emergence of these unanticipated patterns. [ABSTRACT FROM AUTHOR]

Research in mathematics education has placed significant emphasis on teacher identity, particularly during teacher education, since it plays a critical role in shaping the identity of preservice teachers with regard to teaching mathematics. However, as teacher identity is context dependent, it is essential to study preservice teachers' identities in various contexts to develop expertise in mathematics teacher education. This study explored the transformation of preservice mathematics teachers' (PMTs) teacher identity orientations after participating in a video club. Concentrating on task perceptions as the indicator of teacher identity, the change in the teacher roles that PMTs would like to adopt in the future and the student outcomes they associated with these roles were investigated. The analysis of teacher identity orientations before and after participating in the video club revealed that PMTs' teacher identity orientations were transformed by their participation because the video club increased their self-awareness and understanding of the complexity of teaching mathematics. The most noticeable transformation was observed in the didactical roles and their associated outcomes. These roles were transformed from being a didactical expert aiming to develop students' affective outcomes to being a didactical expert who prioritizes students' cognitions. Although PMTs' expertise in teaching mathematics and the content of the video cases limited their orientations, the video club can simulate alternative experiences for teacher education programs aiming to support PMTs' teacher identity orientations. [ABSTRACT FROM AUTHOR]

Teacher educators have focused on designing learning environments 'for' rather than 'with' teacher candidates. However, a co-design collaboration with teacher candidates has been recently suggested as a critical feature for effective teacher education programs. In this study, a co-design team, including preservice science teachers (PSTs) as co-participants of the iterative design process rather than research subjects, collaboratively developed formative assessment (FA) practices based on the approach of conjecture mapping in a chemistry laboratory setting. This study aimed to examine the role of PSTs as co-designers and their contributions to the progressive development of the most robust design of FA practices, drawing on relevant theoretical perspectives and considering the characteristics of a general chemistry laboratory environment. Sixteen PSTs participated in the study for a whole semester. This qualitative-interpretive study employed the following data sources: classroom observations, audio tape recordings of co-design meetings, and field notes. Results under four main themes showed that the PSTs as co-participants can actively engage in and effectively contribute to creating the FA design for their chemistry laboratory investigations. Using conjecture mapping as an approach for critical and reflective thinking on design elements, the PSTs could focus on their own thinking and that of others when making, testing, and revising co-design decisions based on the relevant theory work and empirical findings as the design principles for the FA-embedded laboratory practices. This study has important implications for the inclusion of teacher candidates as active co-designers of high-leverage instructional practices such as FA in science learning settings. [ABSTRACT FROM AUTHOR]

This study explored the use of digital notebooks in an elementary science methods course to encourage teacher candidates (TCs) to think critically about and reflect on important aspects of elementary science teaching. Framed within John Dewey's experiential education and the application of this work to science education, we examined how TCs experienced digital science notebooks and the ways in which TCs plan to use them in their future classrooms. Data sources from two course sections included pre- and post-surveys and focus group interviews and were analyzed qualitatively. Findings suggest TCs' engagement in digital notebooks as an inquiry experience and the investigative tasks therein supported organization of thoughts and reflection, taking multiple perspectives, and resulted in different levels of confidence in using digital notebooks, particularly regarding technology. Teacher candidates valued digital notebooks for use with students, noting the recording of observations and scientific explanations, differentiation and multimodal strategies, accessibility/shareability, and creativity. Concerns about digital notebooks included technology difficulties, technology access, and appropriate usage for elementary students. This study provides critical insights into how TCs perceive digital notebooks, an online tool that can be used to support active inquiry experiences in science, as students and as teachers. [ABSTRACT FROM AUTHOR]

'Design and Technology' has been propelled into the spotlight with the popularity of the idea of 'STEM'. So much so that it is now common for primary schools to have 'STEM classrooms' or makerspaces. Whilst there has been an increasing exploration of the use of makerspaces, there has been limited research on the impacts, particularly with pre-service teachers (PST), who are known to lack confidence in STEM-related subjects. Therefore, in this research, we explore how different aspects of makerspaces may influence PST confidence. Participating PST worked in small groups in the Uni Makerspace to design a product as part of a formal university assessment in a primary education Science subject. The case study design includes four groups of PST and data from interviews, observations and artefacts. Results outline confidence development amongst PST with several key Makerspace influences identified, including the importance of learning to use sophisticated equipment and the key role played by the Makerspace facilitators. Implications for Makerspaces and STEM education are discussed, including the potential to leverage the 'novelty effect' of Makerspaces, and the need to offer extensive support, particularly in the early stages of engagement. [ABSTRACT FROM AUTHOR]

This descriptive qualitative study examined pre-service teachers' cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were employed to examine participants' cognitive conditions and processes in detail. The findings uncovered a cognitive paradox: pre-service teachers exhibited less sophisticated beliefs, negative emotions, low self-efficacy, and limited task knowledge while simultaneously holding high outcome expectations and mastery goals. Their cognitive operations revealed a similar cognitive paradox, highlighting the tension between the desired outcomes and the processes employed to attain them. They used both primitive and acquired cognitive operations. Their primitive cognitive operations were predominantly characterized by monitoring and assembling, whereas the acquired processes involved seeking and using feedback and observing. Like cognitive operations, their metacognitive adaptations were reactive and superficial, mainly focused on error identification and rectification. Although their cognitive and metacognitive engagement evolved with time, the presence of simultaneous paradoxical elements accentuates the complexity of the interplay between pre-service teachers' cognitive conditions, cognitive operations, and metacognitive adaptations, making it a non-linear, complex, and multi-dimensional process driven by contradictory forces. These findings have important implications for teacher education programs, suggesting tailored interventions and support mechanisms. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore an approach to an elementary science methods course that utilized a science notebook to physically distinguished multiple perspectives of science teaching and learning. We conceptualized teacher candidates' (TCs') thinking within a framework titled Exploring Multiple Perspectives in the Methods Course, focusing on a student perspective and a teacher perspective. We examined the pre/post drawings of a science teacher, which included reflections on the drawings, and end-of-semester focus group responses of 30 TCs from two sections of the methods course. Nineteen TCs either included notebooks in their post-drawings or indicated their value in their reflections. Focus group responses suggested the impact of taking the student perspective and the teacher perspective in the methods course. Furthermore, TCs discussed the notebook as a reference and reflection tool for students and teachers, as a tool for assessment and recording thinking, and notebook use as an elementary teacher. The findings of this study add to the literature by examining how TCs perceive and talk about using the science notebook when it serves as a tool to support explicit attention to student and teacher perspectives in the methods course. [ABSTRACT FROM AUTHOR]

Preservice teachers' beliefs regarding technology integration significantly influence their future teaching practices. This qualitative study examines the beliefs and intentions of 51 preservice teachers within the context of technology integration in their envisioned teaching scenarios. Thematic analysis identified three primary themes. Firstly, participants expressed their intentions to integrate technology into teaching, with 74% exhibiting a high intention, 22% moderate, and 4% low. Secondly, value beliefs encompassed positive perceptions supported by interest and usefulness, including eight roles of technology (e.g., facilitators, quality enhancers) and four concerns (e.g., equity, safety). Negative beliefs such as distraction were also identified. Thirdly, pedagogical beliefs varied, with 49% holding student-centered views, 37% being teacher-centered, and 14% balanced perspectives. Crosstab analysis explored relationships between technology integration intention levels, value beliefs, and pedagogical beliefs. These findings offer insights into preservice teachers' beliefs on technology integration, informing teacher education programs and strategies to enhance technology integration in classrooms. [ABSTRACT FROM AUTHOR]

Student teachers have become an increasingly important group in university. Some scholars have begun to study the influencing factors of student teachers' subjective well-being. However, few studies explored the potential positive factors, such as profession-related support, professional identity and gratitude, especially whether and how profession-related support affects student teachers' subjective well-being, and how this relationship varies across trait gratitude and gender. Student teachers' subjective well-being not only concerns their own mental health and personal professional development, but also concerns their future student's academic performance, lifelong learning and development, so they should be given more importance in scholarly research on well-being. Based on the conservation of resource theory, this study examines the relationship between profession-related support from significant others (teachers, parents) and subjective well-being in a sample of Chinese student teachers, and proposes a moderated moderated-mediation model to reveal the mediating (professional identity) and moderating (trait gratitude×gender) effects of this relation. A time-lagged design was used to collect two waves of data (N = 575). Results indicated that both profession-related teacher support and parent support had positive effect on subjective well-being, professional identity mediated this effect, respectively, and profession-related teacher support made slightly greater contribution to subjective well-being than parent support. Meanwhile, trait gratitude moderated the relationship between profession-related teacher support, parent support, and professional identity (two-way interaction), and this moderating effect was further moderated by gender (three-way interaction). Furthermore, trait gratitude×gender moderated the strength of the indirect effect of profession-related teacher support on subjective well-being (through professional identity), and the mediated relationship was stronger for female (versus male) student teachers who have high (versus low) trait gratitude (moderated moderated-mediation). Theoretical and practical implications and future research directions were discussed. [ABSTRACT FROM AUTHOR]

Despite the widespread integration of technological tools in pre-service English-as-a-Foreign-Language (EFL) education, there has been a dearth of research investigating the effects of the latest virtual platforms on pre-service teachers' competence in lesson planning, perceived presence, and perceptions, particularly in relation to high- and low-achieving pre-service teachers. This study, accordingly, investigated the potential benefits of utilizing innovative online learning platforms, specifically Gather, in teacher preparation education. Through a mixed-methods, quasi-experimental, within-subjects design, 46 English-major junior students enrolled in a pre-service EFL course at a private university in central Taiwan were assigned two lesson planning tasks, the first involving in-class discussion and the second utilizing Gather for interaction. Based on their performance in the first task, the students were divided into two groups: high achievers and low achievers, each comprising 23 students. Analysis of their performances, responses to the Multiple Presence Scale, and reflective journals indicated that both groups demonstrated improvement in lesson planning and reported positive experiences in the virtual learning environment, particularly in terms of physical presence, social presence, and self-presence. Moreover, the students expressed a preference for online learning facilitated by Gather. Notably, while both groups acknowledged the perceived presences in Gather, high achievers exhibited significantly higher levels in all three aspects of presence, suggesting a stronger sense of immersion in the virtual learning setting, akin to face-to-face classroom meetings. These results suggest that platforms like Gather can enhance lesson planning outcomes, foster engagement, and serve as a valuable alternative to traditional videoconferencing tools in teacher preparation education. [ABSTRACT FROM AUTHOR]

Questioning is a critical strategy for science teachers to scaffold students' exploration and knowledge construction in inquiry-oriented science teaching. In science teacher preparation, open-ended questions asked by teachers are advocated as an advantageous strategy to prompt student thinking. However, insufficient attention has been cast on how science content knowledge embedded in teacher questions contributes to students' conceptual understanding. Pre-Service Teachers (PST) may formulate a mindset of hands-off inquiry teaching where students could achieve a learning objective by articulating their thoughts without guidance from teachers. In addition, existing methods for the assessment of questioning are mainly qualitative via discourse analysis from limited scenarios, which may yield biased inferences of a teacher's competency in questioning. Besides, qualitative methods are unwieldy for large-scale analyses due to the complexity of synthesizing discoursal information. In this study, we designed a written instrument for quantitative assessment of PSTs' pedagogical content knowledge of questioning. We thoroughly introduced the free-response and multiple-choice versions of this instrument and applied it with 108 PSTs. The findings supported the validity and reliability of this instrument. As suggested by this instrument, the participating PSTs were aware of the importance of questioning in inquiry teaching. However, the PSTs' difficulties with science content knowledge and knowledge of students' understanding might impede them from determining effective guiding questions to scaffold student learning. Finally, we discussed the potential of this instrument in preparing PSTs' questioning skills. [ABSTRACT FROM AUTHOR]

Despite the enabling role of teacher feedback literacy in students' engagement with feedback, little empirical research has explored the internal structure of this construct and its influencing factors. This paper developed and validated a teacher feedback literacy scale for pre-service teachers and examined its influencing factors (i.e. pre-service teachers' motivations for becoming a teacher and assessment course learning experience). 541 pre-service teachers attended the survey. Confirmatory factor analysis supports the structural validity of the scale. F-tests reveal the significant difference in four dimensions of teacher feedback literacy (i.e. feedback competencies of planning, implementing and follow-up, and appreciation of feedback) among the participants who had taken different numbers of assessment courses. Correlation analysis and structural equation analysis indicate that participants' intrinsic motivation for becoming a teacher has a stronger impact on teacher feedback literacy than extrinsic motivation. Suggestions are made on the cultivation of teacher feedback literacy in teacher education programs. [ABSTRACT FROM AUTHOR]

This study investigated the mediating and moderating effects of peer relationships and psychological resilience on pre-service teachers' professional identities and academic burnout among Chinese college students majoring in music. A total of 512 undergraduate music students from China completed self-report questionnaires assessing their professional identity, psychological resilience, peer relationships, and academic burnout. SPSS's PROCESS macro model 4 and 7 were used to ascertain the relationship between professional identity and academic burnout, as well as the moderated mediation model. These findings indicate that psychological resilience controls the connection between the professional identity of pre-service music teachers and academic burnout. Peer relationships play a moderating role in the association between professional identity and psychological resilience. Strong peer interactions counteracted the adverse effects of reduced professional identification on psychological resilience. This study aimed to identify the primary elements associated with professional identity and academic burnout experienced by pre-service music teachers in China. It offers empirical evidence to support established theories and to further investigate the relationship between professional identity and academic burnout in music teaching. This study offers insights that can inform practical recommendations for psychological interventions that could enhance the professional identity of Chinese pre-service music instructors and alleviate academic burnout. [ABSTRACT FROM AUTHOR]

Science teachers have been urged to use emerging technologies, such as robots, in ways that empower K-12 students as active participants responsible for their learning and knowledge development within the scientific domain. And yet, little is known about whether the use of robots effectively supports students' epistemic agency in science learning. The purpose of this qualitative case study was to investigate to what extent elementary preservice teachers use educational robots in ways that promote epistemic agency in science lessons. Seven data sources were gathered for this study: individual reflections about lesson planning and lesson design, team reflection about teaching with robots, robotics-enhanced science lessons, posters, video-recorded presentations about designed lessons, and participant interview. A framework of epistemic practices for science inquiry was adopted to analyze the data followed by qualitative thematic analysis. Results indicate that the use of robots in science lessons promotes content assimilation rather than self-driven inquiry, robot movement rather than evidence drives science explanations, science activities with robots are situated in a social vacuum, and robot assembly and programming are underutilized in the lessons. Implications for preservice science teacher education and future research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers' (N = 538) initial learning profiles in terms of their learning strategies and self-efficacy beliefs upon entry to teacher education. Furthermore, the association between the profiles and pre-entry factors (age, written entrance exam) as well as first-year achievement was studied. The data were gathered via questionnaire from four universities and their student registers. The person-centred approach utilising a latent profile analysis was applied to identify learning profiles among preservice teachers. Three distinct learning profiles were identified: unregulated students with low self-efficacy (37.5%), average strategists with low self-efficacy (33.1%) and self-regulated and deep learners with high self-efficacy (29.4%). The first profile performed worst in the first-year studies, whereas the last profile was characterised by the oldest students and best performers in the written entrance exam. The findings expand our understanding of the initial learning profiles of preservice teachers and thus offer valuable information for teacher educators to support teaching practices and curriculum design. Practical implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint courses with mathematics majors from the beginning of their studies. While this is thought to provide them with both deep mathematical knowledge and teaching-specific content right from the start, many of them report disaffection with and disengagement from mathematics during their very first semester. Current approaches often frame this from an individual's perspective, investigating cognitive and affective individual differences among students. In contrast, we aim to understand this issue from a sociocultural perspective, examining underlying social processes. In this study, we thus explored preservice teachers' experiences of the mathematics component of their training, using Holland and colleagues' theory of figured worlds as a theoretical lens. Three group interviews with 14 preservice higher secondary teachers in a common mixed setting in Germany (one course specific to preservice teachers, one general mathematics course together with major students) were analyzed. Our findings displayed that the preservice teachers experienced two dichotomous figured worlds of mathematics and mathematics teaching. Our further analysis of their positioning between these worlds provided new insights to explain their disaffection, disengagement, and consequent learning behavior. We discuss practical implications, focusing on different teaching systems and interventions in teacher education. [ABSTRACT FROM AUTHOR]

In this study, we investigate how pre-service teachers' group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom. [ABSTRACT FROM AUTHOR]

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice. [ABSTRACT FROM AUTHOR]

This study explored pre-service teachers' technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers' blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers' technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers' technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness. [ABSTRACT FROM AUTHOR]

The role of technology cannot longer be ignored or solely described as a medium for teachers and preservice teachers. Nowadays, demand for more technologies is increasing in various aspects of their daily activities. Numerous studies have been conducted to enhance the teaching learning of Chinese as a foreign language (TCFL) for international students. In this study, 163 participants experienced our new teaching model based on the mobile app Moso Teach. This model aimed to facilitate skills development during one academic semester, from September to January. Our findings highlight the importance of the teaching–learning environment, the use of technology, and the design of the teaching–learning model in the development of preservice teachers' skills regarding pedagogy, technology, didactic abilities, and social skills. When comparing the experimental group (EG) with the control group (CG), a significant level of development is observed. Hence, this study can help institutions and teachers in supporting preservice teachers, promoting self-awareness, and enhancing their reaction–learning skills to maximize educational benefits. [ABSTRACT FROM AUTHOR]

Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; Mage = 26.29 years; 75.2% female) and school students' (Study 2; Mage = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) between immigrant and non-immigrant students. Study 1 shows that preservice teachers, regardless of their own cultural background, perceived the Turkish origin teacher as less biased, even when she voiced the stereotype, and as more motivationally supportive of school students in general than the German origin teacher. Study 2 shows that in contrast, among school students, the minority teacher was not perceived as less biased than the majority teacher. Rather, immigrant school students, in particular those with Turkish roots, were more concerned than students of the German majority that the teacher—irrespective of her background—was biased. Interestingly, these differences between students from different backgrounds disappeared when the teacher said that learning gains differed between immigrant and non-immigrant students. Immigrant school students of non-Turkish backgrounds, but not Turkish origin students suffered in their learning when instructed by the Turkish origin teacher who voiced the stereotype. We discuss implications for teacher recruitment. [ABSTRACT FROM AUTHOR]

This experimental study examined ways to reduce stigma against children with attention-deficit/hyperactivity disorder (ADHD) symptoms. We randomly assigned 220 Chinese pre-service teachers to one of the four experimental groups in which they read a vignette describing a student with ADHD symptoms. The contents of the vignettes differed from one another on two dimensions: (a) the causes of the symptoms (biomedical versus social) and (b) the extent to which the student has exerted effort to improve (high effort versus low effort). Participants who received biomedical explanations of ADHD ascribed less blame to the target compared with those who received social explanations. However, the group difference was only significant in the "low-effort" group, but not in the "high-effort" group. Similarly, the "biomedical" group indicated higher levels of entity beliefs than the "social" group, but the group difference was only significant in the "low-effort" group but not in the "high-effort" group. Finally, participants in the "high-effort" condition reported a stronger intention to interact with the target compared with participants in the "low-effort" condition, whereas onset causal attributions did not affect participants' ratings on behavioural intention. These findings may have implications for reducing ADHD stigma and bear relevance to other kinds of social stigma. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Previous studies have shown that (preservice) teachers have more negative stereotypes toward students from lower socioeconomic backgrounds than toward students from higher socioeconomic backgrounds. School-specific studies on different low socioeconomic origins have been non-existent so far. Evidence collected in non-school settings shows that welfare recipients are stereotyped more negatively than the working poor. This mixed methods study therefore surveyed cultural stereotypes and individual constructions of difference concerning the working poor and welfare recipients by German preservice teachers. In the quantitative study (N = 196), more stereotypes were mentioned in relation to welfare recipients than to the working poor, and more negative and fewer positive stereotypes were mentioned in relation to welfare recipients. In addition to social status, the individual characteristics (e.g., commitment) of welfare recipients were more frequently stereotyped negatively than those of the working poor. In the qualitative interview study (N = 10), preservice teachers reported that the general public perceives welfare recipients more negatively than the working poor. Preservice teachers who obtain their information about welfare recipients from public perception attributed individual failure (e.g., low commitment) as the cause for welfare recipients and structural failure (e.g., incorrect decisions by policy-makers) as the cause for the working poor. Other preservice teachers disagreed with the negative public perception based on personal experience and described welfare recipients as only being in a worse social position than the working poor. The results of the mixed methods study reveal the need to distinguish between different low socioeconomic origins in future stereotype studies. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the integration of AI-powered tools into the lessons in the context of the diffusion of innovation theory. One of the main features of AI-powered tools is that they provide personalized results or feedback. For this reason, it is important for students to experience these tools in person, that is, to interact with them, for their appropriate/accurate use in lessons. According to the diffusion of innovation theory, individuals with high levels of individual innovativeness are more likely to adapt to and use new applications or technologies than other individuals. In this context, we conducted a case study of pre-service teachers who have not received artificial intelligence education before, in order to investigate the purpose of using AI-powered tools while integrating them into their lessons, their status of providing interaction, and the change in their views on artificial intelligence according to the diffusion of innovation theory. We conducted/implemented the research with 3 AI-powered music applications developed by Google arts and Culture with the participation of 32 pre-service teachers. After explaining the features of the related applications to the pre-service teachers, we asked them to prepare lesson plans for each application. According to the results obtained, it was seen that the individual innovativeness scores of pre-service teachers differed significantly according to the level of providing interaction of ai supported tools with students in their lesson plans (X2(df = 3, n = 32) = 7,98; p <.05) and the effect size (.60) was also high. In other words, as the innovativeness levels of pre-service teachers increase, they use aipowered tools interactively with students in their lessons. According to the other results obtained in the study, there was a change in the pre-service teachers' views on artificial intelligence before and after the implementation. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers' definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes. [ABSTRACT FROM AUTHOR]

Internationalisation of the higher education system continues to have a strong impact on national education policies. From an international perspective, learning to teach in globally competent and culturally responsive ways is a core element of teacher education. For this purpose, academically and practice-oriented student teacher exchange programmes have been established. It is often taken for granted that corresponding internships abroad offer positive learning experiences, but research shows that these expectations are frequently not met. This paper; therefore, investigates if and how learning takes place in multi-week international internships, what shapes, enables, limits or obstructs this learning. The investigation is based on a qualitative-hermeneutic approach with data collected from group discussions and analysed according to the documentary method. The analyses led to two 'ideal types': the first is based on learning from contrasts and includes sub-types in which the student teachers' perceptions and interpretations are differentiated or distanced to a greater or lesser extent. The second ideal type, in which learning takes place through challenges, is also divided into sub-types which differ in the degree of self-efficacy experienced by the students. The paper concludes with some suggestions on how pre-service teachers can be supported so that the learning potential of their internships can be exploited more fully. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing —an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs. [ABSTRACT FROM AUTHOR]

Systemic and seismic changes across multiple dimensions of schooling are needed to create equitable schools. We highlight a promising set of intentional and illustrative practices at one university that illustrate how equity can be highlighted across educational systems. While our efforts are ongoing, we explore a commitment to equity and social justice across: (1) A professional development school network. (2) An elementary education program. (3) Focal classrooms committed to equity practices. (4) Teacher education courses embedded in schools. This paper draws on data collected at each systemic level listed above. We use these data to illustrate the importance of intentional and simultaneous efforts to change practices across classrooms, schools, teacher professional development spaces, and teacher education courses. While our efforts are ongoing and inevitably incomplete, we maintain that this systemic confluence contributes to comprehensive and sustainable structures that support more equitable learning experiences for children, teachers, preservice teachers, and university faculty. [ABSTRACT FROM AUTHOR]

Teacher educators globally have argued that developing coherent programs can combat the fragmentation that often characterizes teacher education and better support teacher learning. Yet, there is little research on coherence in mathematics teacher education, especially from the perspectives of preservice teachers. To that end, in this article, we report how 13 secondary mathematics preservice teachers (PSTs) from one teacher education program perceived their program as coherent, specifically attending to the ideas and practices PSTs engaged with and the settings in which they engaged with those ideas/practices. Based on participatory diagramming interviews and network analysis, we found that PSTs experienced two main sources of incoherence. First, although PSTs had opportunities to learn about equity from multiple settings, they did not perceive that equity and other aspects of mathematics instruction together were coherently organized. Second, PSTs reported learning about two opposing instructional approaches—direct instruction and inquiry-based instruction. PSTs reported that opportunities to learn about inquiry-based instruction were primarily isolated to courses taught by the mathematics education program and were contradicted by learning and experiencing direct instruction in their special education courses, mathematics courses, and field and student teaching experiences. Findings highlight a need to attend to issues of equity, as well as connections among university coursework and between coursework and field. Based on our findings, we conclude with implications for how teacher education programs might respond to and engage with incoherence to support PST learning. [ABSTRACT FROM AUTHOR]

Students' emotions (e.g., enjoyment, boredom) while doing math and their situational interest in mathematics are important for their learning of mathematics, but examinations of teachers' judgments of students' emotions and interest while solving tasks are rare. Moreover, we do not know much about the predictors of teachers' judgments of students' emotions and interest. In this study, we addressed preservice teachers' judgments of students' task-specific enjoyment, boredom, and situational interest and analyzed whether such judgments are related to preservice teachers' own enjoyment, boredom, and interest. Furthermore, we aimed to analyze whether preservice teachers' judgments differ between the two types of tasks under investigation (tasks with and without a connection to reality). To achieve these aims, 182 preservice teachers were randomly assigned to one of two study conditions. In one condition, preservice teachers' judgments of task-specific emotions and situational interest for fictitious 9th-grade students were measured, and in the second condition, preservice teachers' own task-specific emotions and situational interest were measured. The results show that preservice teachers' judgments of students' task-specific emotions and situational interest differ for tasks with and without a connection to reality. Further, our findings indicate that preservice teachers' judgments of students' task-specific emotions and interest differ from preservice teachers' own task-specific emotions and interest. Implications for theoretical models of teachers' judgments and consequences for teacher education are discussed. [ABSTRACT FROM AUTHOR]