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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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Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences

By Christiansen, Iben Maj.
United Kingdom:Taylor and Francis,2024 , A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities.

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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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High-quality practicum – according to teacher education students on their practicum at partnership schools

By S. Jenssen, Eirik.
UK : Routledge Taylor & Francis Group, 2024 , This article explores how teacher education students perceive high-quality practicum. Data were collected through group interviews with students while in practicum at partnership schools and analysed thematically within the context of qualification, socialisation, and subjectification as goals of education. The findings show that students perceive high-quality practicum as inclusive, qualifying, and facilitative for developing professional teacher identity. Furthermore, the findings show that students experience a considerable difference in quality between practicum at partnership schools and other schools. A practicum that maintains high quality can be outlined by building on experiences from practicum at partnership schools.

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Practicum experience: the role of practicum demands and resources in first and second career preservice teachers

By Troesch, Larissa Maria.
UK : Routledge Taylor & Francis Group, 2024 , To alleviate teacher shortages, many countries are investing in professionals from other fields to become teachers. As second career (preservice) teachers (SCT) are thought to bring additional resources into the teaching profession, it is important to gain insights into whether and how these resources are impacting their learning experiences and professional development. Therefore, using the Job Demands-Resources (JD-R) framework, this study examined practicum output among first career preservice teachers (FCT) and SCT. Questionnaire data from 396 students (143 SCT) were analysed via path analyses with multi-group comparisons. The two groups differed significantly regarding self-efficacy beliefs as a resource, as well as the impact of job demands and resources on practicum output. FCT were more likely to feel discouraged by practicum demands. These findings indicate that practicum studies need to be tailored to different student groups.

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How student teachers feel during field experiences: network analyses regarding the co-occurrence of positive and negative emotions

By Dreer-Goethe, Benjamin.
UK : Routledge Taylor & Francis Group, 2024 , Since student teachers’ emotions during field experiences are highly relevant to their overall learning and professional development, they are worthy of closer investigation. Thus, based on longitudinal data and co-occurrence network analyses, this study determines whether and how often positive and negative emotions co-occur among a sample of student teachers at three different timepoints (beginning, middle, and end) of a 15-week field experience. The findings revealed that a significant number of student teachers experienced mixed emotions, with the frequent co-occurrence of feeling stressed alongside positive emotions such as interest, attentiveness, excitement, strength, and confidence. Moreover, the proportion and structure of emotional co-occurrences changed over time. Notably, the prevalence of mixed emotions was higher in the initial and middle stages of the field experiences. These findings highlight the limitations of conventional correlation analyses in capturing important emotional information. The implications of these insights for student teacher support and development are discussed.

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Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being

By Z. Varol, Yasemin.
UK : Routledge Taylor & Francis Group, 2024 , Practicums allow student teachers to gain teaching experience, yet little research exists assessing the impact of recovery and supervisors’ feedback and reflection on students’ well-being during this phase. Based on the Job-Demands-Resources-Recovery model, this study investigated the mediating role of recovery in terms of psychological detachment in the relationship between workload and emotional exhaustion in student teachers during their practicum. Additionally, the impact of supervisors’ feedback and reflexion on psychological detachment was assessed. A structural equation modelling analysis with the data of 276 student teachers revealed that workload was positively related to emotional exhaustion and this relationship was mediated by psychological detachment. Feedback and reflection were negatively related to psychological detachment and, through this path, negatively affected emotional exhaustion. Hence, experiencing psychological detachment might be crucial in preventing early dropouts due to reduced mental health among student teachers. Methodological perspectives to consider the content of thinking about work are discussed.

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How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany

By Weiss, Sabine.
UK : Routledge Taylor & Francis Group, 2024 , The present study investigated how student teachers and mentor teachers in a one-school-year teacher practicum in Germany interacted in an ‘egalitarian’ way despite their experience-based gap in expertise, status and power. Our study is embedded in a participatory research context to involve the agents of change. The sample consisted of 57 student teachers and 98 mentor teachers in primary and lower secondary education. We used the critical incidents technique; critical incidents were collected through focus group discussions and analysed by qualitative content analysis. Egalitarian interaction was achieved through the participants flexibly changing roles in providing and receiving feedback and the use of an ‘experimental room’ where both student teachers and mentor teachers could reflect on and develop their teaching practice (through co-constructive knowledge creation while working together on teaching-related activities). For student teachers, being assigned the status of a ‘colleague’ demonstrated egalitarian interaction. Implications for developing participatory-involved mentoring concepts were discussed.

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Mentor teachers’ achievement goal orientations for mentoring during the practicum

By Kuhn, Clara.
UK : Routledge Tylor & Francis Group, 2024 , Teachers’ varied goal orientations meaningfully explain differences in their behaviour and cognition. Achievement goal orientation theory (GOT) provides a valuable theoretical framework for understanding teacher motivation. However, GOT has not yet been applied in the context of mentoring student teachers during the practicum. This study explores the use of GOT and describes mentor teachers’ motivations during the school practicum. For this, we analyse semi-structured interviews with 23 Austrian mentor teachers using qualitative structuring-content analysis. Results show that within the mentoring context it is important to differentiate between self- and other-oriented goal orientations. Mentor teachers are strongly mastery and relational goal oriented, while ability-avoidance and work-avoidance goals are less prominent. Overall, the findings demonstrate GOT’s value in understanding mentor teachers’ motivations. Implications are offered as an avenue for future research.

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A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland

By Mitchell, Eamonn.
UK : Routledge Taylor & Francis Group, 2024 , Recent policy in Ireland enhanced the position of school placement in Initial Teacher Education programmes. This paper considers how care ethics has a vital role in sustaining the goodwill of the cooperation and guidance from professionals who mediate the school placement setting, noting values of reciprocal caring in placement mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary and post-primary cooperating teachers were interviewed during this cross-sectional study in order to ascertain insight into the lived experience of classroom teachers during school placement. Participants acknowledged the cooperating teacher role as professionally demanding, a rewarding experience, but also crucially linked to a duty and care premise. Participants show an emplacement of being within a moral dilemma symptomising a moral madness. Recommendations include enhanced collaborative policy development, an understanding of care in such policy, and a national approach to continuous professional development of cooperating teachers.

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Identifying school-based teacher educators’ professional learning needs: an international survey

By Czerniawski, Gerry.
UK : Routledge Taylor & Francis Group, 2024 , Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) conducted in 12 countries. While the findings from this study reveal that most SBTEs receive some form of preparation for their role, they require that preparation to be more collaborative and target the pedagogic and research-related aspects of their work. The findings also indicate how much more needs to be done to recognise, address and support SBTEs’ learning needs in relation to the rapidly-changing socio-economic, cultural and technological contexts that underpin the work of all teacher educators.

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Triadic mentoring through the lens of positioning theory and frame analysis

By Bruneel, Steven.
UK : Routledge Taylor & Francis Group, 2024 , This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different frames: the quality assurance frame, the school-university partnership frame, the socialisation frame, and the expert teacher frame, each opening up particular positions but also closing off others. This study challenges the uncritical acceptance of the benefits of triadic mentoring, while also offering a novel theoretical perspective for the study of its complexities.

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Exploring the impact of an online learning community to support student teachers on school placement

By Groman, Alan.
UK : Rouledge Taylor & Francis Group, 2024 , This paper documents the design, implementation, and evaluation of an online learning community (OLC), within the Republic of Ireland, which set out to support student teachers in a hybrid space during their school placement experience. Guided by qualitative research, data collection methods included interviews and analysis of students’ forum postings. Key findings illustrated that the OLC provided a valuable learning context for student teachers. The presence of cooperating teachers, as online tutors, as well as a higher education institute tutor was recognised as critically important for facilitating the OLC. A significant conclusion to this study is that hybrid spaces, that are aligned with the practicum, can provide opportunities for dialogic reflection and enquiry within a community of learners. With the increased attention of adopting online pedagogical approaches, stemming from the COVID-19 pandemic, this paper offers two research-based design principles to facilitate OLCs that support student teachers on school placement.

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Agency in negotiating partnerships in initial teacher education: shifting sands

By Livingston, Kay.
UK : Routledge Taylor & Francis Group, 2024 , Despite over two decades of research, initial teacher education (ITE) partnerships remain problematic. Our study explores the development of a mandated ITE university–school partnership in Wales amidst significant educational reform. Through qualitative research, involving focus groups with 47 teacher educators from a university and 15 schools, we investigate their perceptions and experiences, focusing on shifts in professional roles and responsibilities. Our findings reveal disparities in the impact on the staff, including differences in changes to their roles and responsibilities, perceptions and experiences of agency and in the emotional effort required in the change process. We contend these findings have implications for all stakeholders involved in development of university–school ITE partnerships. In particular, the need for support for the development of individual and joint agency for all staff involved in partnership-building efforts. By shedding light on the complexities involved, we offer valuable insights for practitioners and researchers engaged in similar initiatives.

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Towards equity literacy: exploratory enquiry with Finnish student teachers

By Posti-Ahokas, Hanna .
UK : Routledge Taylor & Francis Group, 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.
UK : Routtledge Taylor & Francis Group, 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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Teachers’ academic achievement: evidence from Swedish longitudinal register data

By Alatalo, Tarja et al. Hansson, Ase.
UK : Routledge Taylor & Francis Group, 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.
UK : Routledge Taylor & Francis Group, 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 et al. Carriedo, Alejandro.
UK : Routledge Taylor & Francis Group, 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 et al. Seidal, Tina.
UK : Routledge Taylor & Francis Group, 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 et al. Liesa, Eva.
UK : Routledge Taylor & Francis Group, 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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