One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos

Introduction

The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools.

Methods

This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process.

Results

In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics.

Discussion

The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.

Using the theory of planned behaviour to predict pre-service teachers' preferences for scientific sources

BACKGROUND

Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scientific knowledge.

AIMS

The present study applied the theory of planned behaviour (TPB) to investigate under what conditions pre-service teachers intend to use and prefer scientific sources from educational research.

METHODS

The study's participants were 343 pre-service teachers in a half-year school internship who indicated their attitudes towards educational research, behavioural control (i.e. self-efficacy), perceived subjective norm, intentions of using research and preference for scientific sources in a survey. Perceived subjective norm was established by measuring whether pre-service teachers believed their mentors considered research-based knowledge.

RESULTS

In line with the predictions of the standard TPB model, structural equation modelling confirmed the effects of positive attitudes, self-efficacy and perceived subjective norm on pre-service teachers' intentions of using research. In turn, intentions and self-efficacy predicted preferences for scientific sources but not the use of scientific sources when planning a lesson in the internship.

CONCLUSIONS

Pre-service teachers' scientific source preferences are shaped not only by personal dispositions but also by the social context of school.

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays

Introduction

A teacher's professional identity development is a dynamic and continuous process that requires rigorous, longitudinal, faculty development initiatives which are designed to work on individual professional growth. Impact of such programs must be evaluated by qualitative means to identify the process of change; The purpose of our study was to investigate whether and how our thoughtfully designed 6-month certificate program has transformed the professional identity of medical teachers.

Methods

The study was conducted in National University of Medical Sciences, Pakistan using thematic analysis, wherein a weekly task of guided reflective writing, on Moodle, was given. Data was analyzed in six phases to achieve credibility and transferability.

Results

By analyzing 202 reflective writings, seven subthemes were identified which manifest transformation in certain aspects of identity of participants and grouped under three major themes. The seven subthemes represent transformative journey of participants and include recognizing millennial learners' dilemma, identifying learning gaps and overcoming barriers, discovering a newer version of self, alternative frame of thinking, transforming traditional classroom, conducive learning environment and Community of Practice. Three major themes identified were Awareness, Modeling and Socialization which represent three processes bringing transformation in participants.

Conclusion

Our faculty development program has transformed certain aspects of professional identities of medical teachers by incorporating informal teaching strategies of experiential learning, professional socialization, reflections, and role modeling. Participants' beliefs and practices on teaching were challenged by giving a disorienting dilemma of millennial learners and learning theories. They underwent critical discourse with professional peers and mentors in community of practice, reflected on their traditional teaching practices, acquired new insight, underwent self-discovery, and introduced digitalization and interactive learning strategies within their classrooms.

Students' reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Introduction

Reading comprehension is considered a key ability for students in teacher education programs.

Methods

Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis.

Results

Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands.

Discussion

A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

Dimensions of reading: a study of the beliefs of language and literature preservice teachers

This study aims to analyze the beliefs that future Language and Literature teachers hold regarding reading. This work is part of a broader research endeavor focused on the reading habits and practices of teachers in training and their role as prospective mediators since the way in which they perceive reading significantly impacts the mediation processes they undertake in their teaching practices to cultivate readers. To achieve these objectives, a multiple case study is conducted, involving interviews with 1st-year students (n = 15), 3rd-year students (n = 15), and 5th-year students (n = 15) enrolled in Language Pedagogy programs across three universities affiliated with the Chilean Council of Rectors. For data analysis, a content analysis approach is employed, supported by NVivo 12. The findings reveal that beliefs about reading primarily fall into two dimensions: academic and personal, with the former exhibiting clearer definition and characterization. This can be attributed to the influence of the disciplines integrated into their education, namely literature and linguistics. In conclusion, it is imperative to address the social dimension of reading during the initial teacher education program, as this aspect is not emphasized by preservice teachers, despite its pivotal role in shaping their identity as reading mediators within the context of their teaching practice.

Teachers' Verbal and Nonverbal Communication, Students' Psychological Needs, and Positive and Negative Outcomes in Physical Education

Focused on physical education (PE), this study examined the association between teachers' communication and students' psychological needs, enjoyment/boredom, PE usefulness, and students' grade perception. Participants were 1,000 students (572 girls; Mage = 14.58 ± 0.65) from 29 Spanish secondary schools. A path model including variables measured at three times was tested: teachers' verbal/nonverbal communication (Time 1), needs satisfaction/frustration (Time 2), and PE outcomes (Time 3). Verbal communication positively predicted needs satisfaction, which, in turn, positively predicted enjoyment, PE usefulness, and students' grade perception and negatively predicted boredom. Verbal communication negatively predicted needs frustration, which was a positive predictor of boredom. Multigroup analysis showed that gender did not moderate the associations in the path model, whereas mediating effects were found between teachers' communication and consequences via students' psychological needs. Teachers should improve their communicative capacities to satisfy students' psychological needs and promote positive PE  outcomes.

Evaluating a Multicomponent e-Cigarette Prevention Program in the Rural Northwest: Teacher and Parent/Guardian Program Outcomes

There are effective prevention strategies to combat increasing rates of youth e-cigarette use. This study assessed the outcomes of an e-cigarette prevention program with teachers and parents/guardians across a three-county rural area. Researchers assessed teachers' and parent/guardians' increased knowledge and confidence in implementing vape prevention after receiving evidence-based trainings. Pre- and post-surveys demonstrated that teachers had a statistically significant increase in knowledge gain across all eight vape-specific domains assessed as expected. The parent/guardian pre- and post-survey results also show that knowledge and confidence increased significantly across seven domains. Findings suggest that multicomponent e-cigarette education and prevention programs better prepare teachers and parents/guardians to intervene with youth e-cigarette use and initiation, including being more likely to talk to youth about the risks of tobacco and vaping. Recommendations for school nurses are discussed and include educating youth, families, and staff for positive impacts.

Microteaching: Overview and examination evaluation

Nearly all teachers are forced into teaching and gain experience through time, but many do not feel adequately prepared for their fieldwork in their training program. Only solution which helps teachers and students is to connect theory to practice by microteaching. It is a strategy for acquiring teaching abilities on a smaller scale, in which teachers may practice previously learned skills as well as acquire new ones. The efficiency of microteaching may be predicted using feedback from participants. While preservice instructors benefit from microteaching and students themselves find it helpful, academics have not yet looked closely at the assignment itself to determine precisely what microteaching entails. As a result, this study aids in learning more about the interactional aspects of microteaching and the effect of it in both teachers and students.

School experiences following traumatic brain injury: A longitudinal qualitative study

BACKGROUND

This longitudinal qualitative study tracked students with traumatic brain injury (TBI) from hospital discharge through their return to school and then for an average of four years of school.

OBJECTIVE

To better understand the experiences of students and parents in the education system following TBI.

METHODS

Participants were parents and educators of 21 students with TBI. Interviews were conducted using open-ended questions and students were observed in the classroom.

RESULTS

From these data, three themes were identified: lack of student tracking year to year, lack of educator training, and conflicting views between educators and parents about students' needs. These factors ultimately led to parent frustration and eventually conflict and deteriorating relationships between parents and educators.

CONCLUSION

The results suggest that improving educator training could positively affect the factors identified and possibly mitigate parent frustration.

Are We on the Way to Successfully Educating Future Citizens?-A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany

A rapidly changing world and constantly expanding knowledge requires education to no longer focus on teaching subject-matter knowledge but also to promote students' critical thinking (CT) and an accurate understanding of the nature of science (NOS). However, several studies have shown that these skills are still poorly acquired during formal education. Given the cause-effect sequence from teacher education to teacher action to student learning, it seems reasonable to consider individual factors on the part of (pre-service) teachers as possible contributors to such skill gaps. In our study, we therefore investigated how pre-service biology teachers perform on tasks assessing their CT skills and NOS beliefs. In addition, we addressed the questions of whether test performance and/or the relationships between CT skills and NOS beliefs differ as a function of the number of learning opportunities. Our results show that our participants' CT skills were only in the low-average range. Moreover, 86% of them did not have an informed understanding of NOS. Although participants in the master's program demonstrated clearly superior CT skills than those in the bachelor's program, no such difference was found in terms of NOS beliefs. However, there was a consistent advantage for pre-service teachers who were aspiring to a teaching qualification in two (as opposed to only one) scientific subjects. Our findings provide useful implications, particularly with respect to the influence of learning opportunities in university teacher education and the effectiveness of CT- and NOS-based instructional settings. On a more prospective note, our findings underscore that, given the grand global tasks of the 21st century, it seems more important than ever to ensure that pre-service science teachers have sufficient expertise in CT and NOS in order to increase the likelihood that these teachers will be able to successfully help their future students develop these skills.

Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge

The popularity of online education has prompted computer-assisted language learning (CALL) teachers to attend online teacher professional development (OTPD) courses. Online education has necessitated a deeper look into online delivery in professional development courses. Hence, an exploratory qualitative case study was conducted to investigate how synchronous, asynchronous, or the blend of both, called bichronous online learning, could develop teachers’ CALL pedagogical knowledge through project-oriented tasks. In light of data from technology-review projects and discussions, it was revealed that bichronous online learning benefited teachers significantly in acquiring CALL pedagogical knowledge, specifically in selecting, developing, and evaluating CALL materials. Bichronous online learning incorporates the best affordances of synchronous and asynchronous modalities. The findings showed that synchronous and asynchronous modalities complement each other and should not be substituted for each other. This study could be considered a contribution on account of informing the community of inquiry about the pedagogical affordances of bichronous online learning and proving that bichronous online learning is an ideal learning setting to aid CALL teacher education programs.

The role of emotion and reflection in the development of student teachers' self-efficacy when analyzing video lessons

Introduction

Teachers' self-efficacy is an important indicator of student teachers' preparedness for teaching. Interventions using video lessons are effective in increasing student teachers' self-efficacy. However, there is a lack of research on emotional and reflective processes in the context of video-based interventions.

Methods

The present study examined emotions and reflection as well as their effects on changes in self-efficacy in a video-based intervention. A total of 159 student teachers participated in the study. The participants were randomly assigned to three groups: Two groups analyzed video lessons in which group roup one received open-ended observation tasks (ig1) and group two received structured observation tasks (ig2). Participants in the control group (cg) analyzed text-based case studies with open-ended observation tasks.

Results

The results show that self-efficacy increased with medium effect size (d = 0.68) in video group two (ig2), whose members analyzed videos using structured observation tasks but not in video group one (ig1), whose members analyzed open-ended observation tasks, and in the control group. In addition, there were significant relations between positive arousal and reflection. Finally, regression analyses showed that reflection was a significant predictor for changes in self-efficacy, whereas no significant effect of emotional arousal was detected.

Discussion

In conclusion, the findings of this study indicate that video-based interventions with structured observation tasks increased self-efficacy among student teachers. Furthermore, the findings provide novel evidence on the association between reflection, self-efficacy and emotion in video-based interventions in teacher education.

A novel skin cancer prevention strategy: Preservice teachers' perceptions of a sun safety intervention and experiences in schools

ISSUE ADDRESSED

Teachers play a vital role in developing children's sun protection routines however upskilling preservice teachers (PSTs) while at university has not yet been trialled as a targeted skin cancer prevention strategy. Hence, this study investigated PSTs perceptions and experiences of sun safety following a brief pilot intervention and placement in primary schools in Western Australia.

METHODS

This study used a triangulation mixed methods design. Participants (n = 161) completed a post intervention survey which was analysed quantitatively. A random sub-sample was invited to participate in focus groups (three groups, n = 21) and one-on-one interviews (n = 4). This data was transcribed and uploaded in NVIVO software for thematic analysis.

RESULTS

Participants felt the intervention increased their awareness of the dangers of overexposure to ultraviolet radiation (UVR) with many feeling more knowledgeable, skilled and confident to teach sun safety in school settings. Most reported clear sun safety messages in their placement schools. However, only 34.4% reported they had been briefed on the school's sun safety procedures. There was consensus among PSTs that sun protection in primary schools needs to be improved to maximise the protection of children from harmful UVR overexposure. Participants supported a need for consistent sun protection messaging across primary schools with greater emphasis on education rather than compliance management to sun protection.

CONCLUSION

Enhancing existing teacher education programs to include more rigorous curriculum content and pedagogical approaches to sun protection education is a novel skin cancer prevention strategy and could feasibly support PSTs self-efficacy to effectively deliver sun safety curriculum in Australian schools.

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

Challenges exist in the validating procedure and comprehensiveness of the existing TSE measurements, though advancements have been achieved. Also, less consistencies have been received regarding teacher self-efficacy measurement in Chinese context so that the study developed and validated a new comprehensive scale for this construct. A total of 854 Chinese pre-service teachers responded to 40 purposely selected teacher self-efficacy items, together with the Generalized Self-Efficacy Scale, the agreeableness subscale of the Big Five Inventory, and items on their effectiveness of teaching practicing and intention to be a teacher. Exploratory factor analyses revealed two distinct factors, one factor (Ethos) focused on the general school climate, harmony, and cooperation, as well as teachers' own professional development, the other (Teaching) focused on aspects of classrooms and student learning. Confirmatory and second-order factor analysis supported the existence of two factors and also indicated one overarching construct of teacher self-efficacy. Both domains were significantly correlated with general self-efficacy and agreeableness, with either moderate or low correlations. Significant differences in teacher self-efficacy for Ethos and Teaching were found between pre-service teachers who reported higher levels of effectiveness during their professional placement and greater intention to be teachers compared to those with lower self-ratings. In addition, a 20-item short version of the scale was developed, and the same factorial structure was confirmed. This study validated the two-factor structure of a newly developed teacher self-efficacy scale that covers domains both within and outside classroom teaching. Limitations and implications are discussed.

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; M_age = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

"Everything That's Hard Got Harder": Preservice Teachers' Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic

At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers' (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs' observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic.

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

Queering the Common Core (and the NGSS): Challenging Normativity and Embracing Possibility

As guidelines for teacher practice, standards and benchmarks serve a strong normative purpose that can work counter to goals of equity and justice. In this project we applied queer theory's critique of normativity and concepts from queer pedagogy to the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). Using a collaborative qualitative approach, our research team explored and document how pre-service and practicing teachers addressed issues of learning modality, selection of diverse sources and texts, and applied the meanings of "queer" to suggest ways to disrupt traditional structures and modes of communication, in addition to including LGBTQ identities and gender and sexual diversity in their classes. We propose that queering the standards is an approach that acknowledges the material constraints that shape and characterize K-12 schools in the U.S., while also opening opportunities for teachers to engage in the crucial, intense, and necessary work to make schools sites that create rather than foreclose possibility.

Inviting Discomfort in Workshops with Educators on Supporting LGBTQ+ Students in Rural Schools

Research shows the critical value of teacher affirmation of LGBTQIA+ identities in improving social and academic outcomes for youth, and in rural areas this need is significant as students often experience discrimination with limited community resources. When provided, professional development is often concerned with safety and bullying with less focus on disrupting heteronormative and transphobic belief systems. Educators experience difficulty discussing these topics, however drawing upon a theory of a pedagogy of discomfort can help facilitators to foster critical thinking and engage learners in emotional labor leading to positive transformation. This article uses survey data to examine the impacts of pedagogical approaches of facilitators that invite and navigate discomfort in a workshop for educators on supporting LGBTQIA+ students in a rural district. Findings show that participants engage in challenging discussions, leading to deeper understandings, compassion, and the potential for positive action in school settings.

Healthy sleep for healthy schools: A pilot study of a sleep education resource to improve adolescent sleep

ISSUE ADDRESSED

Insufficient sleep and unhealthy sleep practices in adolescents are associated with significant health risks. Sleep education programs in schools aim to improve sleep behaviour. A new eLearning sleep education program, Healthy Sleep for Healthy Schools (HS4HS), was developed focused on these goals and is distinguishable from other sleep education programs because it is delivered by teachers, making it more sustainable and adaptable for schools. We aimed to evaluate if HS4HS would improve student sleep knowledge, healthy sleep practices, sleep duration and reduce sleepiness. We also aimed to understand if this intervention could be successfully implemented by trained teachers.

METHODS

Teachers trained in sleep delivered HS4HS to 64 South Australian students in year 9 (aged 13-14 years) over 6 weeks during regular school curriculum. A sleep education survey assessing sleep patterns (such as healthy sleep practices, time in bed and sleepiness), and a sleep knowledge questionnaire was completed pre- and post-HS4HS delivery. Evaluations were also completed by teachers.

RESULTS

Sleep knowledge and healthy sleep practices significantly improved post intervention. Time in bed on both school days and weekends increased slightly and sleepiness decreased slightly, but these changes were not statistically significant. Teachers found the program useful, comprehensive and easy to incorporate into their curricula.

CONCLUSIONS

After short training, teachers can deliver sleep education during class and improve sleep practices in their students. This suggests that this program may offer potential as an effective and useful resource for teachers wanting to include sleep health in their curriculum. SO WHAT?: Sleep is the foundation of good health and teachers can promote and integrate sleep education into their curricula for the first time with this online teacher focussed program, which has the potential to be a sustainable sleep health promotion resource.

Exploring the Key Influencing Factors on Teachers' Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

In 2019, the United Nations released "Education for Sustainable Development for 2030", emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers' sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers' reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher-student interaction, and personal goal orientation were found to have a significant impact on teachers' reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher-student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers' reflective practice skill as well as providing practical implications for teachers' sustainable learning in educational practice.

Formality or Reality: Student Teachers' Experiences of Ethical Dilemmas and Emotions During the Practicum

The main purpose of the study was to explore Chinese student teachers’ experience during their practicum and what they reported as ethical dilemmas and how these experiences affected them in terms of professional development as well as emotional well-being. Through the analysis of qualitative data collected from forty-three participants’ interviews, this study identified six most commonly reported ethical dilemmas, including: formal curriculum versus informal and hidden curriculum; family agenda versus educational standards; loyalty to colleagues versus school norms; confidentiality versus school rules; conformism dilemmas and red-envelope dilemmas and found that dilemmas about formal curriculum versus informal and hidden curriculum were the dominant workplace ethical dilemma for student teachers. The results also showed that the majority of the student teachers reported experiencing negative emotions or painful memories, which may hinder their development of professional competencies and overall wellbeing. Thus, the study argues that student teachers’ frequent encounters with ethical dilemmas highlight the challenges faced by teacher educators in transferring knowledge between university and school environments, and student teachers should be equipped with essential emotional regulation strategies that could benefit them in their future work.

Language Assessment Literacy of Teachers

Language assessment literacy (LAL) is a significant component of language teachers' expertise but is also a challenging task for most language teachers. To date, there have been relatively few studies examining the research on teachers' LAL during these decades. To fill this void, this article reviews the conceptualizations of LAL and relevant empirical studies published from 1991 to 2021. It first analyzes various conceptualizations of LAL. Then in examining the empirical studies on teachers' LAL, five major themes emerge: (i) teachers' LAL levels; (ii) factors influencing LAL; (iii) language teachers' assessment training needs; (iv) language assessment training courses; and (v) LAL development through reflection. Finally, future research directions on teachers' LAL are discussed.

The Use of Social Capital in Teacher Research: A Necessary Clarification

In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.

Are Student Teachers' Overall Expected Emotions Regarding Their Future Life as a Teacher Biased Toward Their Expected Peak Emotions?

Having functional expected emotions regarding one's future life as a teacher is important for student teachers to maintain their motivation to choose a career as a teacher. However, humans show several biases when judging their emotional experiences. One famous bias is the so-called peak-end effect which describes the phenomenon that overall affective judgments do not reflect the average of the involved emotional experiences but the most intense and the most recent of the involved emotional experiences. Regarding student teachers' expected positive emotions, such a bias would be functional since their motivation to become a teacher is enhanced. However, regarding student teachers' expected negative emotions, such a bias would be dysfunctional since their motivation to become a teacher would be decreased. The aim of the present preregistered study was to examine whether student teachers' expected future teaching-related emotions show a peak-end effect. Student teachers viewed 14 common events that could part of a typical everyday routine of a teacher and rated their expected emotional pleasure and discomfort for each of the events. Afterward, they were asked to rate their overall expected emotional pleasure and discomfort when looking at their future professional life as a whole. Results showed that expected pleasure was much larger than expected discomfort regarding both overall, peak, and average ratings. No peak-end effect was observed for overall expected discomfort which reflected the average expected discomfort across events. By contrast, overall expected pleasure was biased toward expected peak pleasure experiences. These findings indicate that student teachers judge their expected overall affect in a functional way: realistically when dealing with negative emotions but through rose-colored glasses when dealing with positive emotions.

Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning math-gender misconceptions? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) empathizing-systemizing ("As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls"), (2) girls' compensation ("To achieve equally good grades in mathematics, boys have to make less effort because they are more talented than girls are"), and (3) girls' non-compensability ("Despite their on average stronger effort, girls are normally less proficient in math than boys"). We assessed these misconceptions in a student teacher sample (N = 303) using our newly developed Math-Gender Misconceptions Questionnaire. Our results offer support for the expected three-factor structure of math-gender misconceptions. All three math-gender misconceptions showed good to acceptable scale reliabilities. On average, preservice teachers did not hold (strong) math-gender misconceptions. But a subgroup of 48.2% of preservice teachers held at least one of the three misconceptions. The empathizing-systemizing misconception was the most prevalent (32.0%) among the three misconceptions. Descriptively, endorsing the math-gender stereotype correlated most strongly with the empathizing-systemizing (r = 0.43) and the girls' compensation misconception (r = 0.44). This may indicate that especially these two misconceptions partly underlie math-gender stereotypes. As a consequence, refutation instructions designed to reduce these misconceptions may be a promising method to weaken math-gender stereotypes. Further research is needed to investigate to what degree reducing the present misconceptions is related to reducing math-gender stereotypes. Hence, this study is the first one of a planned series of studies on the relation between math-gender misconceptions and math-gender stereotypes.

Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior

Background

Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution.

Method

We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model.

Results

We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith.

Conclusion

The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12052-022-00175-1.

Developing Future Physical Education Teachers' Intercultural Competence: The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches

Purpose: This article is based on a study that explored learning processes related to intercultural competence of PE teacher trainees. The context of the study was the Faculty of Sport and Health Sciences at the University of Jyväskylä, Finland. The study was conducted in connection to two courses that focused on equality in physical education and sport in 2020-2021. Methods: Adopting an interpretive, as well as a critical approach, the authors focused on how the students described their conceptions and learning experiences. Based on their analysis they have then aimed to shed light on how interculturality, equality, equity, and diversity may be addressed in higher education in a more profound manner. The students' accounts were analyzed first through an open reading and subsequently through a more critical lens. The analysis was supported by theories of transformative learning, embodied learning, and intercultural education. Results: Students' initial interest toward equity, equality, and interculturality seemed to expand during the courses. They increasingly reflected on the complexity of these issues and discussed the widening professional responsibilities of future PE teachers in promoting equality and supporting pupils in cultural heterogeneous classes. Discussions and practical activities that involved emotional and embodied elements seemed to be important in facilitating their learning processes. However, it is difficult to foresee how permanent the changes in their habits of mind and subsequent actions are. Discussion: The authors suggest that embodied, practical approaches where the student is fully engaged in the learning process, and where conceptual, reflective, emotional, and affective levels are connected, may be a key in developing teachers' intercultural competence. They also suggest that it is crucial to revise higher education curricula from the perspectives of intercultural competence and structural inequality. In addition to separate courses, equality, equity, and diversity should be seen as red threads throughout higher education.

Challenging German physical education teacher educators' health-related beliefs through Cooperative Planning

Physical education teacher educators’ health-related beliefs can impact public health. An interactive knowledge-to-action approach, such as Cooperative Planning, might challenge the health-related beliefs of physical education teacher educators, thus contributing to innovation in teacher education. We investigated what health-related beliefs physical education teacher educators had before a Cooperative Planning intervention, how these developed throughout the intervention and how teacher educators’ perceptions of Cooperative Planning can explain the identified changes and continuities. We established two Cooperative Planning groups that included physical education teacher educators (university lecturers and teacher trainers), researchers, study course coordinators and prospective teachers. The data of 13 teacher educators were collected before (t₀) and after (t₁) the Cooperative Planning using two methods: observations of teaching practice and interviews. The data analysis was based on the following categories: (i) epistemic beliefs about health (e.g. salutogenic understanding), (ii) beliefs about the health topic in physical education (e.g. health-related knowledge and understanding), (iii) beliefs about the health topic in physical education teacher education (e.g. health-related pedagogical content knowledge) and (iv) process-related beliefs about Cooperative Planning. The findings revealed that teacher educators’ health-related beliefs were rather stable but could be challenged through a Cooperative Planning intervention. Epistemic beliefs about health remained, whereas more practice-related beliefs about the health topic in physical education and physical education teacher education changed in individual ways. Here, a change in beliefs was more likely when the participants were open to change and when Cooperative Planning offered opportunities to engage in concrete lesson planning.

The health-related beliefs of physical education teacher educators are assumed to play an important role in fostering and implementing the public health agenda. In this article, we report on a Cooperative Planning intervention in which physical education teacher educators (university lecturers and teacher trainers), physical education teacher students, study course coordinators and researchers worked together to develop health-related courses for physical education teacher education. Specifically, we investigated what health-related beliefs teacher educators had before a Cooperative Planning intervention, how these developed throughout the intervention and how teacher educators’ opinions of Cooperative Planning can explain how their beliefs changed. Based on interviews and observations, we analysed teacher educators’ epistemic beliefs about health, that is, their general understanding of health, their beliefs about the health topic in physical education and physical education teacher education and their process-related beliefs about Cooperative Planning. The findings showed that teacher educators’ health-related beliefs were rather stable but could be challenged through Cooperative Planning. Epistemic beliefs about health remained, whereas more practice-related beliefs about the health topic in physical education and physical education teacher education changed in individual ways. A change in beliefs was more likely when the Cooperative Planning participants were open to change and when the Cooperative Planning offered opportunities to engage in concrete lesson planning.

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

Cognitive Returns to Having Better Educated Teachers: Evidence from the China Education Panel Survey

Teachers' own level of human capital development is commonly believed to be deterministic for the quality and effectiveness of their instruction and management in the classroom. Yet, there still exists an international debate on whether better educated teachers contribute to students' cognitive development. Leveraging a random class-assignment subsample (N = 3436) from a nationally representative teacher-student linked dataset in China, this study reassesses the ongoing contention regarding the value of teacher education. By linking differences in teachers' own educational attainment levels across different subjects of instruction to variation in seventh grade students' Chinese, Math and English test scores using student fixed-effect models, this study quantifies the cognitive returns attributable to better educated teachers, in student learning terms. Findings show that teachers with at least a bachelor's degree contribute substantially to student learning compared to those who are less qualified, by as much as 0.069 SDs or about two additional months of learning over a typical academic year. Additional sensitivity analyses suggest that this observed effect is robust to model specifications, and is consistent for students from different backgrounds.

“We were told that the content we delivered was not as important:” disconnect and disparities in world language student teaching during COVID-19

Student teaching, the most important stage of a teacher candidate's preparation, was profoundly affected by the COVID-19 pandemic. For world language (WL) student teachers, the effects were even more pronounced, as language learning and teaching were given an even lower priority than usual. In this study we use collaborative, co-constructed autoethnographic narratives to explore how five participant researchers experienced the sudden shift to emergency remote learning during the beginning stages of the pandemic. Findings indicate an overall feeling of disconnect from classroom practices and district communication, followed by disparate student teaching experiences depending upon the districts' socioeconomic makeup. Other findings corroborate previous research demonstrating decreased student engagement and diminished attention to world language as a content area by both districts and families. However, we also believe that our experiences during the pandemic allowed us to acquire important skills in online teaching and caring for students, which we plan to utilize in our future careers. Within the context of these findings, we offer suggestions for future emergency remote teaching situations in the context of WL teacher education.

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

As the forerunners of education, teachers and their psycho-affective variables have been the focus of numerous studies in the past decades. To add to this line of inquiry, the present study aimed to scrutinize the correlation among English as a foreign language (EFL) teachers' self-efficacy, work engagement, and reflection in the context of China. To do so, three previously validated questionnaires related to each of the variables were distributed among Chinese EFL teachers with various experiences and academic degrees, and a sample of 614 completed the questionnaires. The results of Pearson's Product-moment correlation revealed that the participants' self-efficacy, work engagement, and reflection were positively correlated. Moreover, the results of regression analysis and ANOVA demonstrated that Chinese EFL teachers' self-efficacy and work engagement significantly predicted their reflection. The findings have viable takeaways for EFL teachers and teacher education programs in that they can invest more time and energy in promoting psychological factors in teaching the English language along with pedagogical issues.

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

The COVID-19 pandemic necessitated an abrupt change in university teacher education, in that most face-to-face courses were replaced by online education, which had a profound impact on students. Pandemic distance learning required students to possess a high degree of self-regulation concerning their learning environment and to find new ways of communicating with their peers and instructors. At the same time, the novel situation offered opportunities to experience new educational applications. To learn more about the possible benefits of distance learning, this study examines how the first online semester during the pandemic contributed to pre-service teachers' intentions to use digital learning materials in the future. Pre-service teachers enrolled in a German university (n = 348) answered an online questionnaire at the end of the summer term of 2020. Findings from structural equation modeling showed that the perceived quality of teacher training during the online semester and self-reported improvements in digital skills predicted significantly students' intentions to use digital learning materials for future teaching. Moreover, results revealed that attentional regulation predicted perceived quality of teacher training and self-reported improvements in digital skills during distance learning. Thus, attentional regulation had a significant indirect effect on pre-service teachers' behavioral intentions. The indirect effects of other resource management strategies (effort and time management) and intrinsic motivation were not significant. Our results show that the quality of online instruction was an important factor in student teachers' learning processes during the pandemic. Based on our results, we discuss implications for the promotion of pre-service teachers' intentions to use digital learning materials for teaching in schools.

The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century

The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

English foreign language teachers' awareness of childhood language impairment

The increasing number of children with Language Impairment (LI) globally, and practitioners' limited knowledge and specialized training can have a serious effect on foreign language learning and development. The present study proposes useful and meaningful practices in the area of raising awareness and alerting a wide range of stakeholders in the field of language education. More specifically, the study concentrates on foreign language secondary school pre-service teacher trainees and their knowledge regarding a) students' problems in language understanding, b) why LI occurs and, c) LI intervention. This work aims to encourage collaboration among speech therapists and teachers, to foster a better understanding of each other's expertise, and create communication-friendly classrooms that will enhance foreign language development in a supportive and inclusive learning environment.

Understanding ESL Teachers' Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers’ intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers’ proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond.

Global Challenges and Opportunities for Physical Education Teacher Educators

This McCloy Lecture sheds light on the "hidden profession" of Physical Education Teacher Educators (PETEs) by sharing my perspectives on the challenges and opportunities faced by PETE scholars and teachers globally. I begin with an overview of my biography and how it has influenced my thinking about PETE. I present some scholarly critiques of PETE, a selection of PETE research findings and address key policy issues within teacher education across several national educational systems describing how Physical Education teacher educators manage (or not) the challenges and opportunities in the practice of teacher education in modern-day universities. I draw on data from my international study of experienced Physical Education teacher educators about the nature of their work in academe and the status of physical education teacher education locally, nationally and globally. I also draw on the perspectives of Irish teacher educators about the challenges of being active producers and users of research in a challenging national policy context. I conclude with a set of observations about how best to build capacity among Physical Education teacher educators so they can thrive as research active and innovative teachers in the modern university.

Building Teachers' Resilience: Practical Applications for Teacher Education of China

Teacher resilience has a crucial role to play in teaching and teacher education all around the world. However, few practical attempts have been made to systematically improve and (re)build this characteristic in teachers. Against this backdrop, this article draws on a universal model to offer practical implications of building resilience in the teacher education of China which is largely oriented toward pedagogical and economic concerns rather than the socio-emotional aspects of teaching. More particularly, it explains the history of China's teacher education, the conceptualizations and significance of teacher resilience, and a systematic model to integrate resilience into teacher education. Finally, some practical implications and future directions are provided for avid scholars.

Core Competencies for Interprofessional Collaborative Practice Among Teacher Education, Health and Social Care Students in a Large Scaled Blended Learning Course

Introduction

Society’s demands for better coordination of services for children are increasing. Interprofessional learning (IPL) has been suggested to achieve the triple aim of better services, better outcomes and reduced costs. The aims were to assess 1) to what extent students taking teacher education, health and social care programmes agreed that blended learning was a suitable approach in a mandatory IPL course, 2) to what extent they had learnt about the WHO’s core IPL competencies (roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork), and 3) the students’ ranking of the learning outcomes from different components of the IPL course.

Methods

This was a quantitative cross-sectional study. Students completed an online course evaluation after a two-day combination of online and face-to-face IPL small-group training.

Findings

The response rate was 25.8% (n=363). Among the students, 60.6% strongly agreed that blended learning was suitable, while 8.9% strongly disagreed. Among the respondents, 46.8%, 50.2%, 56.8% and 62.3% gained increased insight into roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork, respectively. In ascending order, students were most satisfied with the learning outcomes from the supervision (16.0%), the syllabus (28.6%), the submission assignment (42.4%), the digital learning content of Canvas (43.8%), the combination of everything (43.8%), and the IPL group discussions (78.6%). In stratified analyses, ‘teacher education and child welfare students’ were significantly more likely to gain better insight into the WHO competencies than “health and social care students”, and they were also more overall satisfied.

Conclusion

Students agreed that blended learning was a suitable approach, although the learning outcomes from the face-to-face discussions were markedly higher than from other course components. While the majority had learnt something about the WHO competencies, the teacher and child welfare students achieved the best learning outcomes, including new knowledge about the WHO competencies.

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Language teacher beliefs have received increasing research attention for the past few decades. However, little is known about the beliefs of pre-service teachers in the pre-primary English as a foreign language (EFL) education context. This qualitative case study extends this line of inquiry by investigating the trajectory of student teachers' beliefs about teaching English to pre-primary learners in Macau within a teacher education course. The participants included 60 pre-service teachers taking an English Language Activities course in their third year of a 4-year Bachelor of pre-primary education program. The data comprised written reflections collected at three points in time during the 16-week course: at the beginning of the course, mid-way through the course, and at the end of the course. The findings showed five broad themes, constituted from 15 subthemes, regarding (1) learners and learning, (2) teaching, (3) subject, (4) self, and (5) learning to teach. The major themes have been documented in the literature, but several subthemes were identified for the first time in the context of pre-primary EFL teacher education. More importantly, the findings revealed that some of the subthemes were newly shaped and several subthemes were reshaped as a consequence of taking the course. The findings were interpreted in relation to the content of the course, the experiential learning opportunities, the pre-service teachers' prior experiences of language learning and teaching, and the local language teaching and learning context. Implications for pre-service teacher education programs are discussed.

On Becoming an LGBTQ+-Identifying Teacher: A Year-Long Study of Two Gay and Lesbian Preservice Elementary Teachers

LGBTQ+-identifying preservice teachers must navigate several different contexts, including the university and public schools, wherein they must make decisions about being open ("out") regarding their LGBTQ+ identities. However, the small amount of research to date has typically focused on the experiences of LGBTQ+ educators already actively working in public schools. In this year-long, qualitative case study, we present the experiences, perspectives, and challenges of two elementary preservice teachers who identify as gay and lesbian through their year-long student teaching placement. The study offers implications for teacher education programs about often overlooked ways to recruit, support, and advocate for LGBTQ+ preservice teachers.

Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are subjected to an adaptation process to develop the digital skills necessary for this transformation. This process must be permanent as there are still major deficiencies in teachers' ICT knowledge and rejection of their application. This study aims to see whether the inadequacy of digital teaching skills also occurs in the Dual Vocational Training modality. To this end, a descriptive quantitative method has been carried out in a sample of teachers from the Professional Formation Dual system in the Autonomous Community of Andalusia. The results show an insufficient level of digital skills that is therefore improvable, finding some factors that influence, to some extent, the various components of digital competence such as prior teacher training, the locality in which their school resides or the category of teaching to which he belongs. Therefore, it is advised to continue to promote in-service training in digital competence for in-service teachers in order to achieve sustainable educational development.

Latent motivation profiles for choosing teaching as a career: How are they linked to self-concept concerning teaching subjects and emotions during teacher education training?

BACKGROUND

Numerous studies have explored pre-service teachers' motivation for choosing teaching as a career and the relations of pre-service teachers' motivation profile membership to long-term consequences. In contrast, little is still known about certain predictors and the more proximal consequences of pre-service teachers' motivation profile membership.

AIMS

Using the conceptualization of motivation proposed by Pohlmann and Möller (2010, Zeitschrift für Pädagogische Psychologie, 24, 73-84), the present study aimed to identify pre-service teachers' motivation profiles for choosing teaching as a career and to explore the relations of those profiles to certain individual characteristics (i.e., gender, age, specific school type, number of semesters, scholastic grade point average, self-concept concerning teaching subjects) as predictors and emotions pertaining to the teacher education programme (i.e., enjoyment, anger, anxiety) as outcomes.

SAMPLE

A total of 559 pre-service teachers from a mid-sized university in the North of Germany participated in this study.

METHODS

To identify pre-service teachers' motivation profile for choosing teaching as a career, latent profile analysis (LPA) with one to eight profile solutions was performed. Furthermore, to explore the specific relations of pre-service teachers' motivation profile membership to the predictors and outcomes under study, several multinomial logistic regression analyses were conducted.

RESULTS

Results of LPA revealed four distinct motivation profiles labelled 'Educationally Motivated' (26.9%), 'Utility Oriented' (14.9%), 'Motivationally Balanced' (55.4%), and 'Extrinsically Motivated' (2.7%). Higher self-concepts concerning teaching subjects increased almost twice the membership into the 'Educationally Motivated' profile relative to the 'Utility Oriented' and 'Extrinsically Motivated' profiles but decreased the membership into the 'Utility Oriented' profile relative to the 'Motivationally Balanced' profile. The 'Educationally Motivated' profile showed the highest level of enjoyment and lowest levels of anxiety and anger, while the 'Utility Oriented' profile exhibited the least enjoyment and highest levels of anxiety and anger.

Ethical Relationality and Indigenous Storywork Principles as Methodology: Addressing Settler-Colonial Divides in Inner-City Educational Research

In this article, we share our engagement with Indigenous methodologies in a research study focused on teacher candidates in inner-city education. The study is conceptualized through ethical relationality as developed by Dwayne Donald (Papaschase Cree), and the principles of Indigenous Storywork as developed by Jo-ann Archibald (Stó:lō and St'at'imc). The study was enriched through encouraging a wholistic embodiment of ethics, revealing the presences of land and more-than-human teachers, and providing opportunities to transcend dualisms. We conclude with a consideration of the complexities, possibilities, and limitations of ourselves as Euro-descendant researchers, and the ethical requirements of Indigenous mentorship, time, and responsibility.

Online Involvement for Georgia Student Teachers During Covid-19

As concerns about Covid-19 rapidly escalated in March 2020 in the United States, all levels of education were impacted. A unique population (student teachers) faced challenges from two perspectives: as students and as teachers forced to teach and learn from a distance. Student Teachers, or preservice teachers (PST), are university students finishing a degree and/or teacher certification program by serving as an intern in a school setting. As schools were closed, these PSTs may not have been given access to the online learning platforms of their cooperating teachers (CT) and were no longer included in classroom instruction. The purpose of this study was to examine how the sudden shift away from traditional face-to-face instruction, co-teaching, and mentorship affected the involvement of music PSTs and their CT mentors in one region of the United States. Specifically, the research questions were: (1) How and in what ways were PSTs involved in planning, instruction, and/or assessment synchronously and asynchronously after school closures? (2) In what subdomains (performance, music theory/ear-training, etc.) were PSTs engaged in instruction and learning activities? (3) What challenges and solutions did PSTs report related to Covid-19 closures? A survey was sent, via email, to PSTs attending teacher preparation programs at universities in the state of Georgia at the end of the spring semester. Thirty-seven participants responded to the survey questions representing about 32% of all PSTs in Georgia in Spring 2020. Twenty-one were not given access to the online teaching platform of their placement school. A thematic analysis of the open-ended questions identified common themes including whether experiences were perceived as negative or positive. Of the PSTs given access, the majority of their responsibilities and experiences were creating assignments, additional help videos, participating in Zoom meetings, and assessing student assignment submissions. Of these experiences, interestingly, most were classified as positive by the PSTs. However, the importance of face-to-face interactions for both PST and the P-12 students was mentioned throughout survey responses. Approximately 10 PSTs mentioned their CT relationship/interaction and four of the respondents noted that their CT never reached out for help; however, six noted collaborative meetings or teaching with their CT. Importantly, some PSTs reported a lack of knowledge related to the planning and implementation of music instruction in the online modality. Therefore, teacher preparation programs should consider incorporating technology including online solutions into the music curriculum so that future music educators may more flexibly incorporate both in-person and distance learning.