Search Results (87)

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

Assessing teacher candidates’ self-efficacy in using reading strategies is essential for understanding their academic development. This study developed and validated the Teacher Candidates’ Self-Efficacy Scale for Informational Reading Strategies (TCSES-IRS) using a mixed-methods sequential exploratory design. Initial qualitative data from interviews with 33 candidates and a literature review guided item generation. Lawshe’s method confirmed content validity. The scale was administered to 1176 teacher candidates. Exploratory (n = 496) and confirmatory factor analyses (n = 388) supported a five-factor structure—cognitive, note-taking, exploration and preparation, physical and process-based, and reflective and analytical strategies—explaining 63.71% of total variance, with acceptable fit indices (χ²/df = 2.64, CFI = 0.912, TLI = 0.900, RMSEA = 0.069). Internal consistency was high (α = 0.899 total; subscales α = 0.708–0.906). An additional sample of 294 participants was used for nomological network validation. Convergent validity was demonstrated by significant item-total correlations and strong factor loadings. Discriminant validity was evidenced by moderate inter-factor correlations. Criterion-related validity was confirmed via significant group differences and meaningful correlations with an external self-efficacy measure. The TCSES-IRS emerges as a psychometrically sound tool for assessing informational reading self-efficacy, supporting research and practice in educational psychology. Full article

This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying in the Turkish language teaching department of a university in the north of Türkiye. A sequential mixed design was used in this study, which was conducted with mixed methods. In the quantitative dimension of this study, a pre-test and post-test, control-group-free experimental design was used, while in the qualitative dimension, a case study design was used. The Life Skills Scale, Individual Innovation Scale and semi-structured interview form were used to collect the data in this study. To examine the effect of the experimental process in this study, the data obtained were analyzed with a t-test for dependent groups; the data obtained from the interviews were analyzed with content analysis. According to the results obtained from this study, the reading circle method significantly affected the curiosity and discovery perceptions of teacher candidates. It was determined that creative reading skills have a significant effect on the sum of the scales and all other subdimensions except for the dimension of interpreting the text and the dimension of giving importance to visuality and interpreting visuals using Office software in visual literacy competencies. Full article

Educational technology courses in teacher education programs are critical as they equip teacher candidates (TCs) with the necessary knowledge, skills, and attitudes to incorporate technology into their teaching. Given the rapid technological advancements, it is essential that these courses implement research-informed and current practices to promote TCs’ preparedness in using educational technologies. Accordingly, the instructional team of the educational technology course in the teacher education program at Brock University—Canada initiated a rigorous process to revise this course. This process included exploring the evolving needs of TCs and their feedback on previous course iterations and consulting with teacher educators who lead other courses in the program to ensure curriculum alignment. This paper aims to achieve the following: (1) document the course revision process, with a focus on how TCs and teacher educators were involved; (2) explore TCs’ evolving needs in educational technology; (3) present the revised educational technology course. The paper presents the findings of a survey administered to 116 TCs, focus groups with TCs, and a survey administered to 14 teacher educators. Findings from TCs’ survey showed high levels of their self-assessment of digital competence and intention to use technology in their future teaching. However, TCs believed that they had not received adequate training to do so, suggesting improvements in the design and delivery of the educational technology course. Drawing on the Voice Theory and instructional design models relevant to educational technology courses, this research offers valuable insights into TCs’ digital competence, the scholarship of teaching and learning, and universities’ response to change. Implications for teacher education research and practice are also discussed based on the course revisions and the adopted process. Full article

This study aims to investigate the views of mentor teachers on sustainable teacher education in Northern Cyprus. The Teaching Practice course (internship) was taken as the basis, and the views of mentor teachers on the meaning, difficulties, responsibilities, and feedback process of teaching practices were examined. Data were collected through open-ended interviews with 50 classroom teachers using the qualitative research approach phenomenological model. When the findings are examined, it is revealed that mentor teachers see internship as very important in terms of applying theoretical knowledge, gaining practical experience, and developing professional identity. Difficulties include classroom management difficulties, problems with students, inadequate preparation, and communication problems. Mentor teachers emphasize that their roles of providing guidance, feedback, and support are important. It was stated that preparation, time management, and effective communication are among the responsibilities of candidate teachers. The study emphasized the importance of mentoring in teaching practices in the context of effective communication and providing constructive feedback. Recommendations include improved internship program design focusing on classroom management, communication skills, and material preparation. Additionally, fostering a supportive learning environment and providing professional development opportunities for both mentors and student teachers are essential. The study contributes to understanding the complexities of teacher education and the critical role of effective mentoring in shaping future educators. Evaluating the findings of this study in the context of sustainable teacher education highlights how mentors’ role model practices, ongoing support for pre-service teachers, and reinforcement of effective teaching strategies can contribute to the sustainability of pre-service teacher education. Full article

Artificial Intelligence (AI) has increasingly been integrated into daily life, yet many individuals, including teacher candidates, remain unaware of its presence, despite the rise in Generative AI and its influence on personal and professional spaces. AI offers promising advancements in education by enhancing efficiency, streamlining administrative tasks, and personalizing learning experiences. Recognizing the need to address AI’s role within their instructional practice and teacher preparation program, the authors describe their AI journey, detailing a multi-phase approach to integrating AI into higher education through individual exploration, faculty partnerships, pilot study implementation, and expanded partnerships and professional development. This article includes concrete examples of how a semester-long action research project was intentionally reimagined to align with AI-driven learning. Using the Digital Education Council’s AI Literacy Framework as a guiding structure, the authors examine the competencies necessary for AI literacy and leadership in education. This retrospective review highlights lessons learned, challenges faced, and emerging strategies for fostering responsible AI integration in K-12 and teacher preparation programs. 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

This participatory action research study identified concrete responsive teaching practices that create sustainable, inclusive environments for vulnerable youth, focusing on two primary research questions: (1) How do teacher–pupil interactions shape learning experiences, and (2) What specific responsive practices create sustainable, inclusive environments? Thematic analysis of data from eight teacher candidates, eight cooperating teachers, and seven pupils revealed a clear typology of sustainable, responsive practices organized into three core categories. The first category, the socioemotional response category, encompasses crucial practices including boundary-balanced relationships (creating safe spaces with clear expectations), ability-focused trust (communicating persistent belief in pupils’ capabilities), and non-abandonment approaches (illustrating unwavering commitment to each pupil regardless of challenges). The second category, the pedagogical response category, captured two essential practices: individualized learning adaptations (tailoring instruction to specific pupil needs) and strategic instructional pausing (recognizing when emotional needs must precede academic content). The third category, the systemic response category, highlighted the importance of collaborative professional networks, where mutual support among educators creates resilient teaching environments that enhance pupil outcomes. These findings underscore how responsive teacher–pupil interactions create inclusive environments that meet pupils’ academic, social, and emotional needs while fostering sustainable educational practices. This research contributes to sustainable education by (1) operationalizing responsiveness into actionable components for practice, (2) illustrating how sustainable, responsive teaching develops through structured collaborative inquiry, and (3) providing a framework showing how responsive relationships specifically support vulnerable youth in inclusive settings. The emerging themes illuminate how empathetic, responsive relationships build sustainable, inclusive learning environments empowering all participants for long-term development. Full article

This study explored how bilingual Latine teacher candidates (TCs)—undergraduate students in a teacher preparation program working toward obtaining a teaching license and identifying as individuals from Latin America or of Latin American descent, using the gender-neutral term in Spanish, “Latine”, to encompass all genders—identified and addressed cultural assumptions in mathematics questions on the STAAR (State of Texas Assessments of Academic Readiness) test. Twenty Latine TCs who were enrolled at a major southern research university (pseudonym: Southland University) program reviewed fifth-grade STAAR mathematics questions to assess cultural assumptions and suggest revisions for cultural relevancy. The findings reveal that the TCs identified cultural assumptions in questions about probable unfamiliar currency, non-standard measurement units, and culturally specific terms that could impede students’ understanding. In their revisions, the TCs proposed simplifying language and provided contextual examples to enhance clarity, aligning with the first tenet of culturally relevant pedagogy (CRP). However, few revisions addressed CRP’s second and third tenets, which involve fostering cultural competence and critical consciousness. This study underscores the importance of integrating comprehensive CRP training in teacher preparation programs to better equip TCs to create culturally responsive teaching practices. The findings contribute to ongoing discussions about improving the cultural relevancy in standardized tests and supporting diverse student populations in achieving academic success. Full article

Book banning and laws against discussing so-called “divisive concepts” in the United States are limiting what is read to children in schools, even in places without specific legislation. Books by Black and LGBTQIA+ authors and/or about Black or LGBTQIA+ characters are specific targets of the book banning and censorship efforts. The research reported in this article used a case study approach to explore two teacher candidates’ responses to inclusive children’s picture books and their discussions of the books with students in their classrooms during their practicum. The results indicated that the teacher candidates strongly believed in the value of sharing inclusive children’s literature and effectively utilized open-ended questions to spark critical thinking. However, they found it challenging to follow their students’ leads and build on comments in ways that could have resulted in deeper thinking and understanding. More practice, feedback and reflective opportunities are needed during teacher preparation in actual classrooms to improve teacher candidates’ abilities to conduct interactive read-alouds about topics that feel risky. The findings also highlight the need for schools and mentor teachers to model discussions about inclusive children’s books. Full article

Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these demands. An integrative review methodology was used to synthesize findings from educational, psychological, and health-related literature, identifying methods and practices that enhance well-being and personal growth among doctoral candidates. Results indicate that fostering supportive relationships, integrating coaching practices, and adopting salutogenic approaches promote resilience and autonomy in doctoral students. Supervisors’ self-care and collegial support were also highlighted as critical for sustaining their capacity to guide students successfully. Challenges include managing conflicting expectations, navigating cultural diversity, and addressing stress within supervisory relationships. By emphasizing relational and ethical dimensions, the study demonstrates how reflective supervision can create environments that support both academic progress and mental health. While focused on doctoral education, these findings may also offer insights for teacher education programs, suggesting ways in which principles of care, reflection, and professional uncertainty could be relevant in broader educational contexts. Recommendations for practice include adopting structured supervision cycles and embedding care as a core principle in institutional policies. This paper offers practical insights and tools for integrating care-based strategies into doctoral supervision, providing a framework to enhance doctoral students’ well-being and adaptability while helping supervisors balance their dual roles. Full article

Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and making inferences to reach correct conclusions. These two skills support the development of critical thinking skills and contribute to individuals gaining deeper understanding based on the perspective of knowledge. This study aims to determine the relationships between critical listening, critical reading, and critical thinking, the effects of these variables on each other, and the explanation ratios. The study group of this study was determined through simple random sampling, one of the random sampling methods. The participants consisted of 201 teacher candidates studying in the Department of Turkish Language Teaching at a university in the north of Türkiye. The Critical Listening Scale, Critical Thinking Attitude Scale, Critical Reading Self-Efficacy Perception Scale, and a personal information form were used to collect research data. The data collected in the research were analyzed using structural equation modeling via AMOS 22.0. As a result of the research, it was determined that all hypothesis models established based on the relevant literature were valid. Two of the three hypotheses regarding the theoretical model were supported by the data, and one hypothesis was rejected. Critical listening has a direct high level effect on critical thinking and predicts it at a significant level. Critical listening has a direct high-level effect on critical reading and predicts it at a significant level, while explaining 65% of the total variance related to critical reading. The effect of critical reading on critical thinking is insignificant and does not predict critical thinking at a significant level. In the theoretical model created the effect of critical reading on critical thinking is insignificant, but these two variables explain 85% of the variance related to critical thinking. As a result of the research, it can be said that the main predictor of critical thinking is critical listening, and that critical reading and critical thinking develop depending on the development of critical listening. Full article

The role of the school principal has garnered international significance. When it comes to student learning outcomes, the effectiveness of the principal has been recognized as being more important than the effectiveness of a single teacher. Studies also highlight the role school leadership plays in fostering equity and social justice practices in schools and communities. Yet only a small body of research exists on how to prepare leaders to lead for equity. In this paper, we will describe, analyze, and reflect on the components of one school leadership preparation program’s (SLLP’s) candidate assessment system (CAS), which guided the selection of equity-centered leadership candidates for a cohort program in a university–district partnership. We applied a qualitative content analysis to the documents we utilized to select aspiring equity-centered leaders through the program’s redesigned CAS. Our findings revealed that the content and process of the program’s CAS was aligned with many tenets of equity-centered leadership, specifically in CAS documents and in the involvement of a broad group of constituencies and partners during the design and implementation of CAS. We also uncovered a new finding outside of our framework: an emphasis on instructional leadership in our CAS documents as a key component of leading for equity. This study is likely to inform other SLPPs intending to select leadership candidates who will have the capacity to lead for equity. Full article

Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching videos from peers versus instructors, leveraging communities of practice as the theoretical framework. This study examines TCs’ preferences and rationales for feedback sources in design/development research, a unique contribution to feedback research in teacher education. Using a concurrent mixed-methods approach, we analyzed TCs’ ratings of the quality of tagged comments on videos of their classroom instruction provided by both groups, and we analyzed the reasons they provided for their ratings. Results of the independent samples t-test revealed that the TCs rated instructor feedback significantly higher than peer feedback. Thematic analysis of the qualitative data identified factors such as feedback specificity, constructive criticism, timeliness, expertise, emotional support, and practical application as central to TCs’ feedback preferences. However, TCs also recognized aspects of peer feedback they found valuable, underscoring the potential benefit of structured feedback training to improve peer feedback effectiveness. These findings highlight the need for targeted feedback literacy development to help TCs maximize the benefits of both instructor and peer feedback. Full article

In this study, the aim is to develop and evaluate the effectiveness of the curriculum within the scope of sustainable education based on metaverse applications for undergraduate students in the faculty of education. The “parallel–simultaneous design”, one of the mixed research methods in which quantitative and qualitative research methods are used together, was employed. After the needs analysis and content determination process, a total of thirty-nine students enrolled in the fall semester of the 2022–2023 academic year participated in the experimental process of the research. According to the expert opinions received, it has been revealed that the integration of technology and sustainable education is more difficult than the age groups of teachers. For this reason, the study was carried out with teacher candidates. It is clear that new teachers who receive training will play an important role in terms of creating a sustainable education system with innovative learning. Throughout this research, education was carried out in such a way that the experimental working environment was face-to-face. Courses were conducted on a weekly basis in a face-to-face classroom environment. Fourteen-week lesson plans were prepared in order to carry out teaching activities in line with sustainable education based on metaverse applications. In the second sub-objective of the study, when the effectiveness of the curriculum determined in terms of sustainable education based on metaverse applications was examined in the context of perceptions and attitude, it was found that there was a significant (positive) difference between the pre-tests and post-tests in favor of the post-test. In the third sub-objective of the study, it was found that the opinions of the teacher candidates about the effectiveness of the developed metaverse applications in the sustainable education course curriculum were positive. Full article