Search Results (67)

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation. Full article

Background/Objectives: Hypoglycemia remains the most frequent acute complication of diabetes, particularly among insulin-treated patients, with significant implications for morbidity, length of hospital stay, and healthcare costs. Nurses play a critical frontline role in its recognition and management, yet their competence varies widely. This study aimed to assess the knowledge and attitudes of Croatian nurses regarding hypoglycemia management and to identify key demographic and professional predictors. Methods: We conducted a cross-sectional online survey following CHERRIES guidelines of 317 nurses across Croatia using a validated 26-item knowledge test and a 6-item attitude scale. Descriptive statistics, Mann–Whitney U tests, and standardized effect sizes were used to assess group differences. Multivariable logistic and linear regression models examined the independent effects of education, sex, experience, and workplace setting. Results: The mean knowledge score was 66.9% (SD = 17.8), and the mean attitude score was 3.42 (SD = 0.70) on a 5-point scale. Nurses with tertiary education had significantly higher odds of achieving adequate knowledge (OR = 68.3, 95% CI: 19.9–234.2) and more favorable attitudes (β = +1.02, p < 0.001). Female sex had a small independent effect on knowledge (OR = 2.59, 95% CI: 1.02–6.62), while experience and workplace setting were not significant predictors. Conclusions: Although overall knowledge and attitudes were moderately positive, substantial disparities persist, particularly across educational levels. Clinical Practice Implications: These findings support integrating structured hypoglycemia training into nursing curricula and in-service programs to improve patient safety. Full article

Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data collected from a two-state survey of a randomly selected group of teachers in grades kindergarten to grade eight (n = 379), teachers’ demographic variables, general opinions about asthma management practices, and their self-perceptions on the Teacher Asthma Management and Information Seeking Scale, which assesses self-efficacy, were examined. Results: Teachers’ self-efficacy in managing asthma and seeking information was significantly higher among teachers who had completed in-service professional learning sessions and those who had access to community resources or links to community agencies. Additionally, teachers with personal experience of chronic illness, asthma, or allergies and those who had students with chronic illnesses in their classrooms reported higher self-efficacy scores. Conclusions: Findings suggest that providing professional learning about asthma for teachers, offering access to asthma action plans and community resources, and increasing awareness of chronic conditions and training for handling medical emergencies can enhance teachers’ self-efficacy and improve outcomes for students with chronic illnesses. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

The Industry 4.0 era has brought significant changes in all areas of everyday life. This development has an impact on employment relations, making evaluation a core aspect of human resource management, especially in education, where new skills and knowledge are important. Thus, the role of educational leaders as managers and evaluators of the educational staff, and especially, the characteristics/skills they should possess for an effective employee evaluation, are essential for a positive work environment. This study explores the qualitative characteristics that the educational unit manager should have to implement formative assessment practices effectively, and specifically, the mediating role of resilience and self-efficacy in the relationship between emotional intelligence and formative assessment. The sample consisted of 258 educational unit managers serving in primary public schools in the prefectures of Pieria, Imathia, Pella, Kilkis, and Chalkidiki, Greece. A self-report questionnaire was administered online using four scales: TEIQue-SF for emotional intelligence, the Multidimensional Teachers’ Resilience Scale, the New Generalized Self-Efficacy Scale, and the Teacher Formative Assessment Practice Scale. The model was evaluated with SPSS.20 and PLS-SEM v. 4.1.0.6. The results indicate that resilience plays the most crucial role in the model, acting as a key mediator between emotional intelligence and formative assessment. While self-efficacy also has a mediating role, it is effective only when combined with resilience, rather than functioning independently. This research’s results suggest a necessity for implementing professional development programs within schools for both educational managers and teachers. These findings have practical implications for in-service training of educational leaders in emotional intelligence and resilience-based HR practices. Full article

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers’ perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers’ perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts. Full article

Background/Objectives: Postpartum hemorrhage (PPH) is the most prevalent complication of childbirth and the most preventable cause of maternal mortality worldwide. Maternity nurses and midwives are often the first-line providers responding to PPH. As a result, maternity nurses have the potential to save the lives of women who are clinically deteriorating because of PPH. Simulation-based training is an effective way to develop maternity nurses’ knowledge, skills, and experience to save a woman’s life after PPH. Aim: to investigate the effect of simulation-based training on nurses’ knowledge and performance about primary postpartum hemorrhage management. Design: an experimental design (pre-test/post-test control group). Setting: the study was conducted in the labor and delivery room at KAUH in Jeddah, Saudi Arabia. Sample: A convenient sample of 54 nurses and midwives who were working in the labor and delivery room and the postnatal unit was randomly divided into two equal groups, the control group and study group. Tools: A structured tool was used for data collection and consisted of four parts: I—sociodemographic data, II—assessment of nurse’s/midwives’ knowledge about prevention and management of primary PPH, III—nurse’s/midwives’ performance observational checklist for primary PPH management, and IV—nurse’s/midwife’s satisfaction of the simulation-based training session. Results: The study group had a significantly higher knowledge level immediately after training (X² = 9.39, p = 0.002) and one month after training (X² = 5.51, p = 0.02). Regarding the performance level and total practice level immediately after the intervention, the study group had statistically significantly better practices (X² = 50.143, p = 0.000 *) and this continued one month later (X² = 50.143, p = 0.000 *). Conclusions: The nurses’ knowledge and performance skills related to primary postpartum hemorrhage care improved after receiving simulation-based training. We recommend that all the maternity nurses and midwives participate in an ongoing in-service simulation training program to enable nurses to demonstrate an active role in PPH prevention and management. Full article

The motivation shown by teachers in the early stages of their professional development affects their future professional competence and adaptability to an occupational setting. This study explores the motivational variables that affect satisfaction with choosing a degree in pedagogy in Chile by comparing teachers in training with in-service teachers. A quantitative non-experimental and correlational–explanatory design was used, surveying 758 participants (328 teachers in training and 430 in-service teachers) using the FIT-Choice questionnaire. Results reveal that intrinsic motivations, such as the desire to work with children, teenagers, and previous teaching experiences, have a strong positive correlation with satisfaction in both groups. This reveals the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, the differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training up to professional practice. Full article

The recent Spanish education law, LOMLOE, highlights the importance of integrating creativity into all subjects in Primary Education. Teachers play a crucial role in this process, yet often lack adequate training, and research on their beliefs about creativity remains limited. This study examines the creative self-perception of Spanish in-service Primary Education teachers and their beliefs about teaching for creativity, using two previously validated instruments. The findings reveal a moderate self-perception of creativity across various domains, with significant gender differences, as well as a positive attitude towards teaching for creativity. No significant differences were found based on age or years of teaching experience, suggesting a static nature within the teaching profession, misaligned with emerging educational challenges. The correlational analysis indicates a positive relationship between creative self-perception and different dimensions of teaching for creativity, highlighting the importance of support from educational institutions. These findings advocate for continuous teacher training and resources to strengthen creativity-focused teaching practices. Full article

This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment. Full article

Background: Batho Pele is a South African legislative framework initiative introduced to improve the overall delivery of public services. The framework was introduced in 1997 and aimed at bringing a comprehensive transformation of the work ethics of all public servants, including health workers, at all levels of health hospitals. The study aims to investigate nurses’ perceptions of implementing Batho Pele principles in selected mental health hospitals. Methods: A quantitative descriptive survey design using a self-administered questionnaire was used to collect data. Probability-stratified random sampling was used to select the sample of 230 from the population of nurses. Statistical Package for the Social Sciences (SPSS) version 23 was used to analyze descriptive data. Results: The study showed that lack of knowledge, communication and practical skills, and human and material resources negatively affect the effective implementation of Batho Pele principles in the care of mental health service users. Conclusions: The Batho Pele principles are insufficiently implemented in mental health hospitals due to a shortage of staff to facilitate the implementation of Batho Pele principles. The researcher recommended an in-service program to train nurses in implementing Batho Pele principles to enhance the provision of exemplary mental health services. Full article

This systematic review aims to analyse the existing research on the introduction of maker education in teacher training and continuous professional development. There is a growing interest in defining the state of the art on this topic. Using the WOS database, 20 empirical studies published in peer-reviewed journals between 2019 and 2023 were further analysed. The studies were systematically examined to identify the general characteristics related to the type of maker education training intervention. The principal findings of this review indicate that the majority of training programmes are primarily aimed at pre-service and in-service teachers, and the number of articles published has increased significantly in recent years; moreover, the characteristics of these programmes vary considerably across the studies identified, indicating an uneven distribution of research activity. Despite the growth in the literature, there is still a notable gap in terms of the specific knowledge acquisition that teachers require in order to effectively implement maker education. While many studies emphasise equipping educators with both practical skills and theoretical knowledge, fewer focus solely on knowledge acquisition. This review emphasises the value of immersive experiences for training teachers, demonstrating the positive impact such experiences can have on their confidence and mindset. Additionally, the potential of virtual training programmes to create collaborative, supportive learning environments represents an innovative approach to enhancing teacher preparation in maker education. Based on the findings, it must be emphasised that there is still a need for the further research and development of maker education training models specifically designed to facilitate the integration of making approaches into formal education. Full article

Many machine learning (ML)-based detection methods for interpreting ground-penetrating radar (GPR) data of concrete tunnels require extensive labeled damage-state data for model training, limiting their practical use in concealed damage detection of in-service tunnels. This study presents a probabilistic, data-driven method for GPR-based damage detection, which exempts the requirement in the training process of supervised ML models. The approach involves extracting a radar feature vector (RFV), building a Bayesian baseline model with healthy data, and quantifying damage severity with the Bayes factor. The RFV is a complex vector obtained by radargram data fusion. Bayesian regression is applied to build a model for the relationship between real and imaginary parts of the RFV. The Bayes factor is employed for defect identification and severity assessment, by quantifying the difference between the RFV built with new observations and the baseline RFV predicted by the baseline model with new input. The probability of damage is calculated to reflect the influence of uncertainties on the detection result. The effectiveness of the proposed method is validated through simulated data with random noise and physical model tests. This method facilitates GPR-based hidden damage detection of in-service tunnels when lacking labeled damage-state data in the model training process. Full article

Spare parts management is a critical aspect of high-speed train health management, playing a vital role in maximizing in-service time and minimizing maintenance costs. However, traditional spare parts management methods, which rely solely on historical experience and suggest spare parts quantities or ratios in equipment manuals, often lack practicality and fail to meet real-world demands. To address these limitations, this paper proposes a performance prediction-based spare parts management strategy for high-speed trains. The strategy comprises three main components. First, a performance degradation model is developed using performance evaluation results to define a performance degradation envelope. Next, the required quantity or ratio of spare parts for multiple devices in different performance states is determined using the expected performance score method. Finally, the timing of spare parts orders is scientifically optimized by accounting for production and transportation lead times. To demonstrate the effectiveness of the proposed strategy, we conducted experiments using the spare parts management of a specific high-speed train running gear as a case study and compared it with existing spare parts management methods. Full article