LDD NCERT Search for 'pl:"United Kingdom:Taylor & Francis,2024"'

Insight from research across the world: examining student responses, assessment practices, and feedback engagement

By Hopefenbeck, Therese.
United Kingdom:Taylor & Francis,2024 , The first article, by Steinmann et al. (Citation2024), investigates patterns in student questionnaire responses in the TIMSS 2019 study. More specifically, the researchers examined which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents. At the student level, Steinmann et al. (Citation2024) investigated four predictor variables of inconsistent responding, separately and in a joint model: 1) mathematics achievement, 2) student age, 3) language at home, and 4) gender. Across the different models, countries, and grade levels, mathematics achievement stood out as the strongest and most consistent predictor of inconsistent responding. Interestingly, it was also found that girls in many countries responded more consistently than boys and that students speaking the test language at home are more likely to respond consistently. The authors discuss interpretations of the data noting that the design of the study does not allow for directly testing their interpretation that lack-of-skills seems to be the explanation and not students being careless when responding.

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Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender

By Steinmann, Isa.
United Kingdom:Taylor & Francis,2024 , We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents? We defined an inconsistent response as strongly agreeing or disagreeing with both positively and negatively worded items of the same scale. Since we assumed that inconsistent responding occurs due to a lack of carefulness, reading, or cognitive skills, we expected to find that inconsistent responding was associated with lower achievement, younger age, being a nonnative speaker, and being a boy. We used data from all 38 countries that participated in the fourth- and eighth-grade assessments of TIMSS (Trends in International Mathematics and Science Study) 2019. Using the mean absolute difference method, we identified shares of 1‒21% inconsistent respondents across samples. The results generally supported our hypotheses, especially the hypothesis that inconsistent responding is more common among students and countries with lower mathematics achievement levels.

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Moderation of non-exam assessments: a novel approach using comparative judgement

By Chambers, Lucy.
United Kingdom:Taylor & Francis,2024 , In England, some secondary-level qualifications comprise non-exam assessments which need to undergo moderation before grading. Currently, moderation is conducted at centre (school) level. This raises challenges for maintaining the standard across centres. Recent technological advances enable novel moderation methods that are no longer bound by centre. This study used simulation to investigate the feasibility of using comparative judgement (CJ) for moderating non-exam assessments. Our study explored the effects of CJ design parameters on the CJ estimates of script quality and how to assign moderator marks after the CJ procedure. The findings showed that certain design parameters had substantial effects on reliability and suggested minimum values for CJ protocols. The method used for assigning moderator marks maintained the rank order of scripts within centres and calibrated the centres to a common standard. Using CJ for moderation could transform current assessment practices, taking advantage of technological developments and ensuring reliability and fairness.

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Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions

By Gamlem, Siv M..
United Kingdom:Taylor & Francis,2024 , This study explores lower secondary school teachers’ arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students’ text (n = 182)was analysed.In the subsequent phase, an open-ended questionnaire with teachers (n = 54) was conducted and analysed. The study revealed that the teachers perceive that the 26-PGS provides precision. Teachers highlight the significance of using the 26-PGS as an alternative assessment method, aiming to foster students’ growth, and as a message to motivate for learning. In addition, gender disparities in teachers’ provision of grades and arguments of using a 26-PGS as part of their assessment practice were found. The study contributes to the existing literature by shedding light on teachers’ assessment practice and gender differences regarding the use of grading scales and discuss its potential challenges in educational contexts.

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Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback

By Nash, Robert A..
United Kingdom:Taylor & Francis,2024 , Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their experiences of receiving feedback. We also recorded what proportion of their instructors' feedback each student had accessed during the first two years of their degree, plus their average grades. Using linguistic text analysis software we searched for linguistic features of students’ reflective writing that were statistically associated with their tendency to ignore instructors’ feedback. We found no meaningful associations between feedback-accessing and students’ language use. Exploratory analyses, however, indicated that a greater tendency to ignore feedback was associated with lower grades, and that students with lower grades tended to focus relatively more on the past or present in their reflections than on the future. We discuss the possible merits of using language as an indirect measure in studies of feedback literacy.

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Research on teacher education: mirror and compass

By Swennen, Anja.
United Kingdom:Taylor & Francis,2024

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Towards equity literacy: exploratory enquiry with Finnish student teachers

By Posti-Ahokas, Hanna.
United Kingdom:Taylor & Francis,2024 , Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers’ perceptions of teachers’ skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master’s level courses in home economics teacher education. A qualitative content analysis of students’ assignments present student teachers’ collaboratively produced understanding of teachers’ diversity skills. Their self-assessment of both professional strengths and areas of development are evaluated against Paul Gorski’s equity literacy framework. The findings are suggestive of a relatively strong cultural self-awareness and response-ability related to learner diversity. More attention should be given to unfolding structural inequities to enable future teachers to develop the equity literacy necessary to create and sustain equitable learning environments.

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Obligatory professional training for in-service teachers: worthy time or a waste of time?

By Damianidou, Eleni.
United Kingdom:Taylor & Francis,2024 , The aim of this research was to understand what motivates teachers and keeps them engaged with obligatory professional development courses (PDC), as part of formal in-service training (IST). Thirteen teachers from a secondary education school in Cyprus participated in a qualitative research. Data were collected with semi-structured interviews and analysed with thematic analysis. The participants expressed their feelings about the obligatory attendance of IST, and they discussed the extent to which their expectations from obligatory in-service PDC were met and the impact of the latter on teaching practice. The results revealed an ambivalent picture, with some participants being satisfied with IST and feeling that it is worthy, while others felt that they were ‘sent’ to participate in PDC, which was a waste of time. Thus, this study may inform the design of an alluring obligatory PDC that will be based on the actual teachers’ needs and the teachers’ voice.

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Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change

By Ariza, Marta Romero.
United Kingdom:Taylor & Francis,2024 , A shift from teaching to learn to learning to think is necessary to promote critical thinkers. Since teachers tend to replicate the educational models they have experienced as students, new references are needed. In order to address these concerns, we present an interdisciplinary intervention in initial teacher education and analyse its impact on teachers’ critical thinking and awareness of the importance to promote it. The intervention is based on the potential of socio-scientific issues to support argumentation and provide meaningful contexts for graph interpretation. The content analysis of participants’ responses before and after inquiring about climate change shows an increase in the level of argumentation and the capacity to read beyond data, providing evidence of the development of critical thinking. In addition, pre-service teachers explicitly refer to their future responsibility in preparing students to face current challenges, demonstrating awareness of the need to promote critical thinking.

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Teachers’ academic achievement: evidence from Swedish longitudinal register data

By Alatalo, Tarja.
United Kingdom:Taylor & Francis,2024 , The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers’ own school grades to clarify patterns of recruitment to the teaching profession. The main methods were regression analysis and descriptive statistics. Results showed a significant decline in teachers’ grade average between 1996 and 2016, with certified teachers having a higher grade average than uncertified teachers throughout this period. Grades of primary school teachers were lower compared with those of secondary school teachers. Higher grade average for secondary school teachers of natural science subjects compared with teachers of other subjects was also observed. The decline in teachers’ grades is a factor characterising changed recruitment patterns and one likely to affect teacher quality.

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Challenge-appraisal profiles of beginning teachers and inter-profile differences in self-efficacy, self-regulation, and emotions

By Keller-Schneider, Manuela.
United Kingdom:Taylor & Francis,2024 , This paper focusses on beginning teachers’ appraisals of the challenge posed by their various professional requirements, and the associated buffering and boosting effects of individual resources. Challenge appraisal is relevant for professionalisation, but also risks energy loss, which hinders professionalisation. In this study, beginning teachers (n = 864) from primary and secondary schools in Switzerland and Germany were asked by questionnaire to report how challenging they found certain professional requirements (developmental tasks that relate to the career-entry stage), and to self-report their levels of certain individual resources. Six challenge-appraisal profiles were identified, which showed task-specific differences as well as differing individual-resource profiles. Self-efficacy, satisfaction, and dissociation reduced perceived challenge, while strain and engagement increased it. Two profiles showed a risk of stagnation and emotional exhaustion. Possessing reflexive and metacognitive skills concerning challenge appraisals and self-regulation may help student-teachers’ professionalisation.

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Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning

By Cecchini, Jose Antonio.
United Kingdom:Taylor & Francis,2024 , This article focused on the distance-learning context created by the COVID-19. The objectives were to assess the differences between highly-structured cooperative learning (HSCL) and individual learning (IL) in university students’ content knowledge, and to assess the impact of the teacher’s highly-structured instruction on the variables that mediate CL. Students enrolled in a teacher training programme (n = 201, Mage = 20.38±4.97) were classified in two groups. Participants in the HSCL group showed higher academic achievement. It was also observed that the HSCL environment was related to the five variables that mediate CL. These results identified three important considerations in university teaching: CL is a key competence that can have an impact on the students’ learning process and it should be a key element in teacher-training programs; this competence should be incorporated by lecturers to deliver a structured learning process; and these objectives can be achieved in an online learning environment.

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Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation

By Zaragoza, Adriana.
United Kingdom:Taylor & Francis,2024 , Preservice teachers often find it difficult to apply professional knowledge to their teaching practice. The ability to connect professional knowledge with one aspect of practice – lesson planning – was assessed with the Lesson Analysis and Plan Template in (N = 18) preservice teachers after one year of teacher preparation. Lesson plans were analysed using qualitative and quantitative analyses. The results suggest that the Lesson Analysis and Plan Template can reveal several aspects of preservice teachers’ attention to connecting professional knowledge with their lesson plans as well as areas in which they would benefit from additional support. Furthermore, preservice teachers’ connections were compared with their ability to connect professional knowledge with another aspect of practice – observations of teaching – using a validated instrument that assesses professional vision. The relationships found between planning and observation abilities suggest ways for teacher education programmes to bring professional knowledge closer to practice.

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Teacher identity as inquirer: voices of teacher educators

By Giralt-Romeu, Mireia.
United Kingdom:Taylor & Francis,2024 , This qualitative study uses the dialogical self theory to explore teacher educators’ voices as they speak on the issue of teacher identity positioning, specifically when it comes to the position of teachers as inquirers. A content analysis of self-reports from 18 teacher educators yielded 3 primary teacher core I-positions. The results showed that the teacher educators viewed teachers more as mediators than as instructors or inquirers. Although all the participants acknowledged the relevance of the inquiry process in the teaching profession, they differed as to the value, purpose, and learning outcomes of adopting an inquiry position in the initial training of teachers.

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Investigating the education of preservice teachers for inclusive education: meta-ethnography

By Perez-Castejon, David.
United Kingdom:Taylor & Francis,2024 , Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers’ attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching and transforming situations of inclusive education as essential activities for generating positive attitudes or perceptions towards inclusive education. As researchers, we have confidence in the studies conducted by other ethnographers and their value for clarifying and extending analytical generalisations across time and space. As teachers/researchers, we highlight the relevance of working as organic intellectuals acting in the interest of education and social justice.

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Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education

By Hidson, Elizabeth.
United Kingdom:Taylor & Francis,2024 , Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel restrictions prevented assessors visiting trainees in international schools. Assessment therefore moved to a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback, along with a dialogic online interview and evaluation of a digital portfolio of evidence. A first cycle of action research carried out in parallel to the change in provision gathered participants’ perceptions from recordings. These are themed around the way that technology supported reflection during assessment, and the holistic nature of this approach. Findings suggest that video-enhanced dialogic assessment allows for a deep and authentic assessment experience, and is a better fit as a reflective pedagogy for assessing teachers than the pre-pandemic approach.

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A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development

By Pastore, Serafina.
United Kingdom:Taylor & Francis,2024 , The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers’ professional development paths in the assessment domain has never been as critical as it is today. However, despite the widespread interest in teacher assessment literacy and despite the efforts of educational policies and teacher education programs, research continues to show that teachers are generally underprepared to face assessment challenges. The present article reports on an explorative study aimed at examining teachers’ conceptions of assessment literacy, assessment practice, and professional development. Qualitative data are drawn from semi-structured interviews with 30 Italian primary school teachers. The descriptions of what they consider as assessment literacy and the qualities necessary for an effective assessment practice constitute the starting point for a wider discussion on the professional development drivers for being and becoming an assessment literate teacher.

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Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments

By Doyle, Audrey.
United Kingdom:Taylor & Francis,2024 , In early 2020, Initial Teacher Education providers were forced to reimagine many long-established practices due to pandemic restrictions. One post-primary concurrent Initial Teacher Education programme in the Republic of Ireland responded by conceptualising and developing an initiative to engage pre-service teachers in an authentic assessment task through the preparation of a classroom-based assessment from the perspective of the pupil. They then engaged in peer review and peer feedback on these classroom-based assessments and partook in a Subject Learning and Assessment Review meeting. This required the professional development of assessment literacies on the part of pre-service teachers, as well as disturbing their personal assessment beliefs at a cognitive and affective level. This paper finds that the collaborative assignment experience challenged pre-service teachers’ previous conceptions about the purposes of assessment while providing them with insight and preparation for formative assessment processes in use throughout Irish post-primary schools.

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Pre-service teachers as learners of formative assessment in teaching practice

By Atjonen, Palvi.
United Kingdom:Taylor & Francis,2024 , This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers’ perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two preservice teacher cohorts in which two methods of formative assessment were used during a period of teaching practice. A total of 102 learning reports prepared by the participants were analysed using a three-dimensional framework. The pre-service teachers were found to approach formative assessment from a teacher’s viewpoint; however, it was also used to enhance learning discussions and ensure learners’ active involvement. The objectives and peers’ viewpoints tended to be silenced. Our findings suggest that it is beneficial to provide pre-service teachers with opportunities to practice formative assessment under the guidance of mentors to demonstrate its advantages for students’ learning processes.

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Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum

By Weiss, Sabine.
United Kingdom:Taylor & Francis,2024 , During their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, this study investigated whether and how mentors adjust their feedback in this regard. Based on a sample of 33 preservice teachers and 46 mentor teachers in German primary and lower secondary education, the results indicate that although pupils’ differing prerequisites clearly presented challenges for preservice teachers, only part of the mentors referred in their feedback to these demands. Mentors who adapted their feedback referred to well-known methods for addressing differences in pupil performance and background and suggested specific novel strategies by specifying what is possible and expedient (or not) when pupils’ prerequisites and backgrounds differ. These methods were found to enhance preservice teachers’ self-efficacy and competencies in teaching diverse classes, and mutual diversity-oriented feedback also benefited mentors. In conclusion, the study identifies implications for feedback development.

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Reconceptualising school placement assessment in initial teacher education: a figurational perspective

By Doyle, Audrey.
United Kingdom:Taylor & Francis,2024 , In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, ‘third space’, and figurational sociology allowed us to understand who and what influenced the redesigning of assessment practices. The three themes relating to assessment included: (i) A network of interdependent relationships influencing teacher educators’ reimagining of assessment processes; (ii) The influence of external interdependent relationships and context(s); and (iii) The role(s) of assessor for the teacher educator. We explicitly argue for the need to continue to advocate and advance these practices to ‘build Initial Teacher Education back better’.

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Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community

By Moura, Andre.
United Kingdom:Taylor & Francis,2024 , Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.

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Relocating assessment in pre-service teacher education: an emerging model from activity theory lens

By Gungor, Mustafa Akin.
United Kingdom:Taylor & Francis,2024 , This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers’ learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future.

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Profiles of teachers’ assessment techniques and their students’ involvement in assessment

By Vries, Jitske de.
United Kingdom:Taylor & Francis,2024 , Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination of these aspects of formative assessment, we were able to distinguish various developmental stages in teachers’ implementation of formative assessment. Compared to their Flemish colleagues (n = 83), Dutch teachers (n = 120) used a wider variety of assessment techniques and stimulated student involvement in assessment more. Features of the educational context, such as the availability of teacher professional development for formative assessment, possibly influence development towards use of formative assessment practices in the classroom. The profiles can be used to inform teacher professional development initiatives, as they give insight into the current status of teachers’ assessment practices.

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Fostering student teachers’ research-based knowledge of effective feedback

By Bock, Thomas.
United Kingdom:Taylor & Francis,2024 , Properly designed feedback can be highly conducive to students’ learning. Therefore, teacher education needs to equip future teachers with research-based knowledge of how to provide effective feedback. The present study reports the implementation and quasi-experimental evaluation (a pre-post control group design; N = 141) of a four-week intervention programme that aimed to enhance student teachers’ knowledge of effective feedback and their ability to provide it to students. As a secondary objective, we also tested whether the experience of applying research-based knowledge about feedback improved participants’ attitudes towards educational research. The results showed a substantial increase in knowledge about effective feedback. Moreover, in-depth analysis of written feedback indicated an improvement in participants’ ability to provide high-quality feedback. However, there was no additional effect on their attitudes towards the usability of knowledge from educational research. We discuss the implications for teacher education and teaching about effective feedback.

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Wellbeing and the arts in Irish primary teacher education: aligned or apart? A policy and self-study perspective

By McCabe, Una.
United Kingdom:Taylor & Francis,2024 , Teacher educators act as a conduit to student teachers of policy and this has an impact on practice. Changes in policy affect how subjects are viewed in terms of their importance. This research seeks to explore the apparent increase in emphasis on wellbeing development in policy which influences the work of arts teacher educators, alongside a declining focus on the arts, and a separation of wellbeing from the arts in policy lexicon. Adopting a self-study approach, this article explores if wellbeing features in our practice as arts teacher educators and how our arts education practice aligns with national policy and curriculum development in the Republic of Ireland. The results of the study outline ways in which arts teacher educators are shaped by policy. Recommendations are made for a broader view of wellbeing in policy, and an experience of wellbeing and arts which is embedded into learning processes in teacher education.

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Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work

By Tang, Sylvia Y.F..
United Kingdom:Taylor & Francis,2024 , Early career teachers (ECTs) face great stress arising from the demands of the teaching job which are translated into everyday challenges. This article reports a mixed-methods study which examined teacher buoyancy, focusing on how ECTs harness personal and contextual resources when facing the everyday challenges of teaching. The quantitative data analysis showed six factors which constituted the personal and contextual dimensions of teacher buoyancy. The qualitative findings offered an in-depth understanding of these dimensions. ECTs counted on the emotional, cognitive, and behavioural emphases of personal resources in making immediate to short-term responses to everyday challenges. Striving for professional growth and Taking care of one’s well-being were distal personal resources that enhanced ECTs’ potential to manage these challenges. Accessibility to contextual resources and ECTs’ utilisation of these resources constituted the dual facets of the contextual dimension of teacher buoyancy. Implications for initial teacher education and induction of ECTs are discussed.

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Latent profiles of student teachers’ intra- and interindividual emotion regulation strategies and their links with grit

By Methlagl, Michael.
United Kingdom:Taylor & Francis,2024 , Teachers’ emotions and emotion regulation strategies play a crucial role in their learning during teacher education and their later work in the classroom. Most research focus on intra- or interindividual emotion regulation. The aim of this study is to identify distinct subgroups of intra- and interindividual emotion regulation strategies of student teachers (n = 178) conducting latent profile analysis. Furthermore, it is assumed that grit is a predictor of emotion regulation profile membership. Results show three latent profiles (profile 1: low frequent use of emotion regulation strategies, moderate use of a small set of emotion regulation strategies; profile 2: moderate use of a small set of emotion regulation; profile 3: very frequent use of multiple emotion regulation strategies, especially interindividual emotion regulation). Grit subscales are linked to individuals’ emotion regulation patterns. Results are discussed in the context of teacher education.

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Video-based collaborative learning: a pedagogical model and instructional design tool emerging from an international multiple case study

By Cattaneo, Alberto A.P..
United Kingdom:Taylor & Francis,2024 , The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.

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Student motivation in teacher learning groups

By Vrieling-Teunter, Emmy.
United Kingdom:Taylor & Francis,2024 , The importance of social learning for student teachers’ professional development has gained acknowledgement. One way in which teacher training institutes incorporate social learning in their curricula is by involving students in teacher learning groups (TLGs). Participation in TLGs not only enables students to develop social skills, but also prevents them from feeling isolated and losing motivation for their studies. The present study uses convergent parallel mixed-methods design to search for relationships between TLGs’ social configuration and motivation among participating students (n = 55) of four Dutch primary teacher training institutes. The analyses reveal seven key variables for student motivation in TLGs: autonomous choices regarding content; new knowledge; sharing, support, and social skills; personal goals; autonomous choices regarding collaborating partners; scaffolding; equality in an informal atmosphere. Based on the findings, we advise teacher training institutes to consider integrating homogeneous and heterogeneous TLGs in their curricula, because both are valuable for student motivation.

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Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success

By Vilppu, Henna.
United Kingdom:Taylor & Francis,2024 , This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, which were supplemented with questionnaire data gathered from three teacher education units (N = 216). Primary teacher programmes currently seem to attract and select mediocre secondary school graduates from academic perspective, contrary to previous studies. Furthermore, women enter the programmes with higher exam scores than men and have more success in their studies. Based on their learning strategies, students were divided into subgroups of deep and independent learners, and reproductive and support-dependent learners. Previous study success was positively associated with first-year study success. It is important for teacher educators to acknowledge that the students are rather mediocre in the academic sense, even reproductive and lacking regulation skills, and thus might need support in developing into professional learners.

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Assessment conceptions of Finnish pre-service teachers

By Kyttala, Minna.
United Kingdom:Taylor & Francis,2024 , The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessment conception profiles – assessment-cautious, assessment-positive and assessment-critical. Pre-service special needs teachers showed more assessment-oriented conceptions emphasising both the assessment of learning and assessment for learning than the other pre-service teacher groups. However, within every pre-service teacher group, the existing assessment conceptions varied from assessment-positive to assessment-cautious and even assessment-critical. The results are discussed to suggest development in teacher education.

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Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping

By Resch, Katharina.
United Kingdom:Taylor & Francis,2024 , Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two ‘practice worlds’ – university teacher education and school practice – based on the example of the Austrian ‘Partner School Programme’ in order to overcome the theory-practice divide. In this conceptual paper, we explore how the ‘Partner School Programme’ has aimed at bridging the two ‘practice worlds’ by enhancing collaboration between universities and schools in different ways: pre-service teachers can take part in fieldwork in schools within the framework of a project (project-based learning), a research activity (community-based research) or an organised service (service-learning). The paper shows the relevance of developing integrated approaches for encouraging pre-service teachers’ reflective practice as thorough preparation for their subsequent careers and provides teacher educators with new ideas for practical fieldwork.

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Pre-service teachers’ teaching challenges and the transformative learning opportunities during teaching practice in Indonesian remote areas

By Sari, Kartika.
United Kingdom:Taylor & Francis,2024 , Teaching practice in remote areas is beneficial for pre-service teachers’ professional development. The geographical structure and society in remote areas provide unique experiences. This study focuses on how teaching practice in remote areas opens up opportunities for transformative learning. Forty-one pre-service primary teachers from three universities participated in semi-structured interviews. The interviews were conducted in retrospect after participants had finished their teaching practice. Results show that PSTs encountered nine types of challenges during teaching practice; parents’ low awareness of the importance of their children’s education, local teachers’ low motivation, limited teaching resources at school, pupils’ absenteeism, pupils’ poor numeracy and literacy skills, the principal’s low responsibility, natural hazard factors, pupils’ low ability to understand Indonesian, and local conflicts between different communities. Encountering these nine types of challenges fosters PSTs’ disorientation, which might lead to transformative learning. In conclusion, remote areas have potential for transformative learning.

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Teacher education: student teachers’ ethics-related experiences from their placements in Uganda

By Haggstrom, margaretha.
United Kingdom:Taylor & Francis,2024 , Practical experience and first-hand insight into the school systems of other countries enables student teachers to cultivate global understanding. Teacher education programme in Sweden has four placements. Student teachers are encouraged to complete one of these abroad. The aim with this study is to examine student teachers’ experiences of teaching primary school pupils in Uganda. The study underpins by the concepts of ethical literacy, the other and action readiness. Student teachers’ reflections on their experiences deal with the emotions that are aroused in their process work of becoming a teacher. The results show that the experiences from teaching in a postcolonial school system were overwhelming for the student teachers involved. The study raises concerns about the incentives to develop future teacher qualities versus arranging internships abroad to develop students’ personal growth.

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The Impact of an In-Service Course on Primary School English Teachers: Case studies of Change

By Coburn, James.
United Kingdom:Taylor & Francis,2024 , The national ‘Competence for Quality’ in-service programme in Norway aims to enhance the subject knowledge and instructional competences of primary and secondary school teachers across subjects. The programme is evaluated annually through a teacher survey which, however, does not capture in depth how the programme impacts on participants. This study tracked four primary school teachers of English over 26 months and found that the in-service course they completed had positive effects on their confidence to speak English in class and their oral fluency, though a reduction in the accuracy of their classroom English was also noted. Variable but positive changes in teachers’ classroom practices during the course were noted too. Overall, the study highlights links between teacher knowledge, teacher confidence and teacher change, provides insight into how professional development impacts on these dimensions of teaching, and illustrates how case studies can complement quantitative evaluations of in-service programmes for teachers.

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Reading promotion, conflict negation and peaceful conviviality: the uses and hopes for literary education in Chile

By Garcia-Gonzalez, Macarena.
United Kingdom Taylor & Francis 2024 , This article inquires into what sort of socioemotional education and conviviality are produced when pleasurable literary reading is encouraged in neoliberal cultures. We critically explore the celebration of reading for socioemotional education as it is produced in official government documents distributed to schools in Chile. Assisted by Sara Ahmed’s conceptualisation of the cultural politics of emotions and Chantal Mouffe’s agonistic theory, we highlight how literary reading is promoted as a tool to manage difference and resolve conflict. We relate the hopes set on reading to a celebratory cult of happiness in which structural injustices are erased.

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The common factors underlying successful international branch campuses: towards a conceptual decision-making framework

By Hickey, Rob.
United Kingdom Taylor & Francis 2024 , The last 25 years have witnessed the emergence of the International Branch Campus (IBC) as a means of providing Transnational Higher Education (TNE). The growth in the number of IBCs has not been without examples of failure and in some cases controversy, necessitating informed decision-making on the part of university leaders contemplating such a venture. Based on a systematic review of literature concerning the motivations for establishing IBCs; the drivers of sustainability and longevity; and case studies of successful and unsuccessful ventures by UK universities, this paper identifies key characteristics of successful IBCs. It proposes a framework – combining strategic, leadership, academic, financial and operational factors – for use by decision-makers in determining whether to establish and how to manage an IBC.

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Vietnamese doctoral students’ imaginative geographies of their destination countries

By Phan, Anh Ngoc Quynh.
United Kingdom Taylor & Francis 2024 , This paper focuses on Vietnamese PhD students’ imaginative geographies of their destination countries. Using the data collected from in-depth semi-structured interviews with 18 Vietnamese PhD students, the study examines the participants’ preparation for their sojourn before their departure, as well as their first multi-sensory experiences of the study countries on the first days of arrival, which then revealed how their imaginative geographies had been constructed and how they perceived the contrast between their imaginative geographies and reality. The findings of the study suggest that when the students chose to study overseas, they had diverse imaginations of the destinations that had been constructed over long periods of time thanks to the influences of movies, newspapers, media, and experiences of those in their social networks. Furthermore, the paper also highlights the collective imagination about countries in the West and the imagination of the collective West among Vietnamese students.

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Oscillating between populism and liberalism in the Philippines: participatory education’s role in addressing stubborn inequalities

By Horner, Lindsey K..
United Kingdom Taylor & Francis 2024 , This paper seeks to address the wider questions of populism and its seeming contemporary rise within the specific context of the Philippines, regarding education. Starting from the assumption that neither politics nor education sits above cultures or spaces autonomously acting upon them but instead emerges with/because/against particularities; after a brief overview of populism, I explore the conceptual characteristics in context. This is informed from my own experiences of living and researching in the Philippines, including experience of the Mindanao conflict but also the failure of liberalism in the Philippines more generally, the failure of western education to ‘develop’ the nation and the reactions that led to the populists rise of Duterte. The paper offers an understanding of the complexities of populism and offers some hope to how education can meet the challenge through a specific example of critical participatory community education.

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Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

By Duarte, Joana.
United Kingdom Taylor & Francis 2024 , With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff’s, teachers’, and pupils’ perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

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Analysing biographies in transnational educational spaces: transitions to higher education of alumni from an IB school in Lisbon

By Schippling, Anne.
United Kingdom Taylor & Francis 2024 , Taking the example of educational biographies of alumni of an IB World School in the Lisbon region, the article aims to explore the potential of the concept of transnational educational spaces for biographical research. We focus on the biographical stage of transition to higher education as a crucial phase of students’ biographies where we can observe constructions, reconfigurations and passages between (transnational) spaces. Our results show a bias to the British system at the transition to higher education, which also has implications for regarding the IB schools as transnational educational spaces

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A conception of practical global citizenship education: locating and situating ‘allosyncracy’

By Palmer, Nicholas.
United Kingdom Taylor & Francis 2024 , This paper examines practitioners’ experiences of global citizenship education (GCE) in an international baccalaureate (IB) international school and argues that the school’s enactment of GCE constitutes an allosyncratic response. The author defines allosyncracy as the uniqueness of behaviour and temperament demonstrated by groups and individuals in relation to others of difference. Thinking with Jürgen Habermas and Elliot Eisner, the author elaborates allosyncracy and argues that the delineating and expressive properties of the concept form a useful thread for GCE advancement. This research will be of interest to those seeking to develop modes of global engagement, including global citizenship, cosmopolitan education, and international-mindedness.

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Transition of schooling education in Myanmar: a comparative institutional analysis

By Saito, Eisuke.
United Kingdom Taylor & Francis 2024 , Pedagogical reform is an institutional change that involves revising the rules of the game in practice, the legitimacy of which depends on political and legislative contexts. In the context of Myanmar’s experience transitioning into a democratic society, this study discusses the changes in theoretical equilibria concerning pedagogical practices with reference to the changes in the links between the national regime, education policies, and teacher preference about practices. As the country transitioned from a junta to a civilian government, education policies became more democratised. However, the coup d’état of February 2021 could retract these changes.

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The social practice of international education: analysing the caring practices of Indian international students in Australian universities

By Deuchar, Andrew.
United Kingdom Taylor & Francis 2024 , This article contributes to debates about international student mobility and the globalisation of higher education by attending to the caring practices of Indian international students at Australian universities. Drawing on qualitative material produced with postgraduate students, it examines the practical, economic, emotional and social ways they support each other throughout their educational sojourns. The main argument is that Indian international students develop critical modes of supporting each other that make international study possible. These caring practices highlight the need to move beyond approaches that cast international students as neoliberal subjects or as a vulnerable group in need of intervention. They also unsettle the tendency to cast the higher educational landscape as strictly neoliberal. They highlight instead the importance of notions such as mutuality and reciprocity among the international student cohort, at the same time as they suggest the production of logics in higher education that cannot strictly be defined as neoliberal.

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Meritocracy or reputation? The role of rankings in the sorting of international students across universities

By Soysal, Yasemin Nuhoglu.
United Kingdom Taylor & Francis 2024 , University rankings have gained prominence in tandem with the global race towards excellence and as part of the growing expectation of rational, scientific evaluation of performance across a range of institutional sectors and human activity. While their omnipresence is acknowledged, empirically we know less about whether and how rankings matter in higher education outcomes. Do university rankings, predicated on universalistic standards and shared metrics of quality, function meritocratically to level the impact of long-established reputations? We address this question by analysing the extent to which changes in the position of UK universities in ranking tables, beyond existing reputations, impact on their strategic goal of international student recruitment. We draw upon an ad hoc dataset merging aggregate (university) level indicators of ranking performance and reputation with indicators of other institutional characteristics and international student numbers. Our findings show that recruitment of international students is primarily determined by university reputation, socially mediated and sedimented over the long term, rather than universities’ yearly updated ranking positions. We conclude that while there is insufficient evidence that improving rankings changes universities’ international recruitment outcomes, they are nevertheless consequential for universities and students as strategic actors investing in rankings as purpose and identity

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Being successful in the educational market: employers in practice of Swedish higher VET provision

By Kopsen, Johanna.
United Kingdom Taylor & Francis 2024 , Contemporary vocational education and training (VET), both initial and higher, is strongly market oriented, and governments shape systems with significant roles for employers. The study presented in this article aims at examining how employers are positioned in the practice of VET provision in such a system. Specifically, it recognises and interprets how employers are positioned in the provision of state-funded Swedish higher VET as expressions of relative power and control. The study was conducted using interviews with educational personnel and observations of meetings between employers and VET programme providers.

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Antecedents of short-term international mobility programs: a systematic review and agenda for future research

By Roy, Achinto.
United Kingdom Taylor & Francis 2024 , Short-term international mobility programs are being increasingly adopted by universities to achieve internationalisation, secure international accreditation and prepare graduates for global careers. A plethora of beneficial outcomes of student participation in short-term mobility education programs [Roy, A., A. Newman, T. Ellenberger, and A. Pyman. 2019. ‘Outcomes of International Student Mobility Programs: A Systematic Review and Agenda for Future Research.’ Studies in Higher Education 44 (9): 1630–1644; Waibel, S., H. Ruger, A. Ette, and L. Sauer. 2017. ‘Career Consequences of Transnational Educational Mobility: A Systematic Literature Review.’ Educational Research Review 20: 81–98] has motivated governments and universities to fund such programs [Pfotenhauer, S. M., J. S. Jacobs, D. J. Newman, and D. T. Roos. 2013. ‘Seeding Change Through International University: The MIT-Portugal Program as a Driver of Internationalization, Networking and Innovation.’ Higher Education 26: 217–242; Quan, R., A. Pearce, and Y. Baranchenko. 2017. ‘Educational Mobility in Transition: What Can China and The UK Learn from Each Other?’ Journal of Management Development 36 (6): 828–843; and Sin, C., O. Tavares, and G. Neave. 2017. ‘Student Mobility in Portugal: Grappling with a Adversity.’ Journal of Studies in International Education 21 (2): 120–135]. Scholarly work on student mobility in education has grown phenomenally in the last two decades. However, the specific study of antecedents of student participation which shape a student’s decision to participate in short-term mobility programs has not received adequate attention in literature. The need to study antecedents of student participation in mobility is highly relevant and critical to the creation of student opportunities for participation in such programs. With this aim, our paper undertakes a comprehensive review of scholarly works thus far on antecedents of student participation in short-term mobility programs classifying antecedents into personal and contextual antecedents. We identify areas of study needed to enhance scholarly understanding of antecedents of student participation and propose an agenda for future research complemented with recommendations for studying antecedents to short-term mobility participation.

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International education as an export sector: an investigation of 49 Vietnamese universities and colleges using Bayesian analysis

By Pham, Hiep-Hung.
United Kingdom Taylor & Francis 2024 , Under the tendency of the marketisation of tertiary education, universities/colleges and governments across the world have increasingly regarded international education as an education services export sector. Vietnam has always been regarded as a country of importing rather than exporting international education. Nevertheless, more and more evidence shows that Vietnamese tertiary education institutions are increasingly successful in recruiting international students. To gain further insight into international students in Vietnam, we conducted a survey with 49 tertiary education institutions in Vietnam. Our findings reveal that while most full-time international students in Vietnam are intra-regional (i.e., coming from Asian countries), short-time international students are both intra-regional and extra-regional. Using a Bayesian analysis as a method, we found that, first, the main concerns of international students in Vietnam do not revolve around academic-related factors; and second, the success of Vietnamese tertiary education institutions in attracting international students was mainly associated with operation-related factors.

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‘My life is gone with this job’: effects of precarious working conditions on helmet teachers’ personal and professional lives in neoliberal Nepal

By Rana, Lal.
United Kingdom Taylor & Francis 2024 , This paper reports on a case study conducted in Mid-western Nepal, aiming to explore the potential impacts of precarious working conditions on part-time teachers’ lives and identify ways to eliminate those working conditions. The data for the study were collected using semi-structured interviews from purposefully selected part-time teachers teaching in public higher secondary schools in the study area. The data analysis reveals that part-time teachers work in highly precarious working contexts that have negatively impacted their personal and professional lives. They think that they do not have financial stabilities, job securities and professional development opportunities. Additionally, the findings suggest that they can unsnare themselves from the precarious working conditions by lobbying the government to reform its teacher hiring policies, rejecting this kind of teaching and running their own academic institutions.

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