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AbstractComprehensive sexuality education involves intentional, progressive and systematic learning about the cognitive, emotional, biological and social aspects of sexuality. To identify how this occurs within higher education contexts, this study is conducted to describe the perceptions of teacher trainers about the relationship between comprehensive sexuality education and initial teacher training. Using a qualitative, semi-structured approach, 54 teacher trainers from eight universities in Santiago, Chile, were interviewed. Data analysis was carried out through content analysis and aided by the use of NVivo software. The participants expressed positive perceptions regarding the integration of the subject into mainstream educational curricula. The findings highlight the need for training programmes that develop content and strategies for future teaching practices. We conclude that promoting and protecting sexual and reproductive rights requires understanding of the challenge of implementing comprehensive sexuality education that is supported and regulated by public educational policies. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing popularity of outdoor learning (OL) amongst researchers and practitioners highlighted the need to further investigate primary teacher trainees (PTTs) perception towards it and how this may be related to their nature connection. Participants were PTTs who were considering attending Forest School (FS) Training Level 1 as part of their Initial Teacher Education (ITE) course. This mixed-methods research employed the Nature Relatedness (NR) scale to measure trainees' relationship with nature. Semi-structured interviews with those who chose to attend FS training were conducted to ascertain their perceptions and attitudes towards the training. Through Thematic Analysis of interviews five themes emerged, including favourable perceptions of FS Training and OL for their future teaching career and a positive nature connection. A significant difference in the mean NR scores was identified with higher NR scores for the group who chose to attend the FS training in comparison with those who did not. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThe education system plays a crucial role in addressing climate change, to improve understanding and promote action in the society. Pre-service teachers, as future educators, play a crucial role in shaping the next generation’s attitudes and responses to this pressing issue. This study examines the relationship between climate change competence and the emotional responses of pre-service teachers in Spain, aiming to identify potential implications for climate education. A survey was conducted with 870 pre-service teachers from four universities, assessing their knowledge, skills, attitudes, and emotions regarding climate change. Results revealed significant correlations between climate change competence and emotional responses, allowing to identify two distinct groups of pre-service teachers: the "concerned" and the "skeptical." The concerned group demonstrated higher levels of competence and a greater willingness to teach about climate change, whereas the skeptical group exhibited lower levels of competence and a reduced inclination to act as change agents. This study provides empirical evidence that emotions regarding climate change should not be classified simply as positive or negative; rather, they should be understood in the context of whether they have an activating role, thus promoting climate action, or not, thus resulting in resistance to it. [ABSTRACT FROM AUTHOR]

In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation. [ABSTRACT FROM AUTHOR]

The School Science Activity recognises the need for science education that provides citizens with a worldview about which they can think, act and communicate. However, science teachers, especially in physics, continue to use transmissive teaching approaches and show evidence of difficulties in implementing didactic approaches such as modeling in the classroom. Some reasons include the complexity of designing sequences under this approach and the lack of comprehension of the role of modeling competences that are developed in this kind of implementation. This research analyses how the ideas of physics teachers in training in Chile change concerning modeling and its competences, after participating in a course oriented towards this approach. At the end of the course, progress is identified in comprehending the aims of the modeling competences of expression, evaluation and application of a model. The results also highlight the importance of training future teachers through classes focused on modeling. To this purpose, some design and implementation guidelines are proposed. [ABSTRACT FROM AUTHOR]

This article offers as a didactic resource for teaching ecology a dynamic activity based on a game and in contact with nature, implemented during initial teacher training. Data were collected on the affective and cognitive domains and it was found that, after intervention, teachers in training reported significant improvements both in their understanding of concepts related to ecology (food chains, population, community) and in their emotional component in the learning of natural sciences. The participants positively evaluated the use of the implemented methodology (Game-Based Learning), highlighting motivational, didactic and transference aspects for their future teaching work. [ABSTRACT FROM AUTHOR]

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Practical training is an important component of initial teacher education (ITE). Interactions with the educational reality in schools and with school-based teacher educators (SBTEs) are crucial to practical training. Often, SBTEs lack specific and consistent training to work with future teachers. This study aimed to identify the practices and needs of SBTEs guiding the pedagogical practicum of students, future teachers working in Romanian kindergarten and primary education. A questionnaire provided by the International Forum for Teacher Educator Development (InFo-TED) was administered in December 2021 to January 2022 to 116 SBTEs conducting mentoring activities for future teachers in primary schools and kindergartens. The analysis of their responses by level of education and experience highlighted the perceived usefulness of activity types considered relevant and less relevant in mentoring, training activities previously accessed, professional training needs, and how research is valued in mentoring. Specific training practices and needs are highlighted, providing grounds for developing training programs and interventions aimed at enhancing SBTEs' competencies in mentoring prospective teachers. [ABSTRACT FROM AUTHOR]

This paper focuses on the movement known as 'teachers as researchers', which has become an international phenomenon, and posits that it may be compatible with the policy of the 'New General Education Curriculum' of Vietnam. In order to examine teachers' perceptions of their ability to undertake such research the methodology employed was qualitative in nature and consisted of two phases including a survey questionnaire with open ended questions administered to respondents in 100 high schools and secondary schools in 35 locations in cities and provinces in Vietnam, followed by in-depth interviews with four practitioners. It analyses the context, examines the challenges, and recommends strategies in order to develop teachers as researchers in the Vietnamese context. The main findings include that teachers currently lack interest in carrying out research because initial teacher training does not equip them sufficiently, they thus do not have confidence that they possess the relevant skills, and they perceive that there are limitations in support and leadership in schools, especially in relation to incentives to carry out research. The paper recommends that policy makers and school leaders take the necessary measures as soon as possible in order to encourage teachers to undertake research on practice since this would enhance the quality of teaching and students' learning outcomes and contribute to the effective implementation of the new general education curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST's performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants' didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs. [ABSTRACT FROM AUTHOR]

This paper addresses the curricular reform of initial teacher training in the City of Buenos Aires, Argentina through the analysis of the single draft for curricular guidelines for initial teacher training promulgated by the Ministry of Education of the jurisdiction in December 2022. First, it provides a contextual analysis of the jurisdictional education policy in the framework of which the mandatory levels of the training system have been changed since 2007. Secondly, it offers an examination of the curricular document referred to from three vantage points: 1) the direct relationship between educational outcomes and teacher empowerment, 2) the dislocation of the disciplinary organization by the focus on socio-emotional skills, and 3) the virtualization of teacher training contents through virtual environments or platforms. Finally, it systematizes the tensions between the democratization of Higher Education and the consecration of these prescriptions. [ABSTRACT FROM AUTHOR]

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

Brazil is a structurally racist country, this means stating that the racism it is in diferente instiutions that make up society, including school. Thus, combating racism needs to be an education agenda, to achieve this, the field of Ethnic-Racial needs to be systematically presente in the degree courses, including Science and Biology. Considering this, this research aims to analyze the initial training of undergraduates in Biological Sciences at a state university in the south of Bahia for the debate on Ethnic-Racial Relations. Data were collected from dialogues with undergraduates in formative meetings, and the analysis was based on the Discursive Textual Analysis methodology. The results indicate that they feel they need more preparation to articulate the contents of their areas with Ethnic-Racial Relations, mainly because this approach is outside their initial formation. However, they are favorable once this discussion is made and find insertion possibilities. [ABSTRACT FROM AUTHOR]

In addition to aligning with context-specific expectations of policymakers, initial teacher education of secondary English teachers can consider schools' needs. Furthermore, schools may decrease attrition when they recruit teachers who meet their role requirements. To explore the learning area-specific role preferences and requirements of Australian non-government schools, a hybrid content analysis of N = 130 job advertisements was undertaken. Findings highlight three related but also distinct role preferences and requirements in relation to experience, qualifications and related knowledge, and English advocacy. It was also found that around one in five jobs were explicitly open to employing recent graduates. Job advertisements typically had poor coverage of learning area-specific role preferences and requirements, and only around a quarter of advertisements were seeking an applicant with suitable qualifications to teach in the English learning area. With reducing teacher attrition a key goal, schools could consider providing more detail in job advertisements to enable applicants to consider their skills and preferences in relation to the diverse needs of the secondary English teaching role. [ABSTRACT FROM AUTHOR]

This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis related to the socio-environmental impact of food in which the different dimensions constituting environmental literacy were analysed. Those dimensions are knowledge, attitudes and emotions, behaviour, and the didactic knowledge associated with socio-environmental issues. The students' diaries were used as a data-collecting tool in this study. The results reveal a heterogeneous distribution in the students' understanding and internalisation of concepts related to the dimensions of environmental literacy. In terms of knowledge, most students show a deep and holistic understanding. Diversity is observed in their attitudes and emotions towards socio-environmental issues, and tentative attitudes towards change prevail. Finally, their intentions and proposals for solutions mainly reflect simplistic perceptions. This emphasises the importance of encouraging active participation and collaboration in the search for socio-environmental solutions. In general, the results stress the need to continue improving the preparation of future teachers with regard to environmental education. A deeper understanding and a committed attitude towards sustainability and the preservation of the social and natural environment should be encouraged in initial teacher training. [ABSTRACT FROM AUTHOR]

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students' attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students' perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness. [ABSTRACT FROM AUTHOR]

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

Introduction. In the context of an ongoing discussion about the necessity to enhance the institution of mentoring in Russia, the examination and critical analysis of the experiences of countries where the system of mentoring for novice teachers is regulated at the state level is of undeniable interest. Aim. The study aimed to identify the main features of mentoring in France and determine the potential for applying international experience in the Russian educational system. Methodology and research methods. The research employed the following methods: an analysis of pedagogical literature and normative documents in the field of education in France, and a questionnaire survey of novice teachers working as trainee teachers in primary schools in Paris. As a survey technique, a continuous online survey with a group was employed. Results and scientific novelty. The process of becoming a fully qualified lower primary teacher in France is outlined: it involves passing a competitive examination (CRPE) and successfully completing a probation period. During this probation period, candidates are required to work for one year in a school as a trainee teacher under the guidance of mentor teachers. The research focuses on mentoring practices in France, the pathways to becoming a new teacher mentor, their job requirements, professional training, certification processes, as well as their roles and responsibilities. Based on the results of a survey of trainee teachers, a social profile of a novice teacher in France was created. The main challenges and shortcomings of the participants were identified, and their interactions with mentors were analysed. The collected data enabled the authors to emphasise the benefits of the French education policy regarding entry into the teaching profession and to formulate recommendations for mentor selection and training in Russia. Practical significance. The content of the article will be beneficial for specialists in the field of comparative education and for members of the scientific and pedagogical community engaged in teacher training programmes.

Copyright of Revista Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to explore whether particular aspects of quality of teaching belong to a single scale and identify those aspects which are more difficult to master for student teachers (STs) in the context of early field placement. It also examines whether these aspects could be grouped in stages according to their difficulty. The participants of the study were 154 STs enrolled in an early field placement program at the University of Cyprus. Real-time classroom observations were conducted in different subject areas, corresponding to the STs’ teaching efforts. Analysis of data using the Rasch and the Saltus models revealed that the eleven aspects of teaching are structured in four stages with a diverse transition, in terms of difficulty, from one stage to the other. Such findings stress the importance of a research-based coursework design during practice, based on the challenges STs face during early field placement. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

To carry out good teacher training, we need professionals capable of teaching from all aspects. To do this, they must be trained in various active methodologies, among which is game-based learning. It is said that it is necessary to break the apparent opposition between play and work, which considers the latter associated with the effort to learn and play as idle fun. The objective of this research is to know the opinion and assessment of teachers on initial training and learning of recreational/didactic tools, and their impact on the teaching/learning process. This research was carried out through semi-structured interviews with 16 Primary Education teachers from different educational centers in Andalusia (Spain). Subsequently, a content analysis was carried out to collect the evaluations provided, extracting the most fundamental characteristics. Data processing was carried out using the QSR Nvivo 12 Plus qualitative program. The results conclude that the initial training of teachers presents deficits in the acquisition of knowledge on the subject. A fact that is supplemented during the training received during the exercise of their professional performance. Likewise, suggestions and elements for improvement of the issue are presented, pointing out the teacher, the study plans and the university institution itself as axes of change. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers' perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers' (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post- intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it's not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum. [ABSTRACT FROM AUTHOR]

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This study aims to reflect on the importance of considering epistemologies of the South and research training as benchmarks in the initial teacher of educators in the Latin American context. In recent years, there has been a growing recognition of the need to diversify and decolonize knowledge production in education, especially in the Global South. The epistemology of the South provides a conceptual framework that challenges traditional Eurocentric perspectives and promotes alternative ways of knowing and understanding education. To achieve the research objective, a literature review was conducted focusing on key concepts such as Southern epistemology, researcher training, and initial teacher education. The review encompassed academic articles, books and relevant theoretical frameworks. Content analysis techniques were employed to critically examine the literature, identifying themes, theoretical perspectives, and implications for research training in Initial Teacher Education (ITE). The findings of this study suggest that the incorporation of the epistemology of the South into researcher training can have a transformative impact on the educational sector. By adopting ways of knowing and understanding, future researchers can develop a more nuanced and contextualized understanding of educational phenomena. This approach promotes critical thinking skills and encourages researchers to question dominant narratives and power structures in education. Additionally, the study highlights the importance of integrating research training into initial teacher education. By fostering the development and consolidation of research skills and a critical mindset in future teachers, it promotes their transformation into change agents within the Latin American educational system in which they operate. From this perspective, research-oriented teacher training programs empower educators to engage in evidence-based practices, contribute to educational research, and advocate for pedagogical approaches that respond to local contexts and social realities in which they act. This study underscores the need to integrate Southern epistemologies and research training within into initial teacher education. By doing so, we can nurture a new generation of educators with critical thinking skills capable of effecting significant societal changes. This research contributes to the ongoing dialogue on the decolonization of education and promotes the development of inclusive and contextually relevant educational practices. [ABSTRACT FROM AUTHOR]

Research in science education supports the need to teach biological evolution from the end of Primary Education. Improving teacher training in this area and compelling and engaging educational resources are necessary to achieve this goal. This study describes a teaching intervention that uses analogies between biological evolution and language changes over time to help students understand various basic concepts of molecular evolution. These concepts include homology, mutation, processes of heredity, variation, and selection, as well as the construction and interpretation of evolutionary relationships in phylogenetic trees. The study results show that this teaching approach improves students' understanding of biological evolution and overall perception of the activity. Students (143 pre-service teachers) reported experiencing more positive and fewer negative emotions and had a positive view of the intervention concerning their future profession. The study also found significant associations between students' emotions, subjective value, and final achievement. These associations can be considered when using analogies to enhance science teaching. [ABSTRACT FROM AUTHOR]