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We address business schools' need to develop policies and practices informed by researchers' scholarly impact by offering an improved conceptualization and measure that considers contextual and temporal aspects: the Contextualized Scholarly Impact Index (CSII). We also offer software to calculate individual and institutional-level CSII scores. Our measure of scholarly impact (a) considers impact within the context of the management field, (b) relies on quantity and quality dimensions of research impact, (c) incorporates temporal aspects of impact, and (d) yields scholarly impact scores using the latest data from an inclusive set of influential management journals. CSII provides a transparent and multidimensional measure of scholarly impact to informpolicymaking, facilitate benchmarking of research impact, and support researchers in understanding and enhancing their scholarly contributions. Our study contributes to policymaking and practice by improving the theoretical conceptualization of scholarly impact; offering a metric for comparing the impact of individual scholars, research groups (e.g., teams, centers, and institutes), and business schools; aiding funding agencies in making informed decisions; assisting in the training and development of faculty and doctoral students; supporting policies for review, promotion, and tenure; and providing critical information for talent management practices including selection, succession planning, and rewards. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this project was to explore the developmental stages of a community of practice (CoP) and its impact on teachers' professional learning. Methods: Eight physical education (PE) teachers and one professor participated in this project, which specifically examined a CoP focused on PE (PE-CoP). Interviews and observations, as well as a focus group, were used to collect the data, which were analyzed through a constructivist revision of grounded theory. Results: The PE-CoP, which shared the same teaching model, progressed rapidly in its early stage by providing the teachers with collaborative activities to develop innovative pedagogies. Learning from the existing members was then added as a main type of professional learning for the teachers. The PE-CoP, however, gradually lost its collaborative approach, which led to ineffective professional learning. Conclusions: Finding an optimal balance between retaining focus on the primary goal of creating a CoP and offering fresh activities for more experienced members was determined to be a key factor in making the community healthy and sustainable. [ABSTRACT FROM AUTHOR]

Purpose: Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method: Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a "model professional learning community." Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results: Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion: Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community. [ABSTRACT FROM AUTHOR]

Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers' learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders' perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers' reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities. [ABSTRACT FROM AUTHOR]

Purpose: To examine socialization experiences of physical educators who deliver strength and conditioning (S&C) programming, particularly the development of subjective theories, expertise, orientations, and perceived mattering. Methods: Thirty-one secondary school physical educators providing S&C instruction/supervision as part of required duties completed in-depth interviews with Occupational Socialization Theory as a guiding framework for analysis. Results: Themes developed were (a) acculturation and organizational socialization influence beliefs, (b) S&C professional development is scarce, (c) S&C in physical education is a sporting endeavor, (d) blurred lines between teaching and coaching, and (e) S&C-related programs matter. Discussion: Physical educators delivering S&C programming lack adequate preservice preparation and professional development, and experience both role conflict and decreased marginalization. Physical education teacher education programs should offer more formal S&C training for safe and effective instruction/supervision. Schools should provide S&C-related professional development to maximize student learning and safety and avoid potential legal liability. [ABSTRACT FROM AUTHOR]

Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators' experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play. [ABSTRACT FROM AUTHOR]

Purpose: The purpose was to examine secondary physical education teachers' strength and conditioning (SC) knowledge and evaluate associations between SC teaching role, professional preparation, and development. Method: A knowledge survey was developed/validated and distributed to 2,189 middle/high school teachers, with 605 providing complete data. Results: Seventy-five percent of participants reported serving an SC-related teaching role, and mean SC knowledge was 6.77 correct out of 15 (45%). Participants with SC certification, who taught an SC unit/course, who supervised an SC sport program, and who taught in high school performed significantly better. Physical education teacher education preparation, including exercise physiology and weightlifting activity courses, was a significant predictor of SC knowledge. Professional development, such as SC online coursework, meeting with SC professionals, and reading SC publications, was also a significant predictor. Conclusion: To support physical education teachers' SC knowledge, physical education teacher education programs should include SC-related course offerings, and school administrators should consider offering professional development to physical education teachers who serve in SC roles. [ABSTRACT FROM AUTHOR]

Purpose: To explore the insights of adults and children at a New Zealand primary school adopting nonlinear pedagogical approaches to physical education (PE). Methods: This case study was conducted at a single primary school and utilized a qualitative methods design, including interviews or focus groups with the principal, five teachers, and four children. Results: A general inductive approach to analysis identified 11 themes including: empowering teachers and children (principal), letting go of control (teachers), and ownership (children). Discussion/Conclusion: Our findings suggest that a principal's perceived need for change is important to facilitate school wide change to PE practices. Teachers can successfully adopt PE teaching approaches that align with contemporary pedagogy literature through in situ professional development, resulting in positive PE experiences for children. [ABSTRACT FROM AUTHOR]

Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p =.008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p =.005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments. [ABSTRACT FROM AUTHOR]

Metaliteracy can be understood as the way in which information consumers are capable of applying critical thinking and self-reflection in their use and creation of information products in social media and other collaborative environments. When considered differently, social media is also where information consumers discover a breadth of information and perspectives beyond and counter to what is delivered by mainstream media and in academic settings. Specifically, post-truth information is better at tracking information consumers than consumers are at discovering and discerning factual information. Critical information literacy is a transformative skill set with which information professionals incorporate knowledge of information privilege, the information economy, and the consequential inequalities of each into their instruction. [Extracted from the article]

Purpose: Drawing on the concept of community of practice, the purpose of this study was to explore Brazilian physical education teachers' experiences of nurturing a community of practice online during the COVID-19 pandemic. Method: This was an action research project, and the participants were 13 high school physical education teachers (one of them acted as teacher-facilitator), one critical friend, and one meta-critical friend. Data sources included teachers' online meetings, critical friend conversations, interviews, and the facilitator's reflexive journal. Results: Inductive analysis resulted in four themes: finding emotional and pedagogical support, building a teachers-only space, creating an online group dynamic, and negotiating to research their own practice. The findings are discussed in relation to the characteristics of community of practices and online continuing professional development. Conclusion: Key aspects for future online collaborative continuing professional development are highlighted: (a) teachers-only; (b) by teachers, for teachers; and (c) combination of tools. [ABSTRACT FROM AUTHOR]

Teachers' assessment literacy is a crucial element for effective assessment practices. This study investigated the assessment literacy of 104 Filipino basic education teachers of a non-sectarian private university using descriptive quantitative research methods. The study explored their knowledge in testing, measurement, and data literacy, as well as professional development. Findings revealed that most teachers had limited participation in general professional development but were highly involved in assessment-related activities. Overall, teachers showed satisfactory assessment literacy, with borderline proficiency in data literacy. Assessment literacy levels did not significantly differ by sex, age, educational attainment, field of specialization, years of teaching, or number of professional development trainings. However, the academic level taught significantly predicted assessment literacy, indicating differences in competencies across educational levels. Testing, measurement, and data literacy were positively related to overall assessment literacy and explained its variability. This highlights the need for continuous professional development to enhance teachers' assessment skills and improve educational outcomes, along with better assessment procedures. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine the influence of attitude toward clinical supervision on the level of implementation of the clinical supervision and teaching performance. This quantitative study employed a descriptivecorrelational design to present static depictions and establish relationships between variables, while utilizing reflective thematic analysis to explore challenges in clinical supervision from teachers' perspectives. Stratified random sampling was used to select the 141 teacher-respondents calculated through raosoft online sample size calculator. Data were gathered through survey questionnaire. Results revealed that teachers consistently exhibited a positive attitude toward clinical supervision viewing it as a supportive mechanism for professional growth. In terms of clinical supervision, findings indicated a consistently high level of implementation across there stages; pre observation, actual observation and post-observation. Rating sheets of the teachers reflected outstanding performance by teachers across various indicators. Analysis of teachers' attitudes toward clinical supervision based on their profiles showed only significant differences in terms of position. Analysis of teachers' performance showed no significant differences based on school assignment, educational attainment, length of service or teacher positions. Findings revealed that there is a significant positive relationship between teachers' attitudes toward clinical supervision and teachers' teaching performance. The simple regression analysis indicated a significant influence of teachers' attitude on the level of clinical supervision implementation as well as between teachers' attitude and teachers' performance. In order to maximize the role that clinical supervision may play in promoting educational excellence, the study emphasizes the importance of positive attitudes and the successful implementation of clinical supervision in nurturing teachers' professional development and helping them overcome challenges. Promote continual improvement in education through training, funding, and collaboration, while advocating for leadership support and targeted training in clinical supervision. [ABSTRACT FROM AUTHOR]

The Department of Education fronted an abrupt shift in the implementation of instruction and learning from physical (face-to-face) classes to distance/blended learning in the midst of the pandemic. The Basic Education Learning Continuity Plan (BE-LCP) was an answer that ought to uphold educational standards and learning outcomes, ensuring that students continue to achieve their learning goals despite the changes in the mode of delivery. Thus, this descriptive-comparative study evaluated the implementation of curriculum streamlining of the BE-LCP among the 28 Senior High School teachers and 5 Learning Area Coordinators with the use of two separate survey questionnaires. While the results show an outstanding implementation of curriculum streamlining of the BE-LCP, a gap exist in teachers' training in crafting learning materials aligned with the Most Essential Learning Competencies (MELCs). The success with broader curriculum changes highlights the need for additional support in crafting materials aligned with learning competencies. For this reason, it is further recommended that the school leaders should provide emphasis on continued professional development through training and conferences in order to recognize the importance of lifelong learning for the teachers making them abreast of the best practices and innovative educational strategies to enhance their classroom effectiveness. [ABSTRACT FROM AUTHOR]

This study conducted a systematic review of empirical research to examine the effectiveness of professional development (PD) programmes aimed at promoting playful learning pedagogies among early childhood teachers. Despite the growing adoption of policies advocating for playful learning, a considerable disparity persists between policy ideals, research findings, and actual instructional practices. This study identified a scarcity of rigorous research on this topic, with nine qualifying studies showcasing nine distinct PD programmes, each characterised by diverse training delivery methods, intensity levels, and playful learning conceptualisations. While these programmes reported enhancements in teachers’ playful learning pedagogies, predominantly through reflection and coaching strategies, the lack of rigorous research methodologies employed in the studies hinders definitive conclusions about optimal practices and significant impacts on teacher practices and student outcomes. It is recommended that playful learning PD programmes integrate research findings from the science of learning, embrace community and cultural values as an integral part, and incorporate both reflection and coaching strategies to bridge the gap between policy, research, and pedagogical implementation. [ABSTRACT FROM AUTHOR]

Given the global rise of English as a lingua franca, there has been a rapid growth of English-medium instruction (EMI) programmes at all educational settings. However, EMI teachers face a variety of challenges due to the multilingual and multicultural contexts in which they operate. The challenges encountered by EMI teachers, including navigating language proficiency gaps, managing pedagogical complexities, and coping with emotional labour in diverse educational environments, play a pivotal role in shaping their professional journey and growth in different EMI classrooms. Through eight featured articles focusing on different contexts (i.e. Argentina, Vietnam, Spain, Hong Kong, and mainland China), this special issue delves into EMI teachers’ lived experiences and continuing development across distinct classroom contexts and offers useful insights into their experiences of identity formation, transformative agency, and professional growth. Collectively, the findings highlight the crucial roles of teacher agency, identity, emotional labour, and professional development in shaping effective EMI practices. Furthermore, they highlight directions for future research that could enhance the effectiveness and well-being of EMI teachers, which in turn may potentially contribute to improved educational outcomes for students in diverse linguistic environments. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusions Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative. [ABSTRACT FROM AUTHOR]

This paper describes the validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU) with a diverse sample of faculty in social work, counseling, marriage and family therapy, and psychology. Full-time faculty at accredited graduate schools across disciplines were invited to participate in an online survey that included the RSIPAS-EDU, and 1,742 completed it. Results support the RSIPAS-EDU as a reliable and valid tool to assess mental health educators’ self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients’ religion/spirituality in treatment, and identify faculty development needs. Implications and recommendations for future studies are discussed. [ABSTRACT FROM AUTHOR]

This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students' learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother. [ABSTRACT FROM AUTHOR]

Learning science, technology, engineering, and mathematics (STEM) subjects starting at a young age helps prepare students for a variety of careers both inside and outside of the sciences. Yet, addressing integrated STEM in an elementary school setting can be challenging. Teacher leadership is one way to address this challenge. The purpose of this qualitative, descriptive case study is to understand how participation in the NebraskaSTEM Noyce Master Teaching Fellowship project impacted elementary STEM teacher leadership identities. Our findings suggest participation in the project contributed to different layers of teacher leadership identity (as a STEM learner, as a STEM teacher, and as a STEM teacher leader). These findings suggest professional development should be tailored to address empowering specific layers of STEM teacher leaders' professional identity. Other teacher leadership development projects may want to consider how to structure their projects to empower teachers based on the identities and experiences of those teachers. [ABSTRACT FROM AUTHOR]

The development of inclusive education has become a policy priority across the world, yet the reality of enactment is inconsistent. While many barriers contribute to creating inclusive classrooms, effective teacher professional learning (PL) presents a significant challenge. Professional learning communities (PLCs) have been identified as potentially transformative models of PL but despite the growing research base on PLCs, there is limited research on their role in the context of inclusive education. We address this knowledge gap and build upon previous research that demonstrated the positive impact of a PLC on sustained PL for inclusive practice. Situated in the Republic of Ireland, PLCs for inclusive practice were developed in four schools, supported by a school-university partnership, comprising one academic and four teacher leaders. Focus group interviews with the PLC participants (n = 33) and observation of practice in two schools indicated teacher change. Of note, PLCs that transform PL for inclusive practice can be internally led when teachers are empowered through a school-university partnership. This paper strengthens the research on the potential of PLCs as transformative models of PL for inclusive practice and offers a framework that includes design principles for school-university partnerships to support the PLCs for inclusion across diverse school contexts. [ABSTRACT FROM AUTHOR]

This editorial discusses the field of Global Health and its interdisciplinary approach to understanding and addressing global health issues. It highlights concerns that activities in Global Health often perpetuate colonial assumptions, racism, and biases. The editorial presents a research topic that explores and addresses these biases, focusing on decolonization, bidirectional learning, and partnerships in global health education. It provides examples of articles that examine the impact of historical biases and propose new pathways forward. The document also explores the use of learning platforms in Global Health Education and emphasizes the need to confront and mitigate colonialist and supremacist biases in the field. [Extracted from the article]

Background: Education is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors' quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors' competency in learner-centered teaching, to provide constructive feedback to develop the preceptors' competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China. Methods: This is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor's competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree). Results: Two hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors' self-assessment significantly higher than the interns' (p < 0.00). The overall mean of each category of preceptors' self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated "Teacher's knowledge and attitude" lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated "Teachers' knowledge" as the highest category and "Learning climate" as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ. Conclusions: Employing the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships. [ABSTRACT FROM AUTHOR]

The study examined the effectiveness of e-learning in flexible learning and its impact on students' academic performance in selected public elementary schools in Manila for the 2021-2022 school year. It found that most teachers were aged 31-40, female, married, held a bachelor's degree, and had less than ten years of teaching experience. Elearning was found to be highly effective in lesson delivery, participation, and discourse but moderately effective in virtual learning and critical analysis. Students' academic performance was outstanding in video conferencing/teleconferencing and very satisfactory in other areas like science investigation, weather reporting, discussion boards, and science journals/news. A significant relationship was identified between e-learning effectiveness and students' academic performance (Pearson-r = 0.84). Teachers faced challenges such as excessive paperwork, expensive professional development, and schedule conflicts. Recommended solutions include reducing paperwork, providing free training, enhancing support from school heads, promoting parent involvement, and securing electronic gadgets for students. Overall, teachers were effective in using e-learning for flexible learning, positively impacting students' academic performance, though addressing these challenges is essential for further improvement. [ABSTRACT FROM AUTHOR]

The concept of ‘professional capital’, which consists of human, social, and decisional capital, has been adopted in many countries to guide teacher development and school practice. However, more empirical research needs to be conducted to understand the concept in the Chinese context. The study investigates how teachers accumulate their professional capital in Master Teacher Studios (MTSs), a cross‐school teacher professional learning community in China. The study adopts a qualitative case study approach. Interviews, observation, and document analysis were employed to collect data from 10 MTSs in Zhejiang province, China. Ten MTS hosts and 28 studio members were selected as research participants. A combination of inductive and deductive coding approaches helped identify specific practices related to the three components of professional capital. Teachers in MTSs develop their human capital with increased professional competence, professional achievements and reputations, as well as enhanced confidence and open mindsets. Regarding social capital, teachers benefit from harmonious interpersonal relationships within MTSs to win peer support, from stronger social ties to learn from experts, and access more visible opportunities to display themselves professionally. They also enhance their decisional capital in the critical areas of teaching research (jiaoyan) and leadership issues. The study reveals specific practices associated with professional capital in the Chinese context where interpersonal relationships (guanxi) and cooperation are particularly emphasised, contributing to theory development. The study also describes how teacher leaders contribute to developing teacher professional capital, which may contribute to understanding teacher‐led professional learning. [ABSTRACT FROM AUTHOR]

Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential.Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs.Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University.Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action.Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC. [ABSTRACT FROM AUTHOR]

The changing architectural design of the spaces where schooling occurs can impact on the types of pedagogical practices that were once solely viewed within the traditional single teacher classroom. Innovative learning environments are being built where there can be multiple teachers with larger cohorts of students. This may provide more opportunities for collaboration amongst teachers which may enhance learning opportunities. This New Zealand study looks at the views of ten primary school teachers in innovative learning environments and the results from a national survey in regard to primary teachers’ and principals’ perceptions on teacher collaboration and innovative learning environments. Specifically, we highlight the views of principals and teachers situated within the New Zealand education system and the range of views they bring to this change to the types of differing structural spaces of learning and teaching. The findings suggest that a continuing challenge for teachers is the level of noise and the wide range of distractions within innovative learning environment. The attitudes and adaptability of teachers to adjust to change, and their opportunities for professional development to prepare for this change are key influential factors. [ABSTRACT FROM AUTHOR]

Effective professional development (PD) in teaching writing involves supporting teachers' knowledge of the writer's craft, including their thinking processes, linguistic knowledge and practical strategies for teaching these. Grammar‐for‐writing approaches support teachers' knowledge of how grammar creates meaningful effects in writing. While training initiatives support teachers' knowledge of writing processes, more is needed to transfer process knowledge into effective teaching. Synthesising “writerly processes” with grammar‐for‐writing strategies may support teachers' classroom practice. This article explores the development of a workshop for teachers on a novel imaginative embodiment approach for teaching narrative writing, which links imaginative thinking and linguistic knowledge. The article reports on a study with Year 5 international school teachers in Hong Kong and their perceived efficacy of the approach after trialling it in their classrooms throughout a narrative writing unit, with the purpose of informing future teacher training. Findings from semi‐structured interviews showed that teachers perceived imaginative embodiment as supporting their “insider” understanding of writing processes through purposeful and specific strategies resulting in student improvements. However, unfamiliarity with the approach and insecure linguistic subject knowledge resulted in a steep learning curve. It is argued that imaginative embodiment training may develop teachers' understanding of, and strategies for, teaching the link between narrative imagination and grammatical choice, but training should cater to teachers' prior linguistic knowledge. [ABSTRACT FROM AUTHOR]

PurposeMethodResultsConclusionEarly childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development.Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated.The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons.This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery. [ABSTRACT FROM AUTHOR]

BackgroundResearch goalTheoryMethodResultsDiscussion and conclusionReflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching.This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development.Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one's inner potential. This approach is believed to help student teachers find their personal and authentic teaching style.The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø's ‘collective qualitative analysis’ procedure.The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application.Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities. [ABSTRACT FROM AUTHOR]

This paper reviews my work in the specific area of teacher creative development and highlights future directions in my own research as well as for possibilities in the field of creativity in education. I emphasize the importance of understanding and promoting creative agency as a multidimensional framework for teacher and student flourishing in school and on the key role of creative metacognition and self-regulation in that developmental process. I consider recent work on creative metaphor generation in multiple modalities, including embodiment, and consider how embodied creative teaching and learning remain understudied areas of huge potential in the field of creativity in education. Last, I present the need for more critical and transformative perspectives and approaches to the study and promotion of creativity in education. [ABSTRACT FROM AUTHOR]

Teacher agency is considered a key driver of teacher professional growth, student improvement, and educational change. This study contributes to the sparse research on language teacher agency in blended learning (BL). Using activity theory to conceptualize teacher agency, this study explores how two English as a foreign language (EFL) teachers exerted agency while implementing BL at a Chinese university. This study also examines the factors that mediate the exercise of agency. Data were collected through classroom observations, interviews with both teachers and their students, and course documents to provide a thorough understanding of teachers’ experiences with blended teaching. The data analysis revealed that successful agentic actions to address contradictions included selecting the appropriate delivery to match learning goals, making good use of online tools for interaction, assigning students active roles, flexibly enacting rules, and building a supportive climate. However, some contradictions within the instructional activity system remain unresolved. Mediating factors such as tools (teachers’ expertise and beliefs), community (students and other professors), and rules (curriculum assessment) were found to shape teacher agency in the BL context. This study contributes to the literature on teacher agency in BL, and provides practical recommendations for teacher professional development and curriculum reform. [ABSTRACT FROM AUTHOR]

With a national research-oriented atmosphere in tertiary institutions, many Chinese EFL teachers rise to the challenge by working collaboratively in professional communities, leading to increasing attention to collective agency. However, how their collective agency manifests remains underrepresented. Using a qualitative inductive method, this study investigated the manifestations of the collective agency among six university EFL teachers in a research institute of a Chinese university from a social cognitive perspective. It was found that the teachers' collective agency manifested as their ability to form a collective mode of practice that aligned their professional goals and paths, to foster a dual-natured social network that supported professional development and to maintain a shared belief in group efficacy that enhanced collaboration and collective identity. The findings point to the importance of understanding collective agency as an emergent and contextualized phenomenon filled with complexities and nuances. Theoretically, the study enriches the understanding of the dynamism and complexities of teachers' collective agency in a Chinese context and broadens the research perspectives of teacher collaboration. It also has practical implications for teachers and administrators who are seeking ways to cope with pressure in an era of research excellence. [ABSTRACT FROM AUTHOR]

This study explores the integration of Information and Communication Technology (ICT) and Indigenous Knowledge Systems (IKS) to enhance student well-being in STEM classrooms within South African higher education. South Africa has long struggled with low enrolment and poor performance in STEM subjects, impaired by inadequate teacher training, teaching methodologies, and psychological factors such as anxiety. The COVID-19 pandemic has further emphasized the need for resourcefulness in education, highlighting the potential benefits of technology and indigenous knowledge in mitigating these challenges. The researchers investigate the synergy between ICT and IKS in reducing stress and anxiety among STEM students and educators. The study employs a critical reflective approach to analyze existing literature and derive a preliminary framework. This framework includes criteria for integrating IKS into STEM curricula, strategies for using ICT and IKS synergistically, and professional development for STEM teachers in the era of decolonization and the Fourth Industrial Revolution (4IR). The study concludes by proposing twelve preliminary criteria for the effective use of ICT and IKS to address psychological challenges in STEM education. These criteria aim to promote a holistic, inclusive, and culturally relevant learning environment that leverages both traditional knowledge and modern technological advancements. However, the study's reliance on theoretical perspectives without empirical testing may affect the validation of the proposed criteria. [ABSTRACT FROM AUTHOR]

Research indicates that Learning Action Cell (LAC) sessions are essential to teachers' ongoing professional development. Further research is required to characterize and identify the methods and obstacles involved in putting LAC into practice. The study investigates the implementation of LAC sessions in the district utilizing mixed method. There were 53 public elementary teachers and 22 participants who underwent interviews for the challenges they encountered in LAC implementation. Findings revealed that only one indicator which is fully implemented along Learner Diversity and Student Inclusion whereas other indicators that were implemented are Content and Pedagogy; Assessment and Reporting; 21st Century Skills and ICT Integration; and Curriculum Contextualization, Localization and Indigenization. Also, there were eight (8) extracted themes on the challenges encountered by the participants. These are time commitment, LAC implementation activities and LAC Plan; Non-participation to LAC session in online modality; overlapping of activities; redundancy of LAC topics; difficulty in internet connectivity; nonarticulation of LAC session objectives, and difficulty in learning methodology and program addressing learners' needs. Ultimately, the analysis comes to the conclusion that the school implements its LAC sessions using procedures. The developed framework may be implemented in this regard. It is noteworthy that larger-scale research of this kind is required, with the aim of implementing and assessing the study's output in terms of its efficacy. [ABSTRACT FROM AUTHOR]

AbstractThis research interrogates the integration of spirituality in health science education through a semi-structured survey of 23 nursing students as well as semi-structured surveys and focus group interviews conducted with seven lecturers in the school of health sciences at St. Paul’s University, Kenya. The research acknowledges the way in which the COVID pandemic has foregrounded public health issues such as stress, mental health, and trauma in the specific areas of student self-care, nursing practice, curriculum review, and faculty training and development. Conducted by a theologian and health scientist, this study utilizes an integrative model of faith and science to demonstrate the need for integrating spirituality in health science education within the context of Christian higher education. [ABSTRACT FROM AUTHOR]

AbstractUnderstanding the pedagogical dynamics that occur when teachers interact with digital textbook devices (DTDs) in the artificial intelligence (AI)–enhanced teaching environment is critical for education success. Previous research on the use of DTDs has primarily focused on subjective and intrusive questionnaire surveys, with little attention paid to the accompanying data when teachers use AI tools. This study aims to mine teachers’ behaviors from a data-driven perspective, exploring actual practices as they integrate DTDs into their teaching. We collected teachers’ behavioral data from a cloud-based curriculum platform, covering four subjects over a four-month period. Then, we used the lag sequential analysis (LSA) technique to investigate state-change patterns and the motif discovery technique to uncover hidden sequential patterns in teachers’ behaviors. Furthermore, using two mutually dependent recurrent neural networks, we predicted teachers’ future behaviors while operating DTDs, providing a more complete understanding of their pedagogical dynamics. Our findings show significant behavioral patterns when teachers use AI–embedded digital devices in the smart teaching environment. Additionally, the predictive model performed well in predicting teachers’ future behaviors, which can be used to improve the design of human–computer interaction in digital textbooks. [ABSTRACT FROM AUTHOR]

Through the lens of identity, this study explored the lived experiences of two Chinese university English-as-a-foreign-language teachers who were doing a professional doctorate for professional development. Adopting a narrative case study design and informed by activity theory, the study drew on a rich dataset comprising narrative frames, interviews, informal communications, netnographic observations and artefacts. Thematic and activity systems analyses revealed how the two focal teachers developed different identities through interacting with the external influences in the dual activity systems of professional work and doctoral study. In particular, the analyses unravelled hidden structural tensions inherent in the dual activity systems and showcased the participants’ mediated actions and strategies for dealing with these tensions. The study suggests developing sustainable mechanisms and tailored programmes to support in-service teachers’ degree studies, while also calling for teachers to creatively retool contextual affordances for continuing professional development. [ABSTRACT FROM AUTHOR]

Although the benefits of the close relationship between parent and teacher to child development are widely recognized, it's still unclear how the parent–teacher relationship affects Chinese pupils' school attitudes. The study aimed to investigate this question with a nuanced approach by focusing on the components of the parent–teacher relationship and exploring the moderation of students' perceptions of academic performance. Data were from 1755 fifth graders (Mage = 12.19, 51.3% girls) and their mothers (Mage = 41.38) in a two‐wave longitudinal dataset. Parents' reports of parent‐initiated contact, teacher‐initiated contact, the quality of the parent–teacher relationship, and students' perceptions of school attitudes and academic performance were analysed by multiple regression models. In terms of the main effect, parent–teacher relationship quality was negatively associated with school avoidance. In terms of the moderation effects, parent‐initiated contact was negatively associated with students' school liking who had low academic perceptions, and the relationship quality was positively associated with students' school liking who had high academic perceptions. The findings provide insights into promoting pupils' school psychological adjustment from the perspective of home–school collaboration in the Chinese context. [ABSTRACT FROM AUTHOR]

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher's self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs. [ABSTRACT FROM AUTHOR]

This conceptual article proposes a contextualized view of teachers' professional ethos in the area of school bullying in general and regarding bias-based bullying in particular. I argue that teachers need a contextualized or embedded professional ethos to successfully address bias-based bullying and promote positive social relationships among students. Three objectives relating to the improvement of educational practices in addressing school bullying, particularly bias-based bullying, are pursued. First, with a view to professionalizing teachers, this article attempts to make tangible the abstract concept of professional ethos, a concept largely neglected in contemporary teacher education. Secondly, the contribution synthesizes current knowledge on the phenomenon of bias-based bullying in schools and the role of teachers in the bullying dynamics, highlighting the link between empirical findings and pedagogical practice. Thirdly, I propose a contextualized model as a guide how teachers' professional ethos in the area of bias-based bullying can be developed and fostered. [ABSTRACT FROM AUTHOR]

Can we celebrate multiculturalism through teachers' training in a heterogeneous and diverse setting such as Israeli society? The current study examines teachers' processes through an online teachers' professional development program and an interactive activity, where 68 Israeli teachers shared their cultural stories with teachers from other cultures. Findings indicate that the teachers who met with teachers from other cultures, whom they usually do not meet, wanted to learn about each other's culture, including their religious values, practices, and traditions while looking for commonalities. Furthermore, such intercultural meetings can occur online if the activities are designed to foster meaningful meetings and discussions between different cultures despite the social rifts and the separation within the education system. [ABSTRACT FROM AUTHOR]

Teachers in the new normal underline the numerous challenges that educators face while moving to remote teaching and learning methodologies. This study shows that teachers are greatly affected by overwhelming paperwork and in making developmental plans for their students' needs, especially in this new normal. The purpose of this study is to determine the experiences of the teachers during the COVID-19 pandemic and to perceive a tailored strategic plan for transitioning blended learning for the full face-to-face classes for the teachers. It focuses on understanding and making initiatives towards teachers' development and enhancement of management in the field of teaching. The researcher utilized a purposive sampling procedure in choosing participants of the study who were teaching in DepEd Sta. Catalina National High School. A total of 35 teachers were selected to take part in the study. The study utilized modified Colaizzi's seven-step method (2018) for data analysis. Three (3) major themes emerged from the analysis: (1) The Captured Threat; (2) The Compromised Assessment; and (3) The Call for New Modalities. It is concluded that despite all the difficulties that teachers face, basic education teachers are resilient, especially in teaching and learning in the new normal. When delivering lessons during the pandemic, the teachers turned their weaknesses into opportunities. However, it is recommended that teachers should have seminars and training that can augment the contemporary trends and changes in the educational realm making them ready to face any challenges. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the impact of School Learning Action Cell (SLAC) implementation on the professional and personal development among elementary teachers. Descriptive-correlational research design and complete enumeration technique were used. Findings reveal that elementary teachers generally have agreed that SLAC implementation was extensive in terms of learner diversity, content and pedagogy, content assessment and reporting, 21st century skills and ICT integration and curriculum contextualization. They also concurred that the implementation of SLAC had a profound influence on their professional and personal development. However, the perceived impact on teachers when grouped according to the number of years was statistically insignificant. A notable disparity in the perceived impact of teachers on their personal growth when grouped according to sex was identified. In terms of their professional growth, no significant difference was observed. A significant relationship between the extent of implementation of SLAC and the perceived impact of SLAC implementation on personal and professional growth was evident. Recommendations included more SLAC sessions on learner diversity and content assessment. Reporting should be allocated in a gender-sensitive approach. Innovative and interactive strategies in the implementation of SLAC must be utilized to intensify its impact on the personal and professional growth of teachers. [ABSTRACT FROM AUTHOR]

The article focuses on the final years of my PhD research in which I (Bernadette) explored in-school professional learning opportunities with a group of teachers who were working to support collaborative teaching methodologies to allow pupils to take an active role in their learning. This was set in the context of the development phase of Cosán, the national framework for teachers’ learning in Ireland, in which the profession could examine what it would mean for them in the context in which they practise. Explicit in this framework is the emphasis on the growth of teacher professional learning to enhance student outcomes. Central to this is reflective practice. The reader will see how this research shows that our facilitated engagement in the process of reflection through ongoing, sustained, critical and collaborative conversations allowed us not only to celebrate successes but also to challenge values, beliefs, and assumptions about why we do what we do, supporting us to make conscious decisions about possible future actions. In taking ownership of our practice, we were motivated to take the risk to examine it and take collective responsibility for making a difference in each other’s learning and in the interests of improving student learning. [ABSTRACT FROM AUTHOR]

In developing countries like Indonesia, responsible agencies have yet to consider in-depth factors in building better teacher performance in secondary education. Contemporary educational research has explored the relationship between motivation and professional development on teacher performance. However, there needs to be more understanding of this relationship with family sociological conditions, levels of managerial support, and different working conditions. This research examines how motivation and professional development can determine teacher performance by involving these three conditions. This research involved 474 secondary education teachers voluntarily and with specific criteria profiles tailored to their needs. Data collection was assisted using a closed questionnaire with a four-point Likert scale, tested for validity and reliability. Structural Equation Modeling was used to analyze data through path analysis and bootstrap methods. The findings prove the importance of motivation and professional development supported by family sociological conditions, managerial support, and proportional workload in determining teacher performance. These results shed light on secondary education providers in strengthening professional development and simultaneously strengthening teacher motivation which has so far often been overlooked. The strategy used is to provide support in the managerial aspect to create work comfort and a proportional workload to make it easier for teachers to carry out technical development. Lastly, support and positive relationships from the family contribute to strengthening the teacher's mentality which leads to strengthening work motivation. In conclusion, teacher performance in secondary education can be optimal by carrying out self-development, strengthening motivation, proportional performance, in addition to managerial and family support in establishing mental health. [ABSTRACT FROM AUTHOR]

Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers' coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers' instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers' practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions. [ABSTRACT FROM AUTHOR]

The purpose of this research was identifying the level of understanding of the teacher key competencies for inclusive education by Kosovo teachers. For this research it was used the quantitative method approach, identified 270 teachers as sample representatives and the questionnaire was used as the instrument. The findings show that the level of understanding of the teacher key competences for inclusive education by Kosovo teachers is at the low level. The t-test shows that the teachers with long work experience are more knowledgeable about inclusion than the teachers with short experience but on the other hand the teachers with shorter work experience are more supportive, collaborative and have more interest for professional development than teachers with longer work experience. The results also show that there are differences between teachers with bachelor and master degree, in their competences (knowledge, support, collaboration and professional development) as an inclusive teacher. [ABSTRACT FROM AUTHOR]

The article focuses on the evolution of the US Army War College's approach to military education and leadership. Topics include the historical shifts in the college's educational focus, the current emphasis on adapting to great-power competition and technological advancements, and the development of a tailored educational model to enhance strategic leadership and problem-solving skills.

Context-based STEM learning has been proven to be useful as interdisciplinary storylines to regulate the flow and sequencing of lessons to obtain expected outcomes. This case study pilot project aims to contextualise scientific learning to local culture. Student groups sampled from two schools in distinct social backgrounds, reflected varied Indian population. Pre-service middle school science and social studies teachers conducted eight lessons as an interdisciplinary storyline with a few natural and social science concepts utilising an artefact representing the cultural history of India for seventh-graders. Data were collected through manually recording of students' responses and products made during class activities; researchers' observations and pre-service teachers' feedback about finding solutions to the difficulties faced. In order to address three research questions about socio-cultural context in science-curriculum design, student adoption of 3D learning, and overcoming teachers' challenges, a thematic analysis of data through the lens of five science practices and one crosscutting concept was performed. This study supported context-based STEM learning for the twenty-first century and strengthened cultural anchoring from an early stage implying the need for teacher professional development, curricular reform, and school infrastructure improvements to support policy implementation. Such researches may be extended to varied sociocultural contexts and discipline combinations to offer broader perspectives. [ABSTRACT FROM AUTHOR]