Search Results (188)

High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students. Full article

Dissolved Gas Analysis (DGA) of transformer oil is a critical technique for transformer fault diagnosis that involves analyzing the concentration of gases to detect potential transformer faults in a timely manner. Given the issues of large model parameters and high computational resource demands in transformer DGA diagnostics, this study proposes a lightweight convolutional neural network (CNN) model for improving gas ratio methods, combining Knowledge Distillation (KD) and recursive plots. The approach begins by extracting features from DGA data using the ratio method and Multiscale sample entropy (MSE), then reconstructs the state space of the feature data using recursive plots to generate interpretable two-dimensional image features. A deep feature extraction process is performed using the ResNet50 model, integrated with the Convolutional Block Attention Module (CBAM). Subsequently, the Sparrow Optimization Algorithm (SSA) is applied to optimize the hyperparameters of the ResNet50 model, which is trained on DGA data as the teacher model. Finally, a dual-path distillation mechanism is introduced to transfer the efficient features and knowledge from the teacher model to the student model, MobileNetV3-Large. The experimental results show that the distilled model reduces memory usage by 83.5% and computation time by 73.2%, significantly lowering computational complexity while achieving favorable performance across various evaluation metrics. This provides a novel technical solution for the improvement of gas ratio methods. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

This paper investigates the extent to which the teacher factors of the dynamic model of educational effectiveness are related to each other forming stages of effective teaching. It also investigates whether teachers situated at higher stages are more effective than those situated at lower stages in terms of promoting student learning outcomes. All grade 4 teachers (n = 31) of eight schools and their students (n = 350) in the urban capital of Male’ city in the Maldives participated in this study. Teacher factors were measured through a student questionnaire. External tests were used to measure student achievement in English language at the beginning and end of the 2019–2020 school year. Teacher factors were grouped into six stages of teaching. Multilevel regression analysis revealed that students of teachers situated at higher stages have better learning outcomes than students of teachers situated at lower stages. Implications of findings for research, policy and practice are drawn. Full article

With the development of Artificial Intelligence (AI) technology, more and more AI chatbots (e.g., ChatGPT and DeepSeek) are beginning to affect work and lifestyles. Although AI chatbots have brought many opportunities to education and teacher trainees, they have also caused many problems and resistance among some teacher trainees. However, previous studies have focused more on the influence of positive acceptance factors induced by AI chatbots and less on the negative barrier model induced by AI chatbots. Therefore, this study starts from the negative barrier factors induced by AI chatbots and builds an influencing barrier model of AI chatbot resistance guided by Innovation Resistance Theory (IRT) and appropriately draws on Cultural Dimension Theory (CDT), Unified Theory of Acceptance and Use of Technology (UTAUT), and practical characteristics. The questionnaires mainly adopt convenience sampling and snowball sampling methods, and the data are empirically analyzed. The results show that Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety have a significant and direct influence on teacher trainees’ resistance to AI chatbots. Meanwhile, Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety play significant mediating roles in the impact of the Usage Barrier (UB), Image Barrier (IB), Value Barrier (VB), Risk Barrier (RB), and Tradition Barrier (TB) on resistance behaviors, revealing the complex path through which cognition-emotion-society factors jointly shape technology resistance behaviors. Therefore, this study not only contributes to enriching the theoretical results of combining Innovation Resistance Theory with AI chatbots and adding new research paths (e.g., the mediating role of Uncertainty Avoidance) but also provides a practical guide for the dissemination of AI chatbots among teacher trainees and future technological talents in a sustainable future. Full article

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system. Full article

To successfully implement Education for Sustainable Development (ESD) in schools, teachers require specific competences that enable them to integrate sustainability principles into their teaching. The development of these competences begins in the teachers’ training programs, yet existing research on ESD competences of pre-service teachers remains fragmented, employing various conceptualizations and methodological approaches. This literature study systematically analyzes the research landscape on ESD competences by reviewing empirical studies published between 2007 and May 2024. The study identifies trends, focal areas, and research gaps. The results indicate that most studies focus on knowledge and motivational aspects, whereas action competence is underrepresented. Furthermore, the field is characterized by a prevalence of cross-sectional studies and self-assessment methods, limiting insights into long-term competence development. These findings highlight the need for more interdisciplinary, longitudinal, and comparative research to establish a more comprehensive understanding of how ESD competences develop and how they can be effectively fostered in teacher education. This review contributes to the literature by providing a structured synthesis of existing studies and by outlining future research directions. Full article

This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical considerations of this approach. The findings indicate that COIL enhances critical intercultural skills, such as cross-cultural communication and collaboration. This study highlights the necessity of establishing clear guidelines and objectives from the beginning, alongside active teacher participation, to foster a supportive environment that builds student confidence and autonomy. Additionally, COIL has broadened students’ understanding of cultural perspectives, which is valuable for their application in early childhood education settings. Ultimately, this study positions COIL as a valuable method for promoting intercultural collaboration and embedding Indigenous perspectives. This approach serves as a form of internationalization at home, preparing students to integrate diverse cultural insights into their professional roles in Early Childhood Education and Care. Full article

Piano proficiency is essential for pre-service preschool educators; nevertheless, numerous candidates begin teacher education programs with little prior experience, exhibiting poor self-efficacy and limited musical competencies required for effective teaching. This study seeks to examine the mechanism of how teacher support affects proficiency in piano skills among pre-service preschool educators. Four hundred thirty pre-service preschool teachers from a preschool teacher education program at a public normal university in Shanghai, China, completed the Teacher Support Questionnaire (MOCSE-TSQ), Attitudes Toward Musical Activities and Performance, and the Classroom Engagement Inventory in Music (CEI-M). The findings revealed a substantial positive link between teacher support and the proficiency in piano skills among pre-service preschool educators. Teacher support positively predicted piano ability levels via the chain-mediated effects of musical self-efficacy and learning engagement among pre-service preschool educators. The “Support–Feedback–Reflection” (SFR) cyclical development model was employed as an approach for improving the musical abilities of pre-service preschool teachers. These findings provide empirical information to guide curriculum development and pedagogical enhancements for piano courses targeting pre-service preschool educators. Full article

Objectives: The present study examined the sensory preferences adopted by students over three years of training in a specialized training program for security forces (STPSF). It determines their impact on karate performance metrics. Methods: Thirty-one students aged 20 to 26 (SD = 0.81) completed the modified Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK), a tool designed to help identify students’ preferred learning styles. This research suggests a theoretical model in which the balanced and optimal engagement of visual, auditory, and kinesthetic modalities rather than a strict mathematical equation might provide an optimal foundation for improving proficiency in martial arts. Balanced engagement of these sensory modalities can foster a deeper understanding of karate techniques, improve performance, minimize dependence on a single sensory channel, and bolster real-time adaptability. The students were tested at two points: once at the beginning of their enrolment and again after completing their three-year training program. Results: After a relatively intensive intervention over three years, the findings suggest a positive shift in the ratio of the primary modalities, moving toward an optimal balance. Considering the ideal sensory balance of 50:50:50%, the visual modality increased from 45.8 to 50.4, approaching the optimal value. The auditory modality, initially above the ideal level at 53.8, adjusted closer to balance, reaching 51.9. In contrast, the kinesthetic modality slightly decreased from 50 to 47.5, indicating a minor deviation from the ideal state. It was further confirmed that a higher technical level, such as the third kyu, exhibits an equal distribution, approaching the optimal use of the three modalities: visual 51.5 auditory 47.6 and kinesthetic 50.7. Moreover, the progress toward an optimal synergy and a more efficient evaluation of situational possibilities within the decision-making process was more frequently noted in females than in male students. Conclusions: Acknowledging students’ sensory processing preferences can assist the teacher, trainer, coach, and student in advancing interaction, optimizing learning strategies, improving performance, promoting analytical skills, and fostering self-assurance and determination. Full article

This research aims to investigate the impact of professional materials’ interpretation on the decision-making of preservice secondary teachers when analyzing the mathematical thinking of a 15–16-year-old high school student engaged in arithmetic problem-solving. Our conceptual framework considers the model of curricular noticing and the specific model of noticing students’ mathematical thinking, establishing connections between both. The participants were 20 preservice teachers taking part in a training program in two Spanish universities. They were grouped randomly into five groups. The data were preservice secondary teachers’ written responses to a professional task of noticing students’ mathematical thinking by solving two arithmetic problems. A qualitative analysis was carried out considering the skills that make up the theoretical models considered. Findings show that the various interpretations made by the preservice secondary teachers of the professional materials gave rise to different interpretations of the secondary school student’s error and this led them to propose different instructional responses. There were two groups focused on a relational interpretation and three focused on a procedural interpretation (and response). We conclude that the way in which secondary school student teachers begin to make sense of professional materials is influenced by their experiences, background, and beliefs about mathematics teaching. Full article

This paper begins with a comprehensive review of the deliberate teaching practice literature related to generative AI training platforms. It then introduces a conceptual framework for a generative AI-powered system designed to simulate dynamic classroom environments, allowing teachers to engage in repeated, goal-oriented practice sessions. Leveraging recent advances in large language models (LLMs) and multiagent systems, the platform features virtual student agents configured to demonstrate varied learning styles, prior knowledge, and behavioral traits. In parallel, mentor agents—built upon the same generative AI technology—continuously provide feedback, enabling teachers to adapt their strategies in real time. By offering an accessible, controlled space for skill development, this framework addresses the challenge of scaling and personalizing teacher training. Grounded in pedagogical theory and supported by emerging AI capabilities, the proposed platform enables educators to refine teaching methods and adapt to diverse classroom contexts through iterative practice. A detailed outline of the system’s main components, including agent configuration, interaction workflows, and a deliberate practice feedback loop, sets the stage for more personalized, high-quality teacher training experiences, and contributes to the evolving field of AI-mediated learning environments. Full article

With the emergence of artificial intelligence (AI), machine-learning (ML), and chatbot technologies, the field of education has been transformed drastically. The latest advancements in AI chatbots (such as ChatGPT) have proven to offer several benefits for students and educators. However, these benefits also come with inherent challenges, that can impede students’ learning and create hurdles for educators. The study aims to explore the benefits and challenges of AI chatbots in educational settings, with the goal of identifying how they can address existing barriers to learning. The paper begins by outlining the historical evolution of chatbots along with key elements that encompass the architecture of an AI chatbot. The paper then delves into the challenges and limitations associated with the integration of AI chatbots into education. The research findings from this narrative review reveal several benefits of using AI chatbots in education. AI chatbots like ChatGPT can function as virtual tutoring assistants, fostering an adaptive learning environment by aiding students with various learning activities, such as learning programming languages and foreign languages, understanding complex concepts, assisting with research activities, and providing real-time feedback. Educators can leverage such chatbots to create course content, generate assessments, evaluate student performance, and utilize them for data analysis and research. However, this technology presents significant challenges concerning data security and privacy. Additionally, ethical concerns regarding academic integrity and reliance on technology are some of the key challenges. Ultimately, AI chatbots offer endless opportunities by fostering a dynamic and interactive learning environment. However, to help students and teachers maximize the potential of this robust technology, it is essential to understand the risks, benefits, and ethical use of AI chatbots in education. Full article

At this time of national divisiveness in the U.S., it is more important than ever for youth to have teachers who can facilitate critical conversations about race, immigration, gender, and other fraught issues in their classrooms. In this article, we detail how an innovative partnership among key education stakeholders in the state of Oregon fostered a sense of community and continued learning for kindergarten through eighth grade teachers to address these issues. We did so by developing and facilitating a professional development (PD) sequence focused on anti-racist critical literacy. More than 125 educators from 24 districts around the state participated in the sequence between 2021 and 2024. We begin by situating this work in the literature, then providing an overview of the partnership. Finally, we share the perspectives of 19 educators who spoke in interviews about their experience of the PD. We offer this as an example of how colleges of education can establish and nurture partnerships with other stakeholders to ensure that teachers feel supported in their efforts to further social justice, especially for those who lack community or administrative “backup”, as is the case for many educators in rural parts of the U.S. Full article

Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined the delivery and evaluation of a short, intense literacy elective course, with 9 h of learning for trainee primary/elementary teachers, focused on the key knowledge areas of phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, and reading assessment. An open questionnaire was administered to 16 trainee teachers: they completed this same questionnaire prior to beginning the elective and again after. The questionnaire focused on the understanding of quality reading instruction, at-risk readers, and provision for struggling readers. The data were analyzed using a qualitative interpretational analysis (QIA). Results: The lowest levels of understanding at the outset were in reading fluency instruction and reading assessment: these areas then showed the greatest knowledge development. Importantly, by post test, participants increased access to evidence-based literature and resources. Feedback demonstrated the high value placed by the group on this learning. Conclusions: This approach improved trainee teachers’ content knowledge to teach reading in a short time. Initial Teacher Education should increase its focus on reading, a crucial foundation skill. Full article