Search

In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation. [ABSTRACT FROM AUTHOR]

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research. [ABSTRACT FROM AUTHOR]

Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two 'practice worlds' – university teacher education and school practice – based on the example of the Austrian 'Partner School Programme' in order to overcome the theory-practice divide. In this conceptual paper, we explore how the 'Partner School Programme' has aimed at bridging the two 'practice worlds' by enhancing collaboration between universities and schools in different ways: pre-service teachers can take part in fieldwork in schools within the framework of a project (project-based learning), a research activity (community-based research) or an organised service (service-learning). The paper shows the relevance of developing integrated approaches for encouraging pre-service teachers' reflective practice as thorough preparation for their subsequent careers and provides teacher educators with new ideas for practical fieldwork. [ABSTRACT FROM AUTHOR]

Teacher educators act as a conduit to student teachers of policy and this has an impact on practice. Changes in policy affect how subjects are viewed in terms of their importance. This research seeks to explore the apparent increase in emphasis on wellbeing development in policy which influences the work of arts teacher educators, alongside a declining focus on the arts, and a separation of wellbeing from the arts in policy lexicon. Adopting a self-study approach, this article explores if wellbeing features in our practice as arts teacher educators and how our arts education practice aligns with national policy and curriculum development in the Republic of Ireland. The results of the study outline ways in which arts teacher educators are shaped by policy. Recommendations are made for a broader view of wellbeing in policy, and an experience of wellbeing and arts which is embedded into learning processes in teacher education. [ABSTRACT FROM AUTHOR]

This study promoted professional learning and agency through a pragmatic formative intervention. Participants sought to change professional practices in classrooms in response to critical reflection on pedagogic practices and wider social concerns. Australian researchers collaborated with teachers and teacher educators from Nepal, informed by cultural-historical activity theory (CHAT). Change Laboratory methods identified a contradiction between heavy curriculum content and pedagogies that were regarded as educationally desirable and socially just. Participants developed eight principles to help teachers enact high-quality, inclusive pedagogies. One group linked this to the idea of MicroProjects, a solution for time-pressed teachers that could embody all eight principles. They worked with teachers in a nearby school to develop and implement MicroProjects across the Grade 1–12 curriculum. The paper traces a cycle of expansive learning actions, revealing how committed, activist research methods promoted teacher professional learning and agency in challenging contexts of the Global South, shifting from what is towards what ought to be. [ABSTRACT FROM AUTHOR]

Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined "normal child" through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers' liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish. [ABSTRACT FROM AUTHOR]

This small-scale qualitative research project is located within post-compulsory education in England and explores some of the strategies and responses employed by three initial teacher educators to carry out their professional role while responding to the COVID-19 pandemic. The central argument is that teacher identity was significant as a pedagogical tool to respond to the pandemic. Therefore, more consideration should be given to the interconnectedness of who I am, what I do and why I do it, when pedagogical responses are needed to address emergent issues. The first part of the paper paints a picture of the available literature related to learning during covid-19, followed by an articulation of the research design. The second part discusses the relationship between identity and pedagogy, which is the central theme constructed from the data gathered from the research participants. It closes with a reflection about how educators as a collective have shown resilience and creative ways to deal with challenges, thus adding new layers of their identity, and this can be pedagogically powerful. [ABSTRACT FROM AUTHOR]

Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the impacts of our positionalities as a means of practicing critical witnessing in community. We suggest this as one means through which teacher educators can move toward decolonizing stances in teaching and research. [ABSTRACT FROM AUTHOR]

Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explored the experiences of UK-based primary science teacher educators participating in a nine-month equity-oriented professional development programme and offers insights for supporting teacher learning for social justice. Analysis of written reflections and open-ended interviews with 15 teacher educators identified three types of reflection that supported justice-oriented practice: personal privilege in relation to race, class, gender and science; the norms and values of educational professional development; and practical implementation of justice-orientated professional development with teachers and schools. We discuss the importance of creating safe and brave spaces for critical reflection for primary science teacher educators and highlight the productive potential of experiences of discomfort that generated humility, empathy and insights that resulted in more equitable practice. The paper underlines the value of supporting educators to embrace discomfort as part of social justice-orientated professional development and calls for a greater valuing of and support for expanded models of professional development that foreground critical reflection and go beyond 'top tips', 'quick fixes', and dominant norms around professional 'politeness'. [ABSTRACT FROM AUTHOR]

Mobilising urban early-career teachers to commonly perceived 'under-resourced' and 'challenging' rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational environment. This qualitative case study explores the professional trajectories of four MR-ECTs in a rural primary school in Guangxi, China, regarding their process and outcome of adaptation during their first two years of teaching. Adopting semi-structured interviews, this study finds that the MR-ECTs were somehow under-prepared for the rural school and adopted a 'deficit' mindset in the first place to perceive their professional challenges in the rural school. Yet, they gradually became more resilient in overcoming the challenges and retaining in the rural school by harnessing and collecting available resources from their pre-service and in-service experiences to increase their place consciousness and rural readiness. This understanding will enable teachers, teacher educators, policymakers and school leaders to assist MR-ECTs' ruralisation and contribution to rural schools in more informed ways. [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]

Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students' agency dimensions. Possible explanations and directions for further studies 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]

By differentially reinforcing questionnaire statements that favored teachers' behavior-specific praise in a multiple-baseline design across participants, we altered the verbal behavior of general education teachers. Our target was a written verbalization favoring the delivery of specific rather than general praise. We then assessed the effects on their spoken interactions with their students. The teachers' specific praise of student behavior increased while reprimands decreased or remained stable. These effects continued after the differential reinforcement procedure was discontinued. The differential reinforcement of verbal behavior is an alternative strategy for adding desired behavior to the repertoires of teachers; it may be more effective than giving instructions about the behavior or directly targeting the behavior itself with differential reinforcement. [ABSTRACT FROM AUTHOR]

This document, titled "Equity and justice: Imperatives for early childhood teaching and teacher education," explores the concepts of equity and justice in the context of early childhood education. The authors argue that these terms are often misunderstood and misused, leading to obstacles in achieving true equity and justice in education. They discuss the fallacies associated with equating equity and equality, the problems with conflating access and equity, and the limitations of curriculum standardization and normative tools in promoting equity. The authors also examine the concept of justice, emphasizing the need to prioritize healing and restorative practices over punishment. They call for a reconceptualization of quality early education that is inclusive and expansive, challenging restrictive and exclusionary practices. The document concludes by urging readers to critically consider these issues and work towards achieving equity and justice in early childhood education. [Extracted from the article]

Alice E. Ginsberg's book, "Transgressing Teacher Education: Strategies for Equity, Opportunity, and Social Justice in Urban Teacher Preparation and Practice," sheds light on the discrimination and inequality that still exist in American primary schools, particularly against students of color. Ginsberg explores the origins of this discrimination and suggests specific initiatives to achieve educational equity. She emphasizes the need for culturally relevant curriculum, encouraging teachers to frame their teaching in a way that recognizes and values students' cultural backgrounds. Ginsberg also addresses issues of discipline policies that disproportionately affect students of color and calls for a more democratic and equal school environment. [Extracted from the article]

What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implications of the accelerated push in teacher education for key social justice and transformative aims of preparing critically reflective, culturally responsive teachers. We tease out what these emerging priorities mean for work of capacity-building for equity, diversity and social justice in teaching and teacher education. We unpack how alternative teacher education programmes that prioritise "employment" present both caveats and opportunities in this regard. We conclude by suggesting ways to harness existing challenges in the service of closer alliances between teacher educators, school staff, members of communities and the education departments for preparing a teaching workforce capable of responding to the needs of their students. [ABSTRACT FROM AUTHOR]

Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field. [ABSTRACT FROM AUTHOR]

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

A deficit-based approach to teaching is widely embedded in higher education. Such an approach emphasizes what is wrong and does not allow for a comprehensive view of students. To counteract this negative approach, higher education teachers may employ strengths-based practices, which bring one's strengths and resources to light, enabling a holistic understanding of self and students. Existing literature supports the positive effects of strengths-based teaching practices on college students, including their self-efficacy, which is crucial to their development. As such, this study sought to add empirical evidence for the relationships between strengths-based teaching in higher education and college students' general, strengths, and academic self-efficacy (N = 268). Correlational analyses revealed statistically significant, moderate positive relationships between a strengths-based teaching practice and college students' general, strengths, and academic self-efficacy. These findings offered insights into higher education teaching practices. Specifically, it may benefit higher education teachers to employ a strengths-based teaching approach as an inclusive practice to serve all college students. However, given the limitations of the current study, additional empirical research on strengths-based teaching practices is recommended. [ABSTRACT FROM AUTHOR]

Despite the growth of research on language teachers’ emotion and professional identity in the past decades, little is known about the emotional life of language teacher educators (LTEs), much less about their emotional vulnerability. Accordingly, the present study drew on activity theory and explored 14 Iranian LTEs’ emotional vulnerability and professional identity construction. Drawing on data from narrative frames and semi-structured interviews, our study demonstrated how context created tensions that profoundly shaped the LTEs’ emotional vulnerability and identification processes. Specifically, we found that LTEs’ emotional vulnerability results from others’ malpractice and/or their own lack of autonomy, leading to further identity investment. Although they faced a myriad of challenges serving as sources of emotional and professional identity tensions, the LTEs adhered to ethics in maintaining their identity standards to positively contribute to teachers’ professional growth. We provide implications for institutional policymakers to better acknowledge the professional status of LTEs so that they become less emotionally vulnerable. [ABSTRACT FROM AUTHOR]

Based on critical content analyses of picturebooks about children who have sought refuge, we outline a scaffolded method for social studies teachers and teacher educators to historicize forced displacement in children’s literature. The method integrates critical literacy, culturally sustaining pedagogies, and inquiry-based social studies frameworks to work toward anti-racist decolonizing stances in education. Drawing from excerpts of representative picturebooks, we share generative questions and instructional resources that invite both teachers and students to investigate the historical and sociopolitical contexts of these narratives, and to deliberately construct counter-narratives, challenging underlying values and assumptions that reproduce persistent hierarchies of power. A generative method of historicizing forced displacement in children’s literature aims to nurture critical understanding of geopolitical interconnectedness of countries and cultures, and to develop a sense of shared responsibility for preventing and addressing forced displacement as a collective humanitarian injustice. [ABSTRACT FROM AUTHOR]

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers' digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular. [ABSTRACT FROM AUTHOR]

This article leverages the literature to examine and uncover strategies and methodologies to assist and empower business professors in achieving excellence in teaching. A content analysis of 13 recent (2020–2022) empirical studies revealed 78 qualities/characteristics of excellent college teaching. A ranking model for the 13 articles was created resulting in 14 distinct categories of qualities/characteristics. An additional content analysis resulted in a reduction of the number of factors to nine. Finally, specific strategies and recommendations for business professors to enhance their teaching excellence and fulfill their potential as outstanding educators are developed and discussed. Such strategies are infused with increased saliency as universities in the U.S. and abroad struggle with decreased enrollment, retention and persistence. [ABSTRACT FROM AUTHOR]

This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectations and then to being professionalised as special educators with self-determination. They struggled with multiple roles, felt marginalised and deprofessionalised, and were dominated by a categorical perspective serving students with special educational needs. Moreover, clearly authorised full-time positions, professionalisation, administrative support, and attitudes towards inclusive education were found to be key determinants in RRTs' successful role transformation. The present study concludes that RRTs should be empowered with clear expectations of their roles and responsibilities to lead inclusive education practices in schools and guarantee a stable professional status via sustainable training. [ABSTRACT FROM AUTHOR]

Inclusive education is a challenge that requires appropriate attitudes in trainee and working teachers. If the influential factors for these attitudes are known, it is possible to enhance them to achieve a training programme focused on quality professional activity. In this sense, the current study revealed and corroborated the attitudinal characterisation around educative inclusion of two groups that are traditionally not researched jointly: working teachers and students about to graduate as Preschool Education or Primary Education teachers. The quantitative method was employed for this purpose, delivering a multiple transversal study: firstly, descriptive, and secondly, relational. The data were compiled through two standardised and validated scales for the research context, determined by the location of the three campuses of the University of Granada. Through the statistical analysis, the results generally demonstrated that the attitudes were significantly different in both groups, although an acceptable attitude was inferred (and indubitably improvable) in both; it was more favourable among female participants, as well as among those who were specialising or were already specialists in Preschool Education. Therefore, it is imperative to develop optimal attitudes among the implicated agents in inclusive education. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers' experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers' perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners. [ABSTRACT FROM AUTHOR]

This academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children's books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students' literacy learning. [ABSTRACT FROM AUTHOR]

A teacher educator shares how a school community engaged family in parent–child interactive reading experiences around big ideas found in diverse literature to deepen inclusion beyond the classroom. [ABSTRACT FROM AUTHOR]

Student employability (SE) is the foremost requirement for current university, especially in the current pandemic situation that business and industry enterprises require more capable employees to survive in a highly uncertain world. There are several characteristics of the teachers such as personalities and ability to use innovative technologies which influences the employability of the students in Chinese universities. Thus, this study investigates the impact of employment education teachers' qualities, such as personalities and the capacity to use new technologies, on SE in Chinese universities, with a particular emphasis on the moderating function of mix‐teaching methods. The research has employed the questionnaires to gather the data from the chosen respondents. The article also applied the smart‐PLS to test the hypotheses of the study. The results revealed that the employment education teachers' characteristics have a positive nexus with SE in Chinese universities. The research clearly shows that the mix‐teaching technique considerably partially mediates the features of employment education teachers and SE in Chinese universities. This research will aid policymakers in implementing guidelines aimed at increasing SE. Practitioner points: Teacher education and professional development programs can play a critical role in enhancing awareness and understanding of neurodevelopmental conditions like ADHD.The attitudes of teachers might be influenced by their knowledge levels so there are no substantial differences in attitudes toward ADHD between university students and teachers.Promoting accurate information and evidence‐based practices in the classroom can foster inclusive and supportive learning environments for students with ADHD. [ABSTRACT FROM AUTHOR]

Language teachers deal with different groups of learners as a natural aspect of their professional careers. However, little is known about how teachers construct their identities in response to various learner groups. This study relies on the concept of identities‐in‐practice and explores how six English‐L2 teachers construct their identities across beginner and advanced levels of teaching. Data were collected from semi‐structured interviews, stimulated recalls, and classroom observations to examine teacher identities across the two practice levels. Data analyses revealed similarities and differences in teacher identities across the two levels, which involved three components: agentic variations, discursive realisations, and extended identities. These findings provide novel implications for understanding language teacher identity construction across different learner groups. The study also provides implications for teachers and teacher educators to pay focal attention to the role identity plays in teachers' work across different practice levels. [ABSTRACT FROM AUTHOR]

This editorial discusses the issue of teacher shortages and attrition in the post-pandemic era and the role of teacher educators in policy development to address this problem. It emphasizes the need for teacher educators to engage in holistic policy development to ensure equal access to quality educators for all learners. The editorial proposes the 5Ps of holistic policy development: purpose, process, plan, and pointers, as a way forward for addressing the challenges in teacher education. It also highlights the importance of inclusive processes and local buy-in in implementing systemic level policies and the need to consider diverse cultural perspectives in teacher education policy. The text raises questions about who should control standards and how they should be implemented, highlighting the tensions between control and professional freedom in the teaching profession. The authors argue for a holistic approach to policy development that considers the unique contexts and needs of each jurisdiction. The text concludes by calling on teacher educators to actively engage in holistic policy development to address the challenges of unfinished learning and educator resignations in the post-COVID-19 era. [Extracted from the article]

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.'s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program. [ABSTRACT FROM AUTHOR]

This study uses intergenerational dialogue as an approach to researching Education for Environmental Sustainability (EfES) with UK youth (aged 16–18 years), teachers and teacher educators. Through analysis of qualitative data from 210 participants shared through 18 h of participatory online workshops, we identify the framings introduced into discussions on EfES. We find a range of conceptual framings, with youth tending to centre on levels of accountability and critique of economic prioritisation. The case study demonstrates how intergenerational perspectives can be brought into conversation during the research process and identifies an appetite for intergenerational dialogue in EfES. We argue that intergenerational dialogue opens up our collective selves (adult and youth) to the thinking of others so that we can transform obstructions and enact education for environmental sustainability. Future work should consider the place for dialogue between key actors across generations in education decision-making processes. [ABSTRACT FROM AUTHOR]

This article reports on the experiences of a mid-career teacher educator who spent a full semester supervising student teachers in schools. Adopting a self-study methodology, she and a critical friend collected and analyzed data, often in the form of reflection, on her experiences of third space and liminality. The time that she spent on the project helped her to develop more nuanced understandings of the complex daily realities faced by elementary teachers, which led to changes in her instruction with the preservice teachers with whom she worked. Importantly, the experience helped her to rediscover a sense of passion for her work. Her approach led to deeper insights on the importance of spending time in schools and of emotions and relationships in the work of teacher education. The experience points toward interesting professional development possibilities for teacher educators at mid-career. [ABSTRACT FROM AUTHOR]

This article reports on how four faculty self-study learning group members reexperienced the newness of teaching when forced to move online because of the COVID-19 pandemic. As a collaborative self-study of experienced teacher educators, we explored our abrupt transitions in teaching over one year through journal entries and individual interviews about our experiences. To better inform and contextualize our analysis, data on our teaching was considered in relation to the PDE 430, an evaluative tool used in our state for assessing both professional employees in PK-12 and the quality of teacher preparation programs. Based on the categories of professional practice reflected in the PDE 430, the findings of our study reveal the various ways in which we struggled to plan for instruction, manage the classroom, deliver instruction, and embody professionalism in our new teaching context. By analyzing these experiences as beginners in the specific context of teaching online, we highlight the importance of developing empathy with teacher candidates, staying current in our fields, and being willing to share our vulnerabilities and uncertainties. [ABSTRACT FROM AUTHOR]

This study takes environmental factors and individual factors as variables to explore the deep internal mechanism of the impact of a comprehensive environment on higher education physical education (PE) teachers' job burnout. Little research has been done on how environmental factors affect the internal mechanism of college and university PE teachers' job burnout through individual factors (e.g., professional pressure and teaching efficacy). In this study, the participants were 231 PE teachers from seven comprehensive universities, and four questionnaires were administered to measure the participants' job burnout, perceived overall environment, teaching efficacy, and occupational stress. Research has found that environmental factors have a significant negative impact on occupational stress, and occupational stress plays an important mediating role between environment and occupational burnout. Research has shown that differences in external environments lead to varying levels of personal stress among college physical education teachers, which in turn affects their level of occupational burnout. The study concludes that a good social, working, and living environment helps to reduce the work pressure on PE teachers, improves their sense of teaching efficacy, and inhibits the occurrence of teachers' job burnout. [ABSTRACT FROM AUTHOR]

The ongoing digital transformation requires teachers and teacher educators to re-conceptualise their roles and tasks. The purpose of the present study is to examine teacher educators’ challenges in the context of digital transformation, their technological pedagogical content knowledge (TPACK) and the role of personal and contextual characteristics. To this end, this study employed an exploratory sequential mixed methods research design. Data were collected from individual semi-structured interviews (N = 8) and an online questionnaire (N = 179). Findings reveal that teacher educators experience challenges on the lecturer and institutional level. However, they rate their TPACK rather high. Results of multiple linear regression analysis indicate that frequency of digital technology use and perceived challenges are significant predictors of TPACK. Findings of the study shed light on teacher educators’ digital upskilling needs and relevant personal and contextual factors which need to be considered in the design of professional development curricula. [ABSTRACT FROM AUTHOR]

Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education. [ABSTRACT FROM AUTHOR]

Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we investigate TEs’ use of technology, the extent to which TEs teach about different aspects of teaching with technology, and which groups of TEs can be identified based on these results. An online survey among 172 TEs at a Dutch University of Applied Sciences revealed major differences in how TEs teach with technology and which aspects of teaching with technology they address to prepare their students for their future teaching practice. Most TEs do not use technology regularly to support self-regulated learning or to provide differentiated instruction, nor do they prepare their students to do so. Three groups of TEs were identified: forerunners, a middle group, and laggards. Further research is needed to untangle the contributing factors explaining the differences between these groups, such as TEs’ competences and possibilities for professional development. [ABSTRACT FROM AUTHOR]

Accompanying a senior methods course, 19 teacher candidates at Southeastern Louisiana University participated in a semester-long social studies fifth grade mentorship at an International Baccalaureate World School. Teacher candidates identified factors they perceived to affect the success of the experiential learning experience through reflections, discussions and questionnaires. Some factors identified were student accomplishment and communication. The impact on attitudes toward teaching social studies was also explored. Nine teacher candidates' feelings remained unchanged because of the experience, eight were positive; two were negative. This study informs teacher educators who include or intend to include experiential learning in their courses. [ABSTRACT FROM AUTHOR]

This study aimed to establish a fully 3D modeled immersive virtual reality (IVR) system for primary school students learning about plants and evaluate teachers' perceptions of the usage of the system and pupils' flow experiences and learning attitudes. There were 5 teachers with expertise in science and IVR experience who were first interviewed to understand their consideration of the limitations of teaching about plants in the classroom. The framework and script of the learning content for the IVR system, as well as the user interface and function were then comprehensively described. Another 10 teachers were invited to evaluate the appropriateness of the system for fifth-grade students to learn about plants. These teachers generally expressed positive attitudes towards exploiting the IVR system for their teaching. Moreover, there were 37 fifth-grade students contributed to the evaluation of the system. The results indicated that the IVR system was capable of offering the pupils perceptions of antecedences to achieve flow such as task challenge, clear goal, instant feedback, well control, and playability, and aroused their flow experiences, particularly regarding autotelic experience and concentration. This study also verified the relationships between the pupils' flow experiences and learning attitudes. The crucial roles of flow perceptions including playability, challenge, and autotelic experience in the pupils' learning attitudes were further identified. According to the results of the evaluation from the teachers' and students' perspectives, several practical and academic implications of this study are proposed. [ABSTRACT FROM AUTHOR]

Career success is associated with having an integrated professional identity, especially for teacher educators who play a vital role in the professional development of novice teachers. Yet, the unique professional needs of teacher educators themselves, especially faculty of color, are often times ignored at predominantly White teaching institutions. In this case study, we analyzed stories related to the professional experiences of teacher education faculty members who participated in a faculty learning community centered on oral storytelling. Our findings indicate that for faculty of color, the process of developing professional identities involved crossing cultural borders, establishing credibility, and redefining themselves to reclaim a sense of professional agency. Faculty learning communities that focus on storytelling have the potential to be an effective approach for faculty development, not previously reported in the literature. [ABSTRACT FROM AUTHOR]

In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, 'third space', and figurational sociology allowed us to understand who and what influenced the redesigning of assessment practices. The three themes relating to assessment included: (i) A network of interdependent relationships influencing teacher educators' reimagining of assessment processes; (ii) The influence of external interdependent relationships and context(s); and (iii) The role(s) of assessor for the teacher educator. We explicitly argue for the need to continue to advocate and advance these practices to 'build Initial Teacher Education back better'. [ABSTRACT FROM AUTHOR]

Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was developed by adapting the Achieve protocol and making modifications based on responses of a Delphi model panel that applied the rubric. I then discuss the use of this rubric with preservice teachers in a course about teaching mathematics with technology and the positive impact it had on their understanding and ability to align tasks and learning goals. I conclude with possible future uses of this rubric for researchers, teachers, and teacher educators. [ABSTRACT FROM AUTHOR]

Even though the Next Generation Science Standards (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high‐quality elementary science methods courses even more imperative. This article highlights preservice elementary teachers' use of an interactive word wall, an instructional strategy that explicitly documented their experiences with disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. Students enrolled in four undergraduate elementary science methods sections participated in the creation, implementation, and evaluation of their classroom's interactive word wall. Through written assignments, classroom discussions, and photographic documentation, students helped to identify seven benefits of using this strategy while collaboratively building their interactive word walls. This article describes the process of setting up the word walls, the students' choices during the construction of the walls, and their reflections on the benefits and challenges associated with using an interactive word wall at the university level. This article provides teacher educators with a strategy to strengthen students' understanding of the NGSS framework and encourages preservice teachers to reflect upon how to use this strategy in their future classrooms. [ABSTRACT FROM AUTHOR]