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Higher education institutions continually increase the demands on college instructors. Yet, all too often, many college instructors have had little to no preparation for teaching in higher education. What is needed is a comprehensive and clear list of characteristics expected of effective college teachers, both in-person and online, comprised by those who are focused on studying the subject matter deeply. To assess the characteristics deemed essential for college instructors to possess, a nationwide, modified Delphi technique was employed, eliciting opinions from an established panel of experts. At the conclusion of a three-round Delphi study, 46 of the 55 original items submitted by the panelists reached consensus of agreement. The 46 items were then categorized to establish six overarching themes associated with effective college teaching. The categorized themes and characteristics determined in the study of effective college teachers should be used as a comprehensive and clear list to provide college faculty with expectations of effective teaching. Additional research is needed to convert the items found in this study into an effective college teaching instrument. Such an instrument should be validated for use across academia as a starting point for the development, training, and support of future and current college teachers.

Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working as a teacher, it is important to understand the extent to which elementary teachers develop science subject matter knowledge in their regular classroom practice and the factors that influence that development. In this longitudinal, mixed methods study we collected both quantitative and qualitative data before and following their final field experience, which was their first opportunity to have significant teaching experience. Findings suggest two important factors for subject matter knowledge development: time for considering science subject matter and a learning setting that values science. In contrast, indicators of learner capacity (i.e., prior knowledge) and time teaching the topics were not associated with teacher subject matter knowledge development.

Strong teacher-family partnerships are vital for children's educational success. Educational policies influence how teachers perceive and engage in these significant relationships. Critical policy analysis focuses on the language, and underlying meanings and beliefs that reify certain understandings and positions in policy. We trace changes in positioning teacher-family relationships in three versions of policy, illustrating the prioritisation of dominant non-Pacific cultures over Pacific languages, cultures, and identities. We propose embracing Samoan concepts like va tapuia (sacred relationships) and teu le va (looking after relationships) as ethical imperatives for teachers to value and nurture respectful relationships with Pacific peoples. We recommend an open-minded approach, including strengths-based visits to Pacific children's family homes. Drawing from successful projects in Aotearoa New Zealand, we urge policymakers and educational leaders to ensure teachers have the time and resources for the dialogue and reflective activities before and following visits that are needed to transform practice.

This study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi-structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub-categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.

Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness of teaching and learning of mathematics and science subjects, secondary schools' teachers of the aforementioned subjects have been involved in the development of the scripted lessons. This study investigates the skills gained by mathematics and science instructors through the preparation of scripted lessons for continuous professional development. Data were gathered using a qualitative design through rating questionnaire made of Likert-scale and of open-ended questions. Only mathematics and science teachers who developed scripted lessons were targeted for the study. The interpretive technique was employed to analyze findings. Results showed the improved teachers' subject content knowledge, pedagogical understanding, lesson planning, and collaborative skills. These acquired knowledge and skills improved their instructional efficacy as well as students' learning results. The study recommends the involvement of teachers in the development of the CPD programme materials to help them gaining more knowledge and skills. Further, additional research is needed to investigate the long-term impact of involving teachers in CPD programme activities.

The importance of integrating effective teaching strategies in Professional Development (PD) programs for Educational Robotics (ER)-based Science Technology Engineering and Mathematics (STEM) education is increasingly recognized. However, we need to add to the growing body of studies on comprehensive instructional approaches for teaching robotics to educators within PD STEM environments. This study investigates the effects of the modified P3 task taxonomy enriched ER-based STEM PD course on science, mathematics, and computer science teachers' STEM knowledge. The taxonomy denotes a strategy utilized to teach high school students ER. Twenty in-service teachers participated in the study, attended a 24-hour PD program in which they were taught how to use Arduino robotics kits, were assigned three tasks, and were engaged in creating lesson plans incorporating ER into their regular teaching practices. The one-group pre and post-test experimental design was adopted in the study. The instruments included a science, robotics, and mathematics content knowledge test administered before and after the PD program. Moreover, the variations in mean scores for both the pre-test and post-test, pertaining to knowledge in science, mathematics, and robotics, were demonstrated. Using a paired-sample t-test, we found that the P3 task taxonomy scaffolded PD program had statistically significant impacts with large effect sizes in robotics (2.08), science (1.49), and mathematics (0.92). These results hold important implications, suggesting that the P3 task taxonomy offers a new approach beyond learning by design, the 5E model, and project-based learning for scaffolding PD in ER settings.

Approximately one-quarter of the adult population self-reports having one or more disabilities. Expanding adult and continuing education access for individuals with disabilities is an important dimension of striving to make our programs more inclusive. Thus, it is crucial that adult and continuing educators have a basic understanding of the types of disability that relate most directly to adult learning. This article reviews key definitions, models of disability, and legal requirements related to adult disability. It also takes a more focused look at the literature on several types of disabilities, along with approaches that have been taken over time to develop the learning skills and strategies of individuals with these disabilities and restructure learning environments to make them more accessible. This information should be considered a starting point. Making needed changes will require continuing commitment from teachers, trainers, and program administrators.

There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross-sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

This study examines opportunities for teacher professional growth and innovation during the COVID-19 pandemic. Survey data, including responses to both closed and open-ended questions, were collected from 276 elementary-school teachers who taught online in two school districts in California. Quantitative and qualitative analyses document the extent to which teachers experienced opportunities for professional growth and innovation, how they described these opportunities, and what factors explained variability in teachers' responses. Contrary to some extant research produced in the last few years, teachers overwhelmingly agreed that the transition to online instruction provided opportunities to be innovative and to learn to teach with new technologies. Specifically, they reported new approaches for connecting with students and their families as well as integrating technology into classroom practice beyond the period of remote learning. Consistent with prior theory related to teacher learning, factors that predicted perceived opportunities included their overall satisfaction with the support provided by their school/district, collaboration with colleagues, and their self-efficacy for using technology to teach specific concepts and curriculum. Findings suggest implications for how to leverage this period of professional growth beyond the pandemic.

Models and modelling play a critical role in science education to engage students more fully in science practices. Few studies have investigated the nature of models and modelling in integrated STEM teacher education. This study examines pre-service science teachers' (PSTs) understanding of the nature of models and modelling in a STEM methods course. Model and modelling for authentic STEM are used as a theoretical lens for conceptualising PSTs' understanding of the nature of models and modelling. Interpretive research was used to analyse how this course contributed to PSTs' understanding of the nature of models and modelling based on four dimensions: meanings, purposes, processes and the complexity of models and modelling. Data were collected through questionnaires. Inductive content analysis was used to reveal distinct patterns of PSTs' understandings. The findings indicated that at the beginning of the course, PSTs understood that models were a replication of phenomena or a prototype. By the end of the course, they understood modelling as a practice to explain and predict phenomena in science to solve problems and improve the quality of life through engineering. By the end of the course, PSTs viewed modelling as a bridge between science and engineering within the context of an integrated STEM education. The PSTs showed marked shifts by the end of the course by demonstrating a deeper understanding of modelling as a dynamic process. PSTs saw the integration of science and engineering in STEM as a route for epistemic agency on behalf of their students and a greater appreciation of model complexity. This study suggests that introducing the nature of modelling in science and engineering assists the teaching of STEM. The model and modelling implications for STEM teacher education are discussed.

This study attempted to examine: 1) the professional competencies in English reading comprehension of student teachers before and after instruction using a task-based learning approach combined with graphic organizer techniques, 2) the professional competencies in English writing of student teachers before and after the same instructional method, and 3) the self-assessment of these competencies before and after the intervention. The sample comprised 30 student teachers majoring in Early Childhood Education and Mathematics at the Faculty of Education of a university located in Thailand during the academic year 2023. These participants were obtained through cluster random sampling using sections as the sampling units. The research employed an experimental design, specifically a one-group pretest-posttest design. The experiment began with a pretest, followed by 18 instructional sessions aimed at enhancing the professional competencies in English reading and writing through a task-based learning approach combined with concept graphic organizer techniques. Key research instruments included: 1) three learning units for developing professional competencies, 2) tests measuring these competencies, and 3) self-assessment questionnaires. Data were analyzed using basic statistics, including mean, standard deviation, and paired t-tests. The results revealed that: 1) the professional competency in English reading of student teachers significantly improved after the intervention (p < 0.05), 2) the professional competency in English writing also significantly improved post-intervention (p < .05), and 3) student teachers' self-assessments of their competencies in both English reading and writing were significantly higher after the intervention (p < 0.05).

This study examines the swift shift to online learning prompted by the COVID-19 pandemic, assessing the effectiveness of a faculty distance training program based on the TMOC (Training for the Management of Online Courses) model. The training program aimed to equip faculty with essential skills for online learning, emphasizing a blend of asynchronous learning materials and synchronous support. Key components included training in the Learning Management System (LMS), video capture tools, synchronous learning platforms, and Computer-Assisted Assessment (CAA). The research surveyed a sample of faculty members (n=38), assessing their views towards the training they received. The findings highlight that faculty greatly valued personalized, real-time assistance, which proved instrumental in tackling immediate technical and pedagogical hurdles. High-quality asynchronous resources were also pivotal, offering flexibility and foundational knowledge. The training resulted in noticeable enhancements in faculty engagement and proficiency in online learning, particularly among those less familiar with digital educational methods. Qualitative feedback emphasized the significance of timely, customized support and collaborative assistance. The study underscores the imperative of holistic training programs that blend technical and pedagogical aspects to facilitate a seamless transition to online learning. These insights offer valuable guidance for institutions seeking to bolster their online education capabilities during emergency situations.

This research aimed to: 1) Investigate the effectiveness of digital teaching guidance provided by educational supervisors affiliated with the Northeastern Primary Education Area Office. 2) Develop a model for digital teaching guidance by educational supervisors under the Northeastern Primary Education Service Area Office. 3) Evaluate the feasibility and benefits of the proposed model. The research consisted of three phases: Phase 1: Investigating the effectiveness of digital teaching guidance by educational supervisors, based on relevant documents, research, and interviews with a purposively sampled group of 30 individuals demonstrating outstanding practices (Best Practice). Phase 2: Developing a model for digital teaching guidance by educational supervisors and evaluating the model's suitability through a seminar involving 7 experts, using the Connoisseurship approach. Phase 3: Evaluating the feasibility and benefits of the digital teaching guidance model by educational supervisors. The sample group comprised 50 educational supervisors affiliated with the Northeastern Primary Education Service Area Office, selected through multi-stage random sampling. Statistical analysis used in the study included mean, percentage, and standard deviation. The research findings revealed that: 1. Effective digital teaching guidance by educational supervisors consists of four key processes: 1) Analysis of context, 2) Development of teaching guidance plans, 3) Observation of teaching practices, and 4) Reflection on outcomes. Each process involved problem analysis, needs identification, collaborative planning, and the systematic use of digital tools and online social media aligned with the teaching guidance process. The effectiveness of teaching guidance was evaluated through the assessment of teachers' knowledge, understanding, and learning management abilities, collaboratively determined and facilitated through an online Professional Learning Community (PLC). 2. The developed model comprises five components: 1) Principles and concepts, 2) Objectives, 3) Core content of the model, including the four-step digital teaching guidance process, 4) Implementation guidelines, and 5) Success conditions. The model's suitability was assessed at the highest level. 3. In the feasibility and benefits assessment, the overall evaluation indicated the highest level of feasibility and benefits.

The purpose of this study was to assess preservice teachers' comfort levels and familiarity with the teaching competencies embedded in the Texas Reading Academy curriculum. Participants in this study were eight clinical teachers involved in a pilot program with the Texas Education Agency (TEA), which was evaluating the feasibility of extending reading academy content to educator preparation programs. By the end of the study, preservice teachers strongly agreed that they were more knowledgeable about content and felt confident in their ability to teach the Texas Reading Academy curriculum in their classrooms. Although there was some decline in confidence regarding a few competencies, preservice teachers predominantly changed from somewhat agreeing to strongly agreeing with their understanding of the concepts.

This research aimed to explore the readiness, expertise, and multimedia needs in education. An online questionnaire was used to collect data. A total of 124 students from the Faculty of Industrial Education responded to the survey. The data showed that most students have notebooks and smart phones as important tools for creating multimedia. The results showed that students have expertise and multimedia needs in education. Overall, there was a median level of expertise and the highest level of needs in multimedia for learning. This research contributes to the ongoing dialogue on multimedia integration in education by providing insights into educators' readiness, expertise, and multimedia needs. By understanding and addressing these factors, stakeholders can work towards harnessing the full potential of multimedia technology to enhance teaching and learning experiences in educational settings.

In light of current or future pandemics, natural disasters, war, or personal preferences, remote or online learning is becoming increasingly common. This reality means that teachers need to be equipped with the skills necessary to effectively teach online. In this article the authors highlight the importance of preparing teachers with effective online teaching skills and knowledge, and suggest two areas for improvement: (1) research support for scholars to build a knowledge base to better understand effective online teaching, and (2) changes to teacher preparation programmes to better equip teachers for this changing reality. Before presenting these recommendations, a brief discussion of the state of online learning globally at the primary and secondary level (commonly referred to as K-12), as well as the limitations of existing teacher education, prior to the COVID-19 pandemic is provided.

This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4-6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology, particularly focusing on programming. This study therefore investigates student teachers' perceptions of teaching programming in technology education, after completing their technology course in teacher education. We answer the following research questions: What are the student teachers' perceptions of teaching programming in technology education? and How is potential subject didactics knowledge for teaching programming manifested in student teachers' perceptions of technology teaching? Using a phenomenographic approach, 25 student teachers' perceptions of programming in technology education were investigated through semi-structured individual and group interviews. Different perceptions were revealed and presented in four categories: (1) following instructions in a logical order, (2) learning a programming language, (3) solving technological problems, and (4) understanding and describing a technological environment. The results show that student teachers' perceptions of the subject of technology predominantly focuses on following instructions and the learning of a programming language. The identified potential subject didactics knowledge is constituted of an awareness of three critical aspects: understanding programming language, understanding programming as a way of solving problems, and the relationships of technological problems to everyday life and society. This study offers valuable insight into the development of competencies required to teach programming in technology, informing educational strategies and future research in this emerging field.

The study of 'technological readiness and online learning self-efficacy' has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students' inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided.

The self-perception of one's mathematical abilities is a critical component that academics study to improve mathematics education. Amidst the COVID-19 pandemic, the majority of educational institutions used a blended learning method, specifically including both online and modular distance learning. This research investigated the contribution of blended learning experiences in mathematics to learners' self-perception of their mathematical abilities in the new learning environment. This research used deliberate sampling to select and conduct focus group conversations with ten (10) students studying Science, Technology, Engineering, and Mathematics (STEM). The data obtained underwent thematic analysis. The findings revealed that students' experiences of the teacher's mastery of the topic, observations about learner-learner relations, the importance of rereading transcripts, and utilisation of internet-based resources fostered their mathematics self-perception, while their experiences such as inadequate teacher-student connections, distracting educational settings, clashes with domestic obligations, and sensations of solitude hindered it. The findings show that comprehending these encounters in this demanding educational setting presents a constant prospect for students to enhance their mathematical learning and their perception of their own ability to excel in the topic.

This article reflects on a week-long staff professional development program at Tezpur University), Assam, India, conducted during mid-December 2023. As a focus of the professional development, staff from the Cultural Studies Department along with visiting academics and staff from other departments at Tezpur University learned how to teach community dance to their master's students in 2024. Embedded into this learning was a transformational pedagogical approach to teaching that offered an alternative to direct knowledge transmission. Khedkar & Nair (2016) commented on the value of this pedagogical approach, noting, "Transformative pedagogy is defined as an activist pedagogy combining the elements of constructivist and critical pedagogy that empowers students to critically examine their beliefs, values, and knowledge with the goal of developing a reflective knowledge base, an appreciation for multiple perspectives, and a sense of critical consciousness and agency. (p.232)." Outcomes have been drawn from the participants' personal reflections. All the participants responded with enthusiasm to the new ideas and learning that came from the week of professional development. Enthusiastic engagement and enjoyment observed during the sessions suggest that their positive reflections were honest and open according to the guidance they had been given. We reflect on the learning that emerged from this, both for the participants and the facilitator.

Scholars have become increasingly interested in identifying a more effective set of core teaching practices for developing teacher education and professional development programs. Although they have conducted many investigations within this realm over the past two decades, these efforts have focused mainly upon science, language arts, math, and music. The existing body of academic literature contains only a few studies that examine the social studies context, and this deficiency ignores the field of geography. The current study addressed this gap in the literature by exploring the core practices of geographic inquiry. A Delphi method was used to identify the core practices for teaching geographic inquiry. The findings were derived from a three-round Delphi panel survey involving 27 experts in the geography education field, helping to build consensus around a set of core secondary school geography teaching practices. The results revealed that experts considered eight practices to be core for facilitating geographic inquiry: (1) use geographic questions; (2) explain geographic concepts, principles, and processes; (3) select and adapt geographic sources; (4) use geographic/spatial representation and geospatial technology tools; (5) develop geographic reasoning; (6) evaluate sources and employ geographic evidence; (7) construct geographic explanations and predictions; and (8) develop informed-geographic action. These eight core practices for facilitating geographic inquiry do not function separately; rather, they operate simultaneously and in an interconnected manner in which more than one practice works to facilitate inquiry.

This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative thinking, highlighting the need for a deeper grasp of knowledge to foster these skills. A mixed-methods approach is used, combining qualitative and quantitative data within a pragmatic framework to provide a comprehensive view. The sample includes science teachers from Selçuklu, Meram, and Karatay districts in Konya, Türkiye. Quantitative data were gathered using the Epistemological Beliefs Scale, the Critical Thinking Scale, and the Creative Thinking Scale. Results show that epistemological beliefs significantly influence critical and creative thinking, suggesting that these skills are closely tied to epistemological development. Qualitative findings support this, indicating that a solid epistemological foundation is essential for both types of thinking. Additionally, the study finds that authoritarian teaching methods suppress critical thinking, while student-centered strategies enhance it. To promote critical and creative thinking, science teachers should develop their epistemological beliefs and create an environment that encourages open discussion and diverse perspectives.

Mathematics Preservice Teachers' (M-PSTs) conceptions of Mathematical Knowledge for Teaching (MKT) enhance their reflective skills because they utilize such conceptions to reflect on how to contextualize content knowledge during secondary mathematics teaching. While previous studies suggested M-PSTs develop MKT, including pedagogical content knowledge by analyzing teaching in video lessons, how M-PSTs enhance their conceptions of MKT through such analysis is underexplored. I used a collective case study approach to investigate how four secondary M-PSTs conceptualized MKT when they analyzed and discussed teaching represented in a video lesson using the MKT framework. The findings indicated that the M-PSTs often described teacher knowledge either as purely pedagogical or solely content knowledge in their initial analyses of the video lesson. After engaging in a discussion that introduced the MKT framework, the M-PSTs began to illustrate how a teacher's content knowledge influenced her instructional decisions and actions. Through this discussion, M-PSTs began identifying MKT as professional content knowledge unique to teaching and, thus, distinguished MKT from generic pedagogical or content knowledge. I argue that the language and concepts offered through the framework enhanced the M-PSTs' conceptions of MKT and suggest that the instructional activities from this study contribute to developing M-PSTs as reflective practitioners.

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers' technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.

Professional organizations can play an important role in the lives and work of educators. The purpose of this qualitative study was to explore Alabama educators' experiences with membership in statewide professional organizations and to determine what benefits, if any, members feel their organizations provide them. Four main benefits that respondents identified were community, broadening of knowledge and practice, leadership opportunities, and personal growth.

This study aims to analyze the responses of Indonesian researchers to the integration of Sustainable Developments Goals (SDGs) into language teaching. The data for the articles were collected using the SPAR-SLR technique and thematic analysis. A total of 1701 articles were analyzed, sourced from 42 language teaching journals classified under SINTA levels 1 to 6. The articles collected were from journals with two issues per year. The findings of this research indicate that Indonesian researchers have not given optimal attention to the integration of SDGs into language teaching. This limitation is primarily due to the lack of awareness and capacity among educators to integrate SDGs into language teaching. The limited integration of SDGs in language teaching corresponds with the scarcity of studies on this topic. There is a need to enhance the awareness and capabilities of educators in integrating SDGs into language teaching. Simultaneously, researchers must adopt a scientific inclination in their studies and publications related to the integration of SDGs into language teaching. Collaboration between educators and researchers to improve awareness and capacity is recommended as part of the effort to achieve educational quality, in line with the goals of the SDGs, through language teaching.

The work landscape is evolving with the advent of the Fourth Industrial Revolution (4IR), potentially rendering current jobs obsolete and necessitating new skills or retraining of existing occupations for future employment. This revolution is disrupting nearly every sector, including education, highlighting the need for education to address issues like unemployment, poverty, and inequality. However, to adequately prepare learners, this can only be achieved with sufficient material and human resources. Understanding these dynamics is crucial in determining whether school leaders and teachers possess the power or autonomy to develop the necessary knowledge, skills, and competencies to empower learners for the 4IR. Power, the ability to achieve organizational objectives, is essential for school leaders and teachers responsible for information and communication technologies in schools to acquire the resources and competencies needed for the 4IR. Drawing on critical theory, this qualitative study explores how school leaders and teachers experience powerlessness due to the challenges they encounter in preparing learners for the 4IR. Semi-structured interviews facilitated participants' reflections and meaning-making of their experiences in this regard. The critical analysis of data yielded themes that underscore the complexities of preparing learners for the 4IR in underserved contexts ill-equipped for such endeavours: time constraints; teacher uncertainty; insufficient infrastructure, incapacitating influence of powerful top management; and detrimental control of district circuits. Participants felt constrained within their job descriptions, lacked the freedom to exert authority over their work, and faced obstacles in making independent decisions and implementing necessary changes.

This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction.

This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers' assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants' assessment knowledge, skills, and attributes. Data analysis involved mean scores, standard deviation, effectiveness index (E[subscript 1]/E[subscript 2]), One - way repeated measure ANOVA, and pairwise comparisons. Results indicate that the integrated learning management plan effectively facilitated teaching assessment competency to non-credentialed teachers at the graduate level, leading to the attainment of expected learning levels within the class. Additionally, it significantly enhanced participants' competency compared to their baseline levels, with sustained effectiveness demonstrated over time.

Peer teaching is a valuable practice that helps pre-service teachers to acquire the knowledge and the expertise required for teaching as well as improving their pedagogical content knowledge. For that reason, this study focused on the pre-service mathematics teachers' peer teaching, with the intention of exploring their pedagogical content knowledge as mirrored in peer teaching. The participants were four pre-service secondary mathematics teachers. Each participant designed a lesson plan and conducted peer teaching on a mathematics concept of her choice. The lesson plans and videotapes of the participants' peer teaching were the data collection instruments. The components of pedagogical content knowledge were used to analyze the data. The findings revealed that the pre-service mathematics teachers were knowledgeable about the subject content matter, but their knowledge of learners, understanding of instructional strategies and familiarity of context was inadequate about the topic of their peer teaching. The study recommends an amalgamated teaching of mathematics content courses and pedagogy courses.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country's economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers' competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers' competence, which in turn enhances the employability of graduates.

Professional teaching knowledge interferes with the planning and development of classes, which also relates to integrating digital technologies in the classroom. This study aimed to understand and discuss teachers' professional knowledge for teaching mathematics with digital technologies. The methodology of this systematic literature review was composed of selecting 42 scientific articles in the ERIC, Latindex, Scopus, Scielo, and Web of Science databases and vertical and horizontal analyses of the indicated studies. The results suggest that the studies have similar structures with similar theoretical frameworks, objectives, and methodological procedures, identifying and classifying teacher professional knowledge based on knowledge achieved or that still needs to be developed. The teachers mobilize their knowledge by recognizing the potential of digitaltechnologies forteaching mathematics critically and reflectively.

The study aimed 1) to investigate the components and indicators of the upright schools, 2) to explore the current state, the desired state, and the need assessment of driving the upright schools, 3) to develop strategies for driving the upright schools and 4) to investigate the outcomes of implementing driving the upright school strategies in schools in the northeastern region under the supervision of the Office of Basic Education Commission. The study is divided into 4 phases. Phase 1: seven experts scrutinize, evaluate the components and indicators. Phase 2: investigate the need assessment of a sample group including school directors and teachers total of 375 schools took derived by multi-stage sampling. Phase 3: 10 experts for assessment the strategies. Phase 4: apply the strategies to 30 schools. The data were collected through questionnaires, interviews, assessments, and observational forms. Average, standard deviation and Priority Needs Index (PNI[subscript modified]) were used to analyze the data. The findings of the study revealed the following: 1. The components and indicators of the upright school project include five components and sixteen indicators: 1) academic administration (4 indicators), 2) budget administration (3 indicators), 3) personnel administration (2 indicators), 4) general administration (2 indicators), and 5) result and success (5 indicators). These are measured at the highest level when evaluating the appropriateness of the mentioned features and indicators. 2. The overall current state of the upright schools is rated at a moderate level, while the desired state is rated at high level. However, when classifying the needs of driving the upright school project, the required components were arranged from highest to lowest as follows: result and success, academic administration, budget administration, personnel administration, and general administration. 3. The strategies for driving upright schools under the authority of the Office of Basic Education Commission, which are comprised of 5 strategies (5S). 4. The outcomes of implementing driving the upright school strategies demonstrated that the target schools understandably applied the strategies and have been evaluated at the highest level in all standards regarding the standard of upright school project administration on the whole.

Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers' competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers' competency in teaching railway control and maintenance. 3) to design and develop a teachers' competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers' competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers' competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers' Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers' competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers' competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.

This article explores the formal localization of Open Educational Resources (OER) in Ghana, focusing on the remixing of human rights courses for youth and young adults. While working with an NGO that focuses on providing educational resources to low bandwidth areas, partner teachers in Ghana remixed openly-licensed human rights content provided by the Geneva Office for Human Rights Education (GO-HRE) for local delivery. Localization is crucial to ensure relevance and accessibility of educational materials to diverse learners. By adapting materials through localization, educators can address cultural and contextual mismatches, thereby enhancing comprehension and learning outcomes for a wider range of students. This process acknowledges and respects the diversity of learners and promotes inclusivity in education. This study examines the challenges faced by teachers in formal localization and identifies principles that guide effective localization practices. The research methodology involved qualitative interviews with facilitators who taught a human rights course using OER. The results revealed two main challenges of formal localization: conceptual newness and burdensome effort. Participants lacked awareness of the concept of remixing and open licensing, and they faced challenges related to the demanding nature of the localization process. However, two key principles for effective formal localization emerged: focusing on method and leveraging teacher knowledge. Teachers sought to localize the delivery and method of instruction rather than the subject matter, and they leveraged their own knowledge of students and pedagogical practice to adapt the content. Results highlight the assumptions, implications, and recommendations for OER designers and researchers. Designers should consider the cultural and contextual differences between global and local contexts and collaborate with local teachers to facilitate effective formal localization. Informal localization, driven by social relationships and practical choices, is also recognized as a significant aspect of OER adaptation.

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Pedagogical Content Knowledge (PCK) is crucial for effective teaching, but it is a complex and implicit knowledge, especially in chemistry education. Therefore, this study explores the use of the LBCD (Learning by Collaborative Design) model to support PCK development among pre-service chemistry teachers. This study adopted a one-group pretest-posttest experimental design, conducting the intervention with 210 participants. After data collection, the study first conducted exploratory and confirmatory factor analyses on the pre-and post-test data, confirming the good reliability and validity of the designed chemistry PCK questionnaire. Additionally, paired sample t-tests were used to measure pre-service teachers' PCK development in dimensions of CTO, KOA, KOC, KOL, and KOS. Furthermore, unstructured interviews helped to further clarify the participants' views of the effectiveness of the LBCD curriculum. The results showed that the developed chemistry PCK questionnaire and the LBCD model had a significant statistical impact on the PCK elements development among pre-service teachers, although the development of these elements was not balanced. Finally, the study provides suggestions for the measurement of PCK elements, as well as chemistry teacher education, such as applying the LBCD model to different teacher groups and testing PCK element models using the methods of this study.

Real-world mathematical problem (RWMP) solving and posing are important aspects of teaching and learning mathematical modelling, as well as developing a mathematization disposition for both teachers and students. Several researchers have explored blockages or difficulties in such modelling processes and in problem posing. However, prior research has identified difficulties that the pre-service mathematics teachers (PSMTs) encountered when they tried to pose a modelling problem by choosing the general topic themselves, as there is little known about possible obstacles that PSMTs can encounter when trying to pose a real-world problem relevant to a given mathematical topic. The current study explored the difficulties encountered by PSMTs in a RWMP-posing activity. The target group was 23 PSMTs with prior experience in mathematical modelling and mathematical problem posing. The findings showed that the PSMTs struggled with: (a) task organization, which involved selecting and understanding mathematical knowledge; (b) specialized content knowledge, which included a lack of real-world knowledge and difficulty in connecting mathematical concepts to real-world contexts; and (c) individual considerations of aptness, which encompassed authenticity, interest, complexity, language, and relevance to task organization. The PSMTs applied various strategies to complete the posing task, such as using problem-posing and solving heuristics, adapting existing problems, sharing and discussing with friends, and considering the perspective of a typical student. The implications of these findings should help in developing preparatory instructional practices for mathematics teachers.

Assessing student teachers' ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as 'analyse' problems instead of 'evaluate' or 'create' problems.

This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers' knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers' mathematical knowledge for teaching. An embedded mixed-methods case study design was employed. Baseline and endline assessments were administered before and after the training. A participant feedback survey was also administered after the training. Results showed that the training significantly improved the preservice teachers' understanding and confidence in the selected concepts, despite their low baseline scores. The participants also expressed satisfaction with the knowledge they gained and appreciated the integration of theory and practice in the training. These findings suggest the need for teacher training institutions to ensure that preservice teachers are well versed in both university-level and school-level mathematics. They also support the need for collaboration with other stakeholders to provide preservice teachers with relevant and engaging professional development opportunities that can enhance their mathematical knowledge for teaching.

This research project explored the factors affecting the adoption of an innovative and active English language teaching (ELT) strategy by Lao teachers. It also investigated why many teachers found it difficult to adopt the strategy and how an understanding of this difficulty resulted in the creation of an in-service teacher training program. Qualitative data were collected in two time ranges, the first in 2009-2013 obtained from 84 Lao English language teachers, and the second in Summer 2023 consisting of an audio interview with the first author which was an update on what had occurred 10 years after the original data collection. Findings from the first dataset indicated that teachers' internal realities, specifically socio-economic standing, locus of control, self-efficacy, and problem-solving bent, mediated their responses to external realities, namely poverty and limitations in teacher training, student attainment, testing and resources, and the culture-infused school code. These internal and external realities functioned as barriers to the adoption of innovative ELT strategies. Applications of these findings resulted in the creation of a culturally relevant in-service teacher training program, one that incorporated an awareness of these internal and external realities, which then enabled Lao teachers to implement innovative ELT strategies. This paper aims to demonstrate what successful culturally relevant in-service teacher training looks like in rural Laos.

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and what supports such learning. In this article, 84 articles from mathematics education journals are examined with respect to facilities and catalysts for teacher learning from PDPs for mathematics teachers. Two main types of PDPs were identified--those that target "teacher knowledge growth" and those that target "changed instruction"--and it was determined that the types of facilities for catalysing learning linked to them differ. Typical of PDPs targeting "teacher knowledge growth" is that they emphasise "knowledge of content and teaching, knowledge of content and students" and "specialised content knowledge"; following "insight" and/or "body of knowledge" as facilities for catalysing the learning. Typical of PDPs targeting "changed instruction" is that they use more time and have a larger time span than PDPs targeting teacher knowledge growth, emphasise "knowledge of content and teaching"; and follow "strategies" by "doing/experimenting" when establishing them in the classroom as facilities for catalysing the learning.

The COVID-19 pandemic has catalyzed the widespread adoption of distance learning, necessitating a comprehensive understanding of how teacher knowledge evolves within the context of Teacher Professional Education (TPE) programs. Some research endeavors may employ evaluation methodologies that inadequately capture the nuanced dimensions of knowledge, highlighting the necessity for greater incorporation of evidence-based approaches in the formulation and assessment of teacher development initiatives. This study employs a qualitative methodology to explore the evolution of Mathematics Teachers' Specialized Knowledge (MTSK) within the framework of a TPE program. Data were gathered through the engagement of three educators in the preparation and execution of lessons on permutation and combination via a Learning Management System (LMS), coupled with in-depth interviews. The findings underscore the TPE program's role in fostering collaborative learning environments through participation in online educational communities. Teachers are shown to be increasingly integrating technology into their pedagogical practices, albeit with varying degrees of proficiency. The presence of Professional Learning Communities (PLCs) is identified as instrumental in supporting educators in refining instructional strategies to enhance teaching effectiveness. Nevertheless, there remains a subset of teachers necessitating more profound and more comprehensive content knowledge about their subject matter. These insights emphasize the importance of designing TPE programs that offer sustained and adaptable professional development opportunities to facilitate continuous growth among educators. Consequently, it is recommended that online learning communities geared toward addressing the diverse learning requirements of students be established, thereby aiding in the identification and resolution of pedagogical challenges.