Search Results (114)

This qualitative study explores the induction experiences of Palestinian Arab novice teachers in Jewish-majority schools in Israel during a period of intense national tension (2023–2025). Amid ongoing teacher shortages in the Jewish sector and a surplus of qualified teachers in the Arab sector, Boundary-Crossing Teaching (BCT) has become a notable phenomenon. Using semi-structured interviews and reflective journals of 23 beginning teachers and eight mentors, the study investigates how minority educators navigate cultural and political divides in a conflict-affected society. The findings reveal that during periods of heightened tension, teachers’ professional identity is often overshadowed by ethnic suspicion, leading to a “dual burden” of professional and national representation. The data shows that teachers navigate national ceremonies through “strategic ambiguity”—performing outward compliance (e.g., standing for the siren) while maintaining internal identity boundaries. Furthermore, the study identifies a paradox in language dynamics: while Palestinian Arabic is often “securitized” and viewed with suspicion in staffrooms, teachers successfully leverage their linguistic background as “intercultural capital” to build empathy with students. The research finds that shared-identity mentors provide an essential “third space” for processing experiences of racism that are otherwise silenced within the school hierarchy. These empirical results demonstrate that teacher retention in conflict zones requires active institutional protection to prevent professional status from collapsing into national categorization. Full article

Children diagnosed with autism face many barriers to learning. Animal Assisted Services and Interventions (AAS/AAI) have been adopted to support children within schools. The Dog Mentor is a UK-based organisation that provides training for handlers and assesses dogs to be integrated within schools. It adopts a rigorous and continuous training package and ensures the safety and welfare of all involved by adopting a whole school approach. This research uses content analysis to understand the types of activities and outcomes in The Dog Mentor programme, as established by teachers and dog handlers, across 58 schools. Teachers and dog handlers perceived that The Dog Mentor successfully supported children with autism, using a variety of sessions. This variability is seen as a benefit as it enables the intervention to be tailored to meet the needs of the students. Handler-reported benefits include creating a calm environment, promoting engagement, and supporting learning. Improved self- and emotion regulation, mental health, and resilience were also noted by the handler reports. Future research needs to investigate these perceived benefits using quantitative data, as well as look into outcomes relating to the dogs supporting others with bereavement and trauma. This topic was briefly mentioned by two of the schools, but there was not enough data to understand the impact in depth. Full article

The teaching profession increasingly demands complex competencies, including collaboration, professional networking, and adaptability, beyond subject-specific knowledge, due to rapid educational, technological, and labor market changes. This study addresses the limited national data on the professional relational capital of teacher education students and examines how relational networks affect professional identity, commitment, and retention. A pilot questionnaire was developed from focus group interviews conducted in spring 2024 at the University of Nyíregyháza and analyzed with ATLAS.ti 7. The instrument includes four dimensions: parental influence, initiative during high school, initiative during university, and future employment plans, with indicators such as place of residence, cooperation patterns, network durability, domestic and international collaborations, and professional aspirations. Results indicate that students’ relational networks are central to early professional socialization and engagement in collaborative teaching communities. Mapping these networks offers diagnostic and developmental insights, supporting targeted mentoring, inter-institutional cooperation, and international mobility. Findings suggest that deliberately developing relational capital during teacher training enhances professional preparedness, satisfaction, and retention. Overall, the study highlights the value of integrating professional networking and collaborative competencies into teacher education to promote sustainable career paths, align training with labor market expectations, and strengthen the quality, resilience, and long-term sustainability of the teaching workforce. Full article

Background: Nurses’ teaching skills in the clinical setting are crucial to ensuring that students receive high-quality training. Despite the growing importance of competency frameworks, there is little research on the relationship between nurses’ teaching competence and sociodemographic, professional, training, and research variables. Methods: This was a cross-sectional, descriptive, and correlational study conducted at nine hospitals linked to the clinical placement subjects of the Bachelor of Nursing of the University of Barcelona. The study population comprised all nurses directly involved in clinical teaching. Participants’ level of self-reported teaching competence was evaluated using the Spanish version of the Capabilities of Nurse Educators (S-CONE) questionnaire, and the sociodemographic, professional, and academic variables were collected in an ad hoc questionnaire. Descriptive statistics, non-parametric tests, and linear and logistic regression models were used to analyse the associations between the S-CONE total score and the variables collected. Results: The mean age of the participants (n = 596) was 41.9 years (standard deviation: 8.82), and 85.6% of them were women (n = 510). The overall mean S-CONE score was 3.81 (SD: 0.73). Higher scores were observed in those with advanced academic degrees, formal teacher training, and participation in academic activities. Professionals with mixed roles (clinical mentor and academic tutor) self-reported significantly higher competence levels. Multivariate analyses identified participation in conferences, tutoring of undergraduate theses, and involvement in research or development projects as the main predictors of higher teaching competence as measured by the S-CONE questionnaire. The lowest-scoring factor was research and evidence, which points to a potential area for improvement. No significant associations were found with age, sex, or years of clinical experience. Conclusions: Participants had a high self-reported level of teaching competence and rated themselves as competent overall, especially in professional practice and curriculum design. However, we identified areas for improvement related to pedagogical innovation and the use of evidence. The findings reinforce the importance of professional development and academic involvement to strengthen teacher competence. Full article

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring. Full article

The professional development of English as a Foreign Language (EFL) education has been converted from rigid hierarchical models to more flexible and context-sensitive frameworks. This study introduces ego-centred network card analysis as a new methodology to investigate how Indonesian university EFL teachers create and negotiate their professional identities. The data were collected from 11 experienced EFL teachers. The network cards were analysed to find the nodes and sectors of professional identity and development. Drawing on constructivist and sociocultural perspectives, the study findings indicated that the formation is influenced by relational, emotional and institutional influences, and that family support, mentoring, and career goals alleviate pressures such as workload, publication demands, and financial instability. The findings highlight identity as both a product and a driving force for professional development, extending sociocultural theories by visualizing hidden dimensions of teachers’ networks. Methodologically, this study demonstrates the value of visual-relational tools in capturing complexity beyond interviews or surveys. The results suggest that, in practice, teacher education and policy must integrate structured mentorship, peer reflection, and recognition of emotional work in order to maintain professional growth. Full article

Purposes: Teacher turnover has especially negative effects on schools and students when experienced and capable teachers leave. This loss is significant when those teachers also serve as mentors to their less experienced colleagues. This study aimed to advance understanding about how school leaders can positively influence the retention of their school’s teacher mentors. Methodology: The framework for the study reflects a longstanding line of research on successful leadership. Using a cross-sectional research design, evidence was provided by responses to the mentor survey component of a larger four-year study examining the effects on retention decisions of a national induction programme for early-career teachers and their mentors in England. Structural equation modelling was employed to test the direct and indirect effects of school leadership and selected school conditions on mentors’ self-efficacy, well-being and job satisfaction, and ultimately retention decisions. Findings: Developing and retaining teacher mentors was associated with a suite of leadership practices which encourage collaborative cultures, provide coherent high-quality learning opportunities, and ensure what they perceive to be manageable workloads. These organizational conditions nurture the job satisfaction and self-efficacy of experienced teachers enhancing their sense of well-being at work. Implications: Results suggest four sets of guidelines for senior school leaders. Full article

The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing support for Diploma pathway students to be successful in their studies and motivated and to stay in the profession post-graduation is vital. The aim of this study was to investigate a specific design element within one innovative initial teacher education programme for Diploma pathway students—the role of the teaching coach. The teaching coach role was designed to support Diploma pathway students to complete their degree and help create the professional networks needed to sustain them in the profession long term. Using a single site case study approach, qualitative data were collected via semi-structured interviews with teaching coaches. Using the theory of practice architectures to the analyse data, we interrogated the practices of the teaching coaches, how teaching coaches perceived they supported student success and the arrangements that enabled and constrained these practices. From the perspective of the teaching coaches, their role supported student learning and professional networks. The role also provided unanticipated benefits for the teaching coaches themselves. The study highlights the importance of universities going beyond traditional practices to contribute to professional learning and networks for ECEC professionals throughout their careers. Full article

Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placement coordinators who participated in this qualitative study. Data were collected via an online Qualtrics survey. Four key barriers to effective placement engagement were identified through thematic analysis: (1) delays, confusion or uncertainties linked to placement documentation and specific requirements for placement guidance; (2) the timing, frequency and type of communication between the tertiary Professional Experience Liaison Officers and placement coordinators/supervising teachers; (3) preservice teachers’ pedagogical preparedness and confidence with content; and (4) contextual factors, including time constraints and additional workload, that affect the recruitment and retention of experienced supervising teachers. These barriers were perceived as not only reducing the overall quality of well-structured professional experience but also affecting the relationships between supervising teachers and preservice teachers. The findings offer insights for universities and industry partners to improve support, structure, communication, and feedback during professional experience placements with a focus on preservice teachers’ learning outcomes. Full article

This study examined changes in the attitudes of early childhood teachers resulting from their participation in the ONDAS Training Program, a Colombian government strategy designed to strengthen professional skills and dispositions through reflective practice and the integration of research into training. A quantitative, non-experimental longitudinal design with a descriptive-comparative scope was employed. The sample consisted of 56 female teachers evaluated before and after the program. The 12-month intervention combined a three-module virtual course on innovation, research, and academic writing with an editorial stage and expert mentoring. Data were collected through a validated survey on three dimensions: support and resources, research skills, and pedagogical appropriation. Analyses applied descriptive statistics and intra-group non-parametric tests, with the Benjamini–Hochberg adjustment used to control Type I error. The results revealed improvements in research skills, stronger pedagogical appropriation, and more positive evaluations of support and resources. These transformations also included shifts in teachers’ attitudes toward research, greater openness to feedback, and increased confidence in implementing innovative proposals. Findings confirm that early childhood teacher education is a complex process that benefits from reflective, collaborative, and situated approaches, underscoring the program’s role in strengthening professional competences and enhancing teachers’ ability to critically examine practice and adapt to diverse educational contexts. Importantly, these results provide evidence to inform national teacher training strategies in Colombia, offering practical guidance for policymakers and institutions seeking to strengthen research-based, reflective, and contextually responsive professional development programs. Full article

Research and public attention on violence directed toward school teachers are increasing. Yet to date, our knowledge on violence against teachers is limited, because most research has focused on student-perpetrated violence, largely overlooking the aggression directed at teachers by parents. To fill this gap in knowledge, this study used a qualitative approach based on in-depth semistructured interviews with 46 teachers, school leaders and policy-level managers to explore the phenomenon of parents’ violence against teachers, including manifestation of the problem, risk factors, and effective coping strategies. Following the principles of grounded theory, the results suggest that parents’ violence toward teachers takes various forms, mostly rudeness, shouting, intimidation, and verbal threats. These behaviors create complex challenges that affect teachers both personally and professionally, requiring coping mechanisms at the societal, school, community and individual levels. Effective strategies encompass improving the social and organizational climate in schools, providing mentoring and support, offering conflict management training for educators, and implementing comprehensive family–school partnership policies at the school level. Implications for research and policy are discussed. Full article

The integration of emerging technologies is reshaping the teaching skills required in the 21st century, yet little evidence exists on how contextualized training supports rural teachers in adopting active methodologies and critically incorporating AI into entrepreneurship education. This study evaluated the impact of a 40-h professional development program implemented in Educational District 15D01 in the Ecuadorian Amazon. Thirty-nine secondary school teachers participated (mean age = 43.1 years); 36% lacked prior entrepreneurship training, and 44% had not recently mentored student projects. A sequential explanatory mixed-methods design was employed. The quantitative phase employed a 22-item questionnaire that addressed four dimensions: entrepreneurial knowledge, competencies, methodological strategies, and AI integration. Significant pre–post improvements were found (p < 0.001), with large effects for knowledge (d = 1.43), methodologies (d = 1.39), and AI integration (d = 1.30), and a moderate effect for competences (d = 0.66). The qualitative phase analyzed 312 open-ended responses, highlighting greater openness to innovation, enhanced teacher agency, and favorable perceptions of AI as a resource for ideation, prototyping, and evaluation. Overall, the findings suggest that situated, contextually aligned training can strengthen digital equity policies, foster pedagogical innovation, and empower educators in underserved rural communities, contributing to sustainable pathways for teacher professional development. Full article

This study explores how students, teachers, and mentors participating in the EdTech Mentor Project experienced the integration of digital tools within inclusive, service-learning-based STEM education. Drawing on Interpretative Phenomenological Analysis (IPA), the research employed semi-structured interviews and participatory video to capture the lived experiences, perceptions, and challenges faced by participants across diverse and often underserved educational contexts. The findings reveal that digital tools empowered both students and teachers by fostering engagement, creativity, and a sense of agency. However, significant barriers were also identified, including limited internet connectivity, lack of technical infrastructure, and digital literacy gaps. Mentorship emerged as a crucial support mechanism, offering both technical guidance and emotional encouragement, especially in remote or isolated settings. Moreover, the project played a vital role in building community and reducing feelings of professional and academic isolation, particularly through collaborative learning environments facilitated by mentors. This research contributes nuanced insights into the intersection of technology, inclusion, and community-based learning in STEM education. It highlights the importance of equitable access, sustained mentorship, and participatory practices in ensuring that EdTech initiatives are not only innovative but also inclusive and empowering for all involved stakeholders. Full article

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article