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Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez 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.)

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs' professional development. Semi-structured interviews were used to explore ECTs' (n = 25) and mentors' (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF's effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development. [ABSTRACT FROM AUTHOR]

The paper analyzes the impact of uncertainty on teaching and proposes a method to rethink learning design and teaching action management and to renew future teachers' training paths. Specifically, the research focuses on how learning design can help future teachers deal with the unexpected. We propose design strategies, including modularity, anticipation, hierarchy, redundancy, and deviation formalized in the "Design for the Unexpected in Education" (DUE) method, and we present the results of research conducted on initial teacher education at the University of Macerata. The data analysis of future teachers' learning designs and post-action reflections shows meaningful changes. In fact, after specific training and introducing the DUE method, future teachers can deal more confidently with the unexpected and achieve planned goals. Future teachers also refer that anxiety is reduced through prior discussion of uncertainty and available regulation strategies. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group 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.)

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs’ professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development.

Mediation in easy-to-read literature remains relatively underexplored in both initial and ongoing teacher education programs, but it is beginning to emerge within the field of literary mediation. While traditionally associated with special education training, the concept of easy-to-read literature has not been fully integrated into teacher training programs as a mediation strategy. Consequently, there is limited evidence regarding its usage and benefits in school settings. Therefore, the aim of this contrastive study is to investigate the practices of easy-to-read literature mediation in initial teacher education programs in Spain and Chile. Preliminary findings reveal specific practices initiated in higher education for easy-to-read literature, highlighting the necessity for support from in-service teachers in adopting this methodology. Additionally, the study underscores the democratization of easy-to-read mediation techniques, enabling the adaptation of both literary and non-literary texts following established guidelines and principles proven effective across diverse contexts. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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.)

Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional, and can be viewed from several perspectives. A previous study validated a set of rubrics designed to assess pre-service teachers’ development of global competence. The research presented in this paper tested the internal consistency and reliability of the set of rubrics in order to create an instrument validated within the international context that was robust and consistent from a methodological point of view. The set of rubrics was self-administered online by 729 pre-service teachers studying in 12 teacher education programmes across 10 different countries around the world. The data analysis showed a high level of reliability and internal consistency of the rubrics, indicating their ability to assess pre-service teachers’ global competence. The exploratory and confirmatory factor analysis suggested changes to two areas of the rubrics. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness and impact of cooperative dynamics and cooperative teams in the achievement of cooperative competences in initial teacher education. A total of 128 students took part. The study is based on a mixed methodology. The quantitative data were analysed using descriptive and inferential statistics and the qualitative information was analysed using content analysis. The results show that there are no statistically significant differences between the pre-test and the post-test globally, nor are there statistically significant differences between men and women. However, there are statistically significant differences between students from the upper secondary school and those from the baccalaureate. The results also provide information on the weaknesses, strengths, threats, and opportunities perceived by the cooperative teams and the improvements to be made for future teamwork. [ABSTRACT FROM AUTHOR]

This paper explores the perspectives of the tutors and mentors involved in Turkish special education departments' initial teacher training, and how their understanding of and degree of agency shapes the nature of the partnership in it. The data collected from four partnership settings identified three sub-themes: expertise; experience; and expectations. The collective understanding within the teacher training environments shaped the behaviour of individuals. However, rather than working in collaboration with schools, the dominant role in the partnership is either taken by the tutors, and the mentor is largely ignored, or tutors leave the dominant role to the mentors and participate in the system superficially. Exploring the collaboration in Turkish teacher training programmes seems to be an important area to improve the overall quality of teacher training. Looking at ways in which mentors and tutors exert agency offers an opportunity to strengthen levels of collaboration. [ABSTRACT FROM AUTHOR]

This study discusses the contributions of the Pedagogical Residency Program (PRP) to the redefinition of the Supervised Curricular Internship practices developed at the Federal University of Piauí (UFPI) in teacher training courses. The research had as objectives to know the proposal of the PRP, to analyze the relation theory and practice in the developed actions and to identify its contributions for the redefinition of the Supervised Curricular Internship. A qualitative research was carried out, using simple observation, document analysis and the questionnaire as techniques and instruments for data production. The subjects were 37 professors from UFPI, who work in the PRP as guiding professors. The results show that the Program brings an approach based on practical rationality, guided by the reflective practical focus of teacher education, having the potential to give new meaning to the Supervised Curriculum Internship practices. [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte 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.)

An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL's Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not 'stagnate because there is no distraction from the day job', but continue to develop and maintain their commitment to the profession. [ABSTRACT FROM AUTHOR]

This research carried out an archive analysis, having as object the degree program structure (DPS) of a natural sciences teacher training course. Based on Freire's Liberating Education, as well as other critical theoretical frameworks, and the French-Brazilian Discourse Analysis theoreticalmethodological framework, it aimed to look at the context production of the discourse materialized in the DPS. Through the analysis, it was considered that emerged from their interdiscourse elements such as: articulation between theory and practice in teacher education; articulation between teaching, research, and university extension; approximation between University and School; pedagogy of competences. On the other hand, some silences were noticed: absence of theoretical affiliations; jargon and commonplaces; absence of equity discourse. Thus, it was concluded that the critical-transformative perspectives cannot and should not appear in a veiled or implicit way in a document of this type. On the other hand, in this movement, we can consider the silence and inconclusion present in the discourse materialized in the DPS precisely as points of drift, transformation and overcoming of the hegemonic logic. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

Background/purpose – Teaching practice is an essential and integral part of preservice teacher training. In this study, we investigated its role in guiding and supporting student work, and whether or not it contributed to their successful completion of a teacher education program. Materials/methods – Evaluation was conducted by preservice teachers, who constituted a stable sample throughout the research (approx. 130 students per stage), as they were directly involved and deemed the most competent to evaluate the program. Three different semi-structured questionnaires, with quantitative (closed-ended 5-point, Likert-type scale items) and qualitative variables (open-ended questions) included. Results – The research data showed that a connection between pedagogical theory and practical application in the classroom was achieved to a satisfactory degree. The preservice teachers recognized the importance of reflecting on the educational process during the final stage of their teaching practice, when they are required to teach on a daily basis. A number of issues were also identified; most importantly, mastering the subject matter of science courses and overcoming the difficulties faced in teaching those subjects. Conclusion – Based on the study’s results and in comparison with previous related research, we find that the evolution of the Teacher Training Program has shown improvement and is perceived more positively by preservice teachers. However, there are still several aspects that require further change and improvement in order to provide preservice teachers with the best and most comprehensive training possible.

In today's world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers' ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science 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 Human Review is the property of Eagora Science 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students' digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship. [ABSTRACT FROM AUTHOR]

Background: Due to recent lockdown conditions, which restricted opportunities for face‐to‐face contact and the ability to be physically in schools, the need for novel, safe ways to train pre‐service teachers emerged even more pressingly. Whilst virtual simulation has received some attention in pedagogy and its benefits have been demonstrated in many disciplines, there appears to be less synthesized evidence on the use of physical and/or mixed‐reality simulation utilized in teacher training. Objectives: The goal of this systematic scoping review was to summarize and synthesize the literature on the use of physical and/or mixed‐reality simulation in pre‐service teacher training. Methods: A systematic scoping literature review combined with a textual narrative synthesis was undertaken. Ten reference databases were searched in May 2020: Academic search premier, CINAHL, Education Research Complete, Humanities International Complete, Psychology and Behavioural Sciences Collection, PsycInfo, Teacher Reference Center, Science Direct, Web of Science and Scopus. Results and Conclusions: Following inclusion/exclusion criteria assessment and screening, 13 articles were included for appraisal and synthesis. Seven papers examined physical simulations, while the remainder examined mixed‐reality simulations. The evidence from this review suggests that simulation, including physical and mixed‐reality types, could be used as a tool to increase confidence, self‐efficacy, classroom management skills and communication. Implications: In comparison to other fields (e.g., nursing, medicine and aviation) simulation in education appears to be in its infancy—more large‐scale research is needed. At the same time, this review indicates that mixed‐reality simulation in particular has the potential for contributing to teacher education, because it offers the potential for learning in various contexts when compared to traditional didactic teaching practices. Lay Description: What is already known about this topic: Computer‐based simulation used in pre‐service teacher training can have a positive impact on specific skills development.The use of virtual reality in relation to pedagogy and pedagogical environments already has a noteworthy evidence‐base, but an overview of physical and mixed‐reality simulations in pre‐service teacher education is underrepresented.Virtual simulation is an emerging powerful tool to provide an inside experience, where pre‐service teachers can engage with the environment and virtual characters in a way that feels realMixed‐reality simulation involves real and simulated environments in which virtual and real objects, as well as people interact in real time. What this paper adds: An overview of evidence for physical and mixed‐reality simulation used in pre‐service teacher education.Evidence that physical and mixed reality simulation allow trainee‐teachers to reflect on their behaviour within a classroom setting and which is observable by other participants. Implications for practice and/or policy: Educators should explore a range of simulation options in pre‐service teacher education to harness the different strengths of the technologies.In the face of future emergencies, which may reduce face‐to‐face learning contexts, mixed‐reality simulation appears to be a promising approach to instil teaching skills whilst interacting with other participants [ABSTRACT FROM AUTHOR]

Theoretical knowledge taught in the classroom forms the bulk of lectures in Initial Teacher Training today. Persuaded that knowledge constructed in the community ought to permeate Teacher Training, Zeichner has developed the notion of Hybrid Space – a space for reflection, training and educational improvement where the background of academic/professional knowledge merges to create new learning opportunities, and where the voices of all participants emerge inclusively. Drawing on but also nuancing Zeichner's Hybrid Space, this paper examines how (1) incorporating working with (in, about, through) contemporary art into our teaching, and (2) putting this pedagogical approach into play by means of situated learning contexts that work with and in the community offers the opportunity to create an innovative teaching approach. This innovation takes the form of transdisciplinary and nomadic learning inputs that operate within an in‐between space and result in unique and unrepeatable learning experiences for all the participants involved. [ABSTRACT FROM AUTHOR]

In this scope we aim to contribute to the reading, interpretation, translation and signification of the CNE/CP 22/2019, that defines the National Curricular Directives for the Initial Training of Teachers for Basic Education and institutes the Common National Base for the Initial Training of Teachers for Basic Education (BNC-Formação). We approach such questions based on the studies of Ball that allows us to think of spaces for the translations and reinterpretations of the subjects, added to the contributions of Ernesto Laclau's discourse theory. We defend that the aforesaid curricular policies may be defended in a post-structural perspective, as a struggle for signification that seeks to, constantly, a definition of what constitutes the best training for teachers in an attempt to establish meanings for the category. We consider that the normative text of the CNE/CP no. 2019/22 opinion, while presenting itself as attempts to close and fix the meanings around the initial teacher training, is a discourse that, while being hegemonized, tends to lose strength when facing demands that are contextual and also when facing the precariousness and contingencies. Through the infinity of possibilities of signification present in policy articulations, through the CNE/CP no. 2019/22 opinion, even if taken as "correct" to enforce and govern the control of educational actions and decisions, is not taken, nor securely consolidated and destined to a successful implementation. [ABSTRACT FROM AUTHOR]

Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one response to this complexity is greater standardisation, another is to foster thinking, autonomous professionals. Attempting to reconcile these tensions and provide a coherent ITE experience, one School of Education introduced an overarching framework of strands of content and phases of the training year. Beginning teachers, from both Primary and Secondary one-year postgraduate teaching routes, shared their experiences of this framework in a series of focus groups at different points in their training. Responses suggest that the framework does provide a valuable guiding structure and stimulus for reflection, though potential for use in school and in the latter stages of the course is yet to be completely fulfilled. In view of the individual trajectories of the beginning teacher, it is argued that future development might focus more on the framework's value as a reflective tool in both university and school settings, rather than as a formal route map for teacher learning. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao 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.)

Training for teaching in higher education should occur in graduate programs (PPGs), but there are no guidelines on how this training should occur. The CAPES, responsible for the development and evaluation of graduate programs, determines that graduate students undertake teaching internships (TI) as a form of preparation for teaching in university. Thus, the aim of this work was to verify, by means of an electronic questionnaire, which pedagogical training activities, including TI, were conducted by graduate students of Biological, Health and Human Sciences. In general, graduate students from CH conduct more theoretical activities (courses and discussions/seminars on higher education) while graduate students from CB and CS conduct more practical activities (TI, elaboration and correction of activities and assistance in practical classes). Regarding to the TI, graduate students from CH have more time with their supervisors than those in other areas. In addition, a third of graduate students from the three areas did not teach practical classes or participate in the evaluations of undergraduate classes where they take the TI. CH graduate students evaluate their pedagogical training more positively than graduate students in other areas. Thus, the discussion about teacher training in PPGs should involve the different areas of knowledge, including the experiences of each area, to qualify the pedagogical training of future teachers of Higher Education. [ABSTRACT FROM AUTHOR]

Inquiry is presented as an appropriate approach to initiate scientific literacy at early ages. Initial teacher training is considered a key aspect of bring inquiry into Early Childhood classrooms. However, there are few specific inquiry programmes including transfer to practice in order to train teachers at this stage of education. This paper presents the foundations, the design principles and the sequence of activities of an inquiry-based training programme for Early Childhood pre-service teachers integrating academic and professional training. It has been developed in two different training centers framed in the subjects of Natural Science Education, Practicum III and Final Degree Project. The assessment that the participants make of the use of the inquiry in Early Childhood Education is presented in this paper. The analysis of this assessment allows us to make proposals in order to improve the programme. [ABSTRACT FROM AUTHOR]

• A diverse learning context is essential for developing student-centred orientations and pedagogies. • Deconstruction of teaching events is crucial to developing pedagogical reasoning. • Trainees value reflections and discussions with peers and more experienced teachers. • A collaborative learning approach supports trainees' learning more effectively. This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants' teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession. [ABSTRACT FROM AUTHOR]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 study explored the extent to which organisations responsible for initial teacher training, prepare pre-service teachers to deliver comprehensive sexuality education in schools. Five electronic databases were searched to identify publications that reported the provision of CSE training for pre-service teachers. Methodological quality was appraised using The Joanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Syntheses. Descriptive analyses were conducted to summarise the scope of pre-service teacher preparation. Twenty-two documents, primarily from the UK, Australia and the USA were identified for review. Overall, information regarding training in comprehensive sexuality education for pre-service teachers is limited. The review identified wide variability in training content and positioning in primary and/or secondary programmes as either core or elective requirements. Current provision does not appear to align with international and best-practice guidelines in most instances. Further research and greater transparency regarding the preparation of pre-service teachers to deliver comprehensive sexuality education is recommended to identify and prioritise best-practice holistic teaching concepts to improve teacher and student outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Heteronormative patterns are prevalent in contemporary societies, especially in the Brazilian context. These patterns can lead to a subjugation of others, producing the spread of masked prejudices in the form of expressions and jokes about gender and sexuality. In this sense, the objective of this work was to sensitize future teachers, using as methodology dynamic workshops, held with the graduates of the biological sciences, chemistry, physics and mathematics courses at ICENE / UFTM, in which the subjects' perceptions regarding gender were collected. and sexuality based on linguistic expressions used in different contexts. The results can indicate a position contrary to the use of pejorative expressions in any context of society, especially the school, and that the treatment of concepts related to sexual diversity must occur in a careful and not stereotyped way. It was found that future teachers and all education professionals need knowledge about sexuality education, both during their initial and continuing education, so that they can effectively deal with the discrimination and prejudices that are still perpetuated against behaviors and attitudes non-heteronormative. [ABSTRACT FROM AUTHOR]

There is widespread concern about the shortage of secondary school teachers in England. Recruitment to initial teacher training regularly fails to meet its intake targets. The secondary school pupil population is increasing. Teacher vacancies have risen, and more teachers are reportedly leaving the profession prematurely. Despite considerable investment in a wide range of initiatives, costing millions of pounds, the government has acknowledged that it has been unable improve the situation substantially. This paper presents time-series analyses of official data and documentary analyses of government publications. These suggest that teacher shortages are partly created by government policies themselves - including flaws in the selection system, and school funding system, the official extension of the education and training leaving age, and increases in the number of small schools. It is difficult when planning for teacher supply to anticipate the impact of such varied policy changes years ahead. Consequently, estimations of the numbers needed to be trained are hardly ever accurate. This paper suggests a reconsideration of the current selection processes for initial teacher training, independent review of the Teacher Supply Model, and a long-term approach to teacher supply planning, considering other policy changes in a more coordinated way. [ABSTRACT FROM AUTHOR]

As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers' praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering. [ABSTRACT FROM AUTHOR]

Recent studies indicate that the role of teachers has undergone profound changes in recent decades, due to new requirements demanded by the task of educating. In order to confront this new reality, Initial Teacher Education (ITE) poses important challenges in the preparation of future professionals who will be in charge of providing quality education. Such reality is also present in Paraguay, since there are urgent challenges that need to be addressed in order to respond to the need of a better quality and results in education. Since the Educational Reform in 1994, the teaching sector has become one of the weakest points, without significant progress in recent decades. However, currently there are starting processes that aim to relieve existing weaknesses and confront the main challenges. This communication aims to diagnose the main challenges of ITE in Paraguay, for which a document review has been conducted. It consisted of identifying, organizing and analyzing the main documents produced after the Educational Reform, related to the topic previously exposed. For this study, four categories of analysis are presented, which are considered essential according to the latest international trends and the Paraguayan context: a) the strengthening of teacher training centers; b) the training of teacher trainers; c) the attraction of the best candidates and improvement in selection processes; and d) the new curriculum design. [ABSTRACT FROM AUTHOR]

All teacher education institutions depend on school-based teachers to mentor and guide studentteachers on Teaching Practice (TP). Student teaching has been called the most challenging, critical and rewarding stage of teacher education. School-based mentor teachers have a great influence on the development of student-teachers' orientation, conceptions and classroom practice. Although there are benefits in TP for both student teachers and mentor teachers, they might be overshadowed by the conditions under which the school-based mentor teachers work. Hence, this study evaluates the challenges experienced by school-based mentor teachers in supporting Initial Teacher Training (ITT). The study adopted a qualitative case study design in which a purposeful sample of 5 schoolbased mentor teachers participated. Semi-structured interviews were conducted as the main and sole data collection tool. Content analysis was used to analyse data thematically. From the findings of the study the challenges seemed to outnumber the benefits of mentoring to school-based mentor teachers. Furthermore, based on the collected data, I conclude and recommend that there should be introduction of mentor training programmes, mentors be given incentives and have reduced workload in order to have an improved and effective mentoring process. [ABSTRACT FROM AUTHOR]

This article aims to report the analysis of the narrative of a coordinator of a subproject PIBID-Química (acronym from Portuguese for a Federal Program established in Brazil for the improvement of the initial training of High School Science teachers; in this case, Chemistry) on the actions developed in its scope, seeking to identify the contributions of this project to her continued formation and the initial formation of Chemistry teachers. The narrative refers to her insertion on PIBID program. Highlights were the design of project actions and their implications to Chemistry undergraduates' formation. Analysis of the narrative indicates that: I) PIBID contributed to continued formation; II) actions developed in the project under her coordination are diverse due to school reality; and, III) PIBID experience inspired the creation of a discipline that has contributed to the formation of teachers in the Higher Education Institution to which the coordinator is linked. [ABSTRACT FROM AUTHOR]

This small study examines how one group (n = 59) of first-year undergraduate students developed their knowledge through co-construction using an online forum as a platform as part of a three-year Initial Teacher Training (ITT) programme. Professional dialogue at the online interface supported them to cope with the challenges they faced during teaching practice. The data showed that there were gains in student subject and pedagogical knowledge, observed to a greater extent among the peripheral learners. The data presented provide an alternative view from that published in the existing literature about the size and type of both peripheral and core online interactions that were useful in building the confidence and competence of students in the role of teachers in a primary classroom. Ultimately, the online knowledge exchange among peripheral participants provided agency in learning over actions and the ability to cope during teaching practice. This was corroborated by student self-assessment using post-online reflective brainstorms. Sixty-four per cent of the students concluded that they would use this new subject and pedagogical knowledge when in school as part of their teaching practice. [ABSTRACT FROM AUTHOR]

Purpose: The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers' preparation and their future professional practice. The paper aims to discuss these issues. Design/methodology/approach: The authors present the analysis of practice of design and implementation of learning scenarios in teachers' initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science. Findings: The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education. Research limitations/implications: Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice. Originality/value: Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature. [ABSTRACT FROM AUTHOR]

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The objective of the article is to present results of the experience developed in the processes of initial teacher training. The investigation maintains that in the indigenous Mapuche families and communities present in Chile, there is knowledge associated with socio-cultural practices, which would allow supporting a Nursery Education, from an intercultural educational approach, with an epistemic basis in the social memory of parents and sages. The main results reveal key themes in the training, regarding knowledge for intercultural education for children under six years, strengthening communication and work with family and community. [ABSTRACT FROM AUTHOR]