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It is important for prospective elementary school teachers to know their epistemic beliefs because this is related to beliefs about how to teach in schools and how learning should be done, which are called pedagogical beliefs. This study aims to investigate whether epistemic beliefs can predict the pedagogical beliefs of prospective elementary school students. This research method used a quantitative method with 179 elementary school teacher education students as research subjects. The data obtained were analyzed using a linear regression test. The results of this study indicate that students' epistemic beliefs can predict students' pedagogical beliefs, especially in terms of social studies learning concepts in elementary schools.

The purpose of this study was to examine the relationship between early childhood teacher candidates' empathic tendencies and social problem-solving skills. A total of 187 teacher candidates studying in the department of Early Childhood Education at Duzce University participated in this study. The relational research model, a quantitative research method, was used. The data of this study were collected through a personal information form, the Empathic Tendency Scale, and the Social Problem-Solving Inventory (SPÇE-SF). The researchers analyzed the data using Pearson Correlation and one-way ANOVA with the SPSS program. According to the findings of the study, the empathic tendency levels and social problem-solving skills of the early childhood teacher candidates participating in the research are at moderate levels. In addition, there was a moderate positive relationship between participants' empathic tendencies and social problem-solving skills. Finally, it is seen that the empathic tendencies of the participants do not differ according to personal data such as gender, educational level, mother's and father's educational level, family type, family attitude, number of siblings, and birth order. The participants' social problems-solving skills differed only by gender and number of siblings.

Recently, several articles have reflected on the existence of microorganisms in supporting the life and health of living creatures as the beginning of the emergence of microbiology literacy. In the curriculum, understanding the activity of microorganisms has been studied from pre-school, elementary school, and middle school to college. The presence of microorganisms is often associated as a cause of disease. As a result, most students know the negative impact of microorganisms but have not discovered the fundamental role of microorganisms in their lives. Special attention needs to be given as a form of effort to strengthen microbiology literacy. Several studies state that students have an important role in disseminating the concept of sterilization, maintaining a safe distance, and using masks as generally applicable protocols during the pandemic. Therefore, with the aim that microorganisms have an important role, both directly and indirectly and to curb negative perceptions of microorganisms, we propose microbiology competencies among biology education students, who are future teaching candidates. This article identifies the complex challenges of 21st-century microbiology learning and the OECD framework. This approach includes the use of pedagogical interventions with the main objectives: (i) knowledge (to teach fundamental microbiology knowledge, (ii) skills (to increase awareness in recognizing and solving real-life problems), and (iii) attitudes and values (to explain the contribution of microbiology in supporting life).

Environmental risk perception has a long-time travel in the public participation in environmental fields. This perception involves individually socially constructed physical and mental experiences that involve many factors just for knowledge, attitudes, and the culture that develops in society. An individual's understanding of environmental risk provides an overview of an individual's preparedness for appropriate environmental risk strategies and measures. This cross-sectional survey study aims to collect data on the environmental risk perception of Indonesian students. The survey data instrument used in this study is the environmental risk perception scale (ERPS) questionnaire, transformed into Google Forms in the Indonesian language. The target respondents were 1,267 students from 1,300 undergraduate population size of educational study programs in the field of biology who came from various institutions in Indonesia. Sexual category, grade point average (GPA), and university status to explore the perception of the active student environment of prospective biology teachers with various parameters. The results showed several interesting findings: the female sex is more sensitive to environmental risks, academic abilities play a more logical role in environmental risk analysis, and respondents who have taken environmental courses have a higher sensitivity to environmental risk.

The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder's self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.

Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency.

The aim of the study is to examine how lesson study activities affect primary school preservice teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 primary school preservice teachers. The data were obtained from the observation form, video recordings, reflection reports and field notes in order to reveal how the lesson study model affected the noticing development of preservice teachers. In addition to these, the "video exam" at the end of the Teaching Practicum-II course also constituted one of the data collection tools. Descriptive analysis was used in the study. The data obtained were analyzed by adapting the theoretical framework of "Levels of Noticing of Students' Mathematical Thinking" developed by van Es (2011) as "Levels of Noticing of Students' Misconceptions" in order to reveal preservice teachers' noticing of students' mathematical thinking. As a result of the research, it was concluded that noticing skills of the lesson study group preservice teachers were mostly at the level of reasoning and justifying their reasons (level 3) and offering alternative pedagogical solution suggestions based on comments (level 4). It was concluded that the noticing skills of the comparison group preservice teachers were mostly descriptive (level 1) and at the level of identifying important events but being insufficient to expand their interpretations (level 2).

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

The student exchange programs are venues for learning opportunities by offering multicultural contexts. This study reports on the experiences of ten prospective English language teachers in a virtual student exchange program to investigate likely skill development in a multicultural and open and distance learning setting. This descriptive study used the qualitative method. The textual data were elicited through eighty reflective essays written by the participants. Virtual classroom observations and WhatsApp chat data ensured data triangulation. The results revealed the themes as developed learning and life skills and enhanced internal gains. It was found that internal outcomes, such as self-confidence, empathy, and self-reliance, were enhanced rather than external gains. One of the limitations of this study was the brevity of the exchange program, which lasted only eight days. Additionally, the current study is a small-scale study, which limits the generalizability of the results. Last but not least, only two participants placed in the researcher's class were observed. The study poses a few implications for education policymakers, curriculum developers, and teachers. In light of the results, it is posed that adding a multicultural aspect to the teacher training curriculum is imperative for teacher empowerment. Though the literature on student exchange reports findings on the gains and challenges, there is a scarcity of studies delving into what skills students develop and how with vivid examples. In this respect, this study adds to the relevant literature.

The purpose of the present study is to examine the relationship between Visual Arts teacher candidates' media literacy, technology integration skills and STEM applications self-efficacy. The research, designed with the relational scanning model, was conducted with the participation of 204 Visual Arts teacher candidates. In order to collect the data, "Media Literacy," "Teacher Technology Skills" and "Teacher STEM Self-Efficacy Perceptions" scales were used in the study. The analysis of the research data was carried out with STEM analysis in the AMOS program. According to the research findings, visual arts teacher candidates' media literacy was found to be high, but their technology integration skills and STEM applications self-efficacy were found to be at moderate level. According to STEM analyses, media literacy and technology integration skills significantly predict STEM self-efficacy in Visual Arts teacher candidates, both separately and together.

Extensive research examines the development and impact of deficit discourse in schools. However, more research needs to be needed to explore how preservice teachers use this language during their preparation. Therefore, our qualitative study explored how deficit discourse became part of five preservice teachers' vernacular when speaking about children and teaching. Findings suggest participants (a) Relied on reductive labels to describe children, (b) attributed their use of these labels to their exposure to them during their practicum, and (c) demonstrated both cognitive dissonance and silent resistance toward deficit language. Implications are for teacher educators and school leaders.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected annotations. The analysis found that participation in peer collaboration provided multiple viewpoints of shared teaching experiences that enabled preservice teachers' different ways to notice student thinking. Providing a structured framework for reflection, namely the individual video club annotations, served as the genesis for cogenerative dialogues centered on instructional change for the preservice teachers. This work's implications showcase the importance of allowing for the iterative enactment and reflection on pedagogical choices by preservice teachers early in their professional development.

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Igdir University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots--GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI--the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

Teacher education programs are still grappling with the best ways of capturing preservice teachers' dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified critical reflections as a way of capturing preservice teachers' dispositional shifts over time, highlighting instances of CRP. This study sought captured preservice teacher' critical reflections across two education courses at a midwestern university in the United States. Our findings revealed how preservice teachers took up tenets of CRP, but also revealed ways they resisted those same tenets. Looking across both courses, we found critical information for improving future practice.

Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the study revealed the following findings: a considerable portion of participants (89%) successfully identified the concept of number comparison embedded in a learning scenario, showcasing their specialized content knowledge. However, when it came to knowledge of content and students, only 24 participants (32%) were able to pinpoint both a child's mathematical strength and area of need. In terms of knowledge of content and teaching, more than half of the participants (51%) recommended the utilization of hands-on materials and/or visual aids as part of their remediation techniques, while 49% did not reference these educational tools. Notably, no significant differences were observed between the pedagogical content knowledge of pre-and in-service teachers concerning number comparison. Practice or Policy: The findings indicate that teacher education and professional development should focus on helping teachers understand children's learning trajectories on number comparison and include instructions on using concept specific developmentally appropriate strategies, and indicate that teaching experience cannot replace professional training.

Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning-by-design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post-interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training.

This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We also discuss the importance of being willing to be with students as they shed the shame that may have kept them silent in other classroom settings. This article explores what it means for educators to make room for Latinx students to use their voices and embrace their ideas sin vergüenza, without shame.

Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today's society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of "agency," as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.

This paper reports on five secondary school mathematics prospective teachers' conceptions of "extreme point." The analysis of the data addressed students' definitions, examples, and evaluation of given examples, with special attention to the related domain. Written assignments and individual interviews uncover salient, erroneous concept images regarding what "is" and what "is not" an extreme point. Participants viewed extrema points as points that necessarily satisfy f' = 0 or as points that are always at a "change in monoticity" of the function. The topic "extreme points" is both an aim and a mean to address broader issues related to mathematical definitions, examples, and nonexamples. We conclude with possible next-step ideas.

This study evaluated the self-efficacy and concerns regarding inclusive practices among 148 pre-service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre-service teachers' concerns and self-efficacy based on their experience-related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one-way ANOVA. The findings revealed that while pre-service teachers had moderate levels of self-efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self-efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre-service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.

The purpose of this study is to explore how a university-school partnership in Canada supports pre-service teachers in developing positive perceptions about learning and teaching Science, Technology, Engineering, and Mathematics (STEM) in their teacher preparation programs. This initiative provided opportunities for pre-service teachers to understand STEM as a boundary-object (i.e. S.T.E.M) and work in communities of practice toward creating and implementing lesson plans with K-12 students. Using a non-random pre- and post-intervention research design, we examine the effectiveness of this initiative by analyzing survey responses from 43 pre-service teachers. The survey consisted of 37 Likert-scale responses measuring agreement on statements relating to pre-service teachers' feelings about learning and teaching S.T.E.M. The initiative had a positive effect on pre-service teachers' perceptions and feeling of competence in teaching mathematics and S.T.E.M as a whole, their perceptions of learning S.T.E.M, and views on teaching S.T.E.M. Also, findings revealed some differences in responses by age, undergraduate field of study, and program stream. We discuss these findings and their implications for pre-service teaching programs, emphasizing S.T.E.M as a boundary-object and building communities of practice as 2 primary factors.

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one "diversity" course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs' social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education.

Research on teacher educators' professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting "teacher" learning for several decades but have not yet been examined as a potential tool for supporting the learning of "teacher educators." In this paper, we conceptualize a set of design heuristics to guide the development of educative curriculum materials for teacher educators. We illustrate how these heuristics guided the identification of specific educative features, which we included when developing prototype educative curriculum materials for elementary science teacher educators in content and/or method courses to support the development of preservice teachers' content knowledge for teaching about matter and its interactions.

Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This comparative case study reexamines PCK's cognitivist assumptions by analyzing three preservice social studies teachers' teaching and reflections from a situated perspective on role identity development. Despite unusual amounts of pedagogical experience and content knowledge, each novice had trouble facilitating whole class discussions. Their struggles did not emerge at the intersection of pedagogy and content, but within their role identity negotiations. These results suggest that a situated framework for identity development is a useful alternative to PCK in social studies teacher preparation and recommend deeper engagement with identity development through teacher education practice.

Research on practice-based teacher education [PBTE], such as rehearsals or teaching simulations, assumes that preservice teachers [PSTs] prefer such practical approaches in comparison to more theoretical work. Few studies test this assumption or incorporate PSTs voices and perspectives on PBTE approaches. This study draws on survey data and interviews from secondary history/social studies PSTs to investigate the benefits and challenges they experienced with practice-based coursework. PSTs found more authentic and active aspects of preparation (e.g., clinical work, teaching simulations, and instructional feedback) as more important for developing their practice than passive and theoretical activities (e.g., readings, discussion, and essays). Teaching simulations also cultivated communities of practice where PSTs engaged in productive struggle and surfaced equity considerations. Participants reported that rehearsals can serve as representations of practice that supplement, and in some cases supplant, experiences in clinical placements. Considerations for effectively enacting rehearsals or simulations within preparation coursework are also discussed.

To promote inclusive practices in science, technology, engineering, and mathematics (STEM) classrooms, this research explores teacher candidates' (TCs') views and understandings of differentiated instruction (DI). The article addresses the following research questions: (1) What are intermediate-senior STEM TCs' initial views and understandings of DI? (2) What is the impact of a curriculum and pedagogy course enriched with DI practices, on TCs' views and understandings of DI? The study adopts a mixed-methods approach, in which data sources include pre-post surveys and semistructured interviews. Participants are 19 TCs enrolled in the teacher education program at a Canadian university. Findings suggest that the course resulted in a notable improvement in TCs' DI views and a deeper understanding of DI strategies. The article highlights the importance of contextualizing practical applications of equity, diversity, and inclusion principles in teacher education courses.

Creativity and problem-solving are 21st-century skills that we need to develop in our students. Research on computational thinking (CT) integration in school subjects and STEAM activities has shown a positive effect on students' problem-solving skills and creativity. Our study extends our previous work from the integration of CT in a mathematics lesson into a STEAM lesson to develop students' creativity. Our Math + CT activities have been developed through educational design research (EDR), and now we have added the context of arts (Batik), science (beeswax and coloring), and engineering (3D modeling and printing). Online learning was conducted with pre-service teachers and high school students. We facilitated digital fabrication by asking students and pre-service teachers to create their Batik stamp pattern from 2D to 3D to be printed. Data were collected from participants' GeoGebra and 3D files they had created. We analyzed the data descriptively and presented participants' creations. The result showed that students could extend their limited coding and programming knowledge to create the Batik patterns. Moreover, within a limited time, the artwork they designed significantly differs from the initial figure introduced to them. We also presented the realistic 3D-printed Batik stamp and how it worked and our limitations.

In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new observation instrument to assess students during their field experiences. Drawing from four years of data from the instrument, the authors discuss what the observational data reveals about the strengths and weaknesses of their students' inquiry practices as well as what the data suggests about program coherence between university coursework and field experiences.

Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of equitable and inclusive teaching with preservice teachers (PSTs). Findings show that a shared framework was critical to PSTs' concept development of equitable teaching: noticing opportunities for equitable instruction, enactment of equitable pedagogy, and reflecting on teaching practice and commitments. This study highlights the value of designing programs that build PSTs' concepts of equitable teaching in multiple contexts.

Purpose: The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To evaluate this competency, an evaluation rubric was constructed. Design/methodology/approach: This research is a case study with a mixed approach. It was carried out with 82 future teachers of Primary Education, making content analysis of the videos made. For the design of the rubric, a specific review of the literature was conducted. Findings: The results showed that trainee teachers can identify, relate and understand interconnected processes, but have difficulties in thinking temporally or in understanding the hidden dimensions of the system. The results reveal how the development of systems thinking in the Climate Change framework is a complex learning process. The rubric created allowed us to systematize the evaluation by making it possible to assess the subskills involved. Originality/value: To improve the development of systemic thinking, using real data linked to the consequences of this problem and ICT applications that foster an approximation to future realities is suggested. In addition, conscious and fair decision-making should be promoted on the basis of a transformative education that favors this thinking in interaction with other key competences in sustainability. The innovative rubric allows the evaluation of systemic thinking skills for the study of climate change, conceptualized from the interrelationships of the natural, social and economic dimensions and from its implications for life, on different geographical and temporal levels.

Teachers' beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates' beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities. This work has implications for wider debates on the impacts of standardization and neoliberalism in teacher education.

This study evaluates the effectiveness of a program aimed at enhancing the confidence and proficiency of prospective teachers in using culturally responsive teaching techniques to effectively instruct mathematics to diverse learners. The study outlines the process and products required during the program. The findings reveal the positive impact of the program on preservice teachers, resulting in improved self-efficacy and the implementation of approaches for teaching students with varying abilities and cultural backgrounds.

The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of "threshold practices." Based on literature related to threshold practices and two cases that demonstrate students' learning of threshold practices, we discuss four features of threshold practices: (1) Troublesome: Threshold practices are unfamiliar to students and thus challenging for them to adapt; (2) Transformative: Learning threshold practices facilitates transformations in students' engagement in practices as well as their identities into epistemic agents; (3) Integrative: Performing an activity in a threshold practice enables students to carry out other interrelated activities; and (4) Disciplinarily bounded: A threshold practice is bounded to a particular discipline. Teachers noticing students' threshold practices, providing resources to overcome the thresholds, and encouraging students' reflection on their practices are suggested as teaching considerations to support students' adaptation of scientific practices.

21st-century EFL teachers are assumed to be properly trained to help develop future generations' language proficiency and digital literacy. Moreover, with the impact that the current pandemic has had on education, technology seems to be the only possible way to guarantee the continuity of teaching and learning. Considering that English is the most studied foreign language in Europe, it is necessary thus to analyse whether EFL teachers believe they are prepared for such a task and whether studying at a distance university improves their training in this respect. This study examines the perceptions of pre-service teachers of English studying at the Spanish National University of Distance Education regarding their digital literacy. Through a quasi-experimental, quantitative design, findings show that participants value their digital skills positively but consider they have not worked enough on their digital literacy despite studying at a distance university. Men show more positive self-perceptions than women, while respondents with less years of university experience value their digital skills more positively. Furthermore, respondents acknowledge not knowing how to assess or improve their digital literacy. The results suggest the need for distance universities like UNED to strengthen teacher training in digital skills.

This qualitative study, based on semi-structured interviews, analyses the emotions of six (n = 6) pre-service teachers (PSTs) enrolled in a Chilean full-year education programme through metaphors they used to describe the process by which they became professionals. Findings suggest that pre-service teachers understand emotions as burdens, tools, and sources for self-knowledge. Metaphors also indicate that teacher training might be experienced as a shifting and hostile proof that challenges their self-conceptions, impelling personal adaptation and learning. Accordingly, this study shows that candidates employ metaphors to create professional knowledge, review past experiences, and develop identities. Lastly, it is also suggested that integrating metaphor-based work during the training might help PSTs to build narrative agency and gain valuable insight into their processes.

Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 U.S. pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers' responses related to "when" or "why" they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.

We designed and implemented an innovative teacher learning activity within the context of a graduate course. Course-takers created and completed a teaching demonstration and their "students" (i.e., fellow course-takers) were each assigned a specific role to play (e.g., disengaged) in order to provide the "teachers" with opportunities to practice their classroom management skills. After completing the demonstrations, the course-takers completed an assessment of their own and their colleagues' teaching effectiveness and their attitudes toward the role-playing activity. Overall, course-takers reported that they learned valuable teaching skills and generally enjoyed the role-playing activity. Such role-playing activities can safely provide developing teachers with opportunities to practice various pedagogical strategies, while simultaneously helping them sharpen their classroom management skills.

Purpose: The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university. Design/methodology/approach: A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019-20, 2020-21, 2021-22). Findings: Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages. Practical implications: The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted. Social implications: Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies. Originality/value: This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

The recent decades have seen enthusiastic calls for reconceptualizing English as a foreign language (EFL) education, taking into account the current socio-lingual status of English and how it is used "genuinely" for communication interculturally and internationally. However, a wide gap still exists between promulgation such as intelligibility over nativelikeness in pronunciation instruction and realities in the EFL classroom. The study investigated pre- and in-service teachers' cognition about accents and the incorporation of different accents in their classrooms. One hundred and sixty-six EFL teachers (89 pre-service and 77 in-service) from Hong Kong and Guangdong (a province in China) completed a questionnaire. Contrary to expectations, the teachers' overall attitude was neutral rather than positive towards General American (GA)/Received Pronunciation (RP)1 associated with EFL teachers' accents and EFL education. Only two thirds of the teachers were certain about which accents to use and to teach in listening and pronunciation lessons (i.e. as many as one third were uncertain). Also, the participants were neutral about incorporating non-GA/RP accents into EFL lessons, with around one third objecting to doing so. Although no differences were found between pre- and in-service teachers' cognition, additional analysis revealed that teachers' individual background variables, namely teaching experience, self-rated language proficiency, and knowledge of sound systems (IPA for English; pinyin for Mandarin), have significant correlations with their cognition.