Search Results (169)

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

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

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be. Full article

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings. Full article

In response to systemic inequities in mathematics education, we developed and evaluated a five-year, multi-phase curriculum model to cultivate effective secondary mathematics teacher leaders. Supported by NSF Noyce Master Teacher Fellowships, the APLUS in MATH (APLUS in Math: Alabama Practitioner Leaders for Underserved Schools in Mathematics) program engaged 22 inservice teachers through graduate coursework, National Board Certification preparation, and leadership project development. Using a mixed-methods design, we analyzed data from classroom observations (MCOP²), National Board Certification assessments, course performance ratings, and teacher leadership project proposals. Results indicate significant improvements in instructional practices, content knowledge, and leadership readiness. Findings underscore the importance for sustained, structured professional development to prepare teachers as instructional experts and change agents in high-need educational contexts. 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

In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by the aforementioned attitudes. Under this circumstance, the current study attempts to explore what attitudes English as a Foreign Language (EFL) teachers hold toward their professional development and whether such attitudes influence teacher autonomy. For this purpose, we investigated 14 EFL teachers, using classroom observation, stimulated recall interview and semi-structured interview, respectively. The collected data were analyzed in light of the grounded theory, which gave rise to three main findings. First, the participants’ autonomy was positively correlated with their attitudes toward professional development. Second, most of the participants held a negative attitude toward their professional development. Third, the participants held conflicting opinions about the influence of in-service training on professional development. These findings indicate that EFL teachers’ professional identity is positively correlated with teacher autonomy. Moreover, the findings call for effective measures to improve EFL teachers’ attitudes toward their professional identity. Full article

This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers’ confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers’ confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction. Full article

Introduction: Engaging social actors dedicated to education has facilitated dialogue, emotional connection, action, and the accumulation of knowledge to create insights that address community needs and promote its development. This study aims to understand the relationship between education, culture, and community as described by teachers working in Mapuche contexts in the Araucanía region of Chile. Method: This research was based on social science research, using a qualitative approach and a non-experimental emergent design. The participants interviewed for the study consisted of 15 in-service teachers in three schools in Mapuche contexts in the Araucanía region of Chile. The study used a semi-structured interview script to collect data, and in the analysis plan the Grounded Theory (GT) was used, to conceptualize the emerging patterns in categorized concepts and theories. Results: The analysis revealed three distinct categories: culture and diversity; education; and community. Discussion: There is a connection between culture and diversity, education, and community, with learning as the central theme. However, each of these dimensions tends to operate mainly in isolation, lacking effective connections that would facilitate consistent development in the learning and teaching processes. Conclusions: It is essential to incorporate inclusive strategies that recognize and value social and cultural diversity within school classrooms and promoting the dialogue of knowledge and wisdom through intercultural education fosters the active participation of all actors involved in the teaching and learning processes. Full article

The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing teachers’ Professional Digital Competence (PDC). The study pursues two connected aims: (1) to examine how chatbots support content comprehension, self-regulated learning, and engagement among pre- and in-service teachers, and (2) to explore, through a cultural-historical perspective, how chatbot use contributes to the development of students’ digital agency. Based on data from 46 students, collected through structured questionnaires and follow-up interviews, the findings show that chatbots functioned as interactive learning partners, helping students clarify complex concepts, generate learning resources, and engage in reflection—thereby supporting their PDC. At the same time, chatbot interactions mediated learners’ development of digital agency, enabling them to critically interact with digital tools and navigate online learning environments effectively. However, challenges such as over-reliance on AI-generated responses, inclusivity issues, and concerns regarding content accuracy were also identified. The results underscore the need for improved chatbot design, pedagogical scaffolding, and ethical considerations in AI-assisted learning. Future research should explore the long-term impact of chatbots on students’ learning and the implications of AI-driven tools for digital agency development in online education. Full article

Preschool teachers’ self-efficacy is essential to improve their professional development and the quality of early childhood education. This study adapted and validated the Scale for Chinese Preschool Teachers’ Self-Efficacy (SCPTSE) based on the Ohio State Teacher Efficacy Scale (OSTES), in accordance with Bandura’s Social Cognitive Theory. Following a rigorous four-stage cross-cultural adaptation procedure, the 21-item SCPTSE was administered to 882 in-service preschool teachers from Zhejiang, Henan, and Shaanxi provinces in China (M age = 30.41, SD = 6.05). Both CTT and IRT frameworks were employed to evaluate the scale’s psychometric properties. Under CTT, the SCPTSE demonstrated high internal consistency (α = 0.980), and CFA supported a robust three-factor structure—instructional strategies, classroom management, and child engagement—with excellent model fit (RMSEA = 0.079; SRMR = 0.025; CFI = 0.953; TLI = 0.947; NFI = 0.945; IFI = 0.953; PNFI = 0.837; PGFI = 0.700). Under IRT, all three sub-scales demonstrated strong unidimensionality (H_IS = 0.812, H_CM = 0.800, H_CE = 0.818), the SCPTSE’ items demonstrate excellent discrimination capabilities(all a > 1.70), overall reasonable difficulty(b₁ < b₂ < b₃ < b₄), and balanced information distribution. Nevertheless, the relatively low-difficulty design (e.g., b₁) indicates room for improvement. Notably, cultural adaptation efforts ensured the scale’s contextual relevance to China’s preschool education system. The SCPTSE thus offers a valid, reliable, and culturally responsive tool for assessing self-efficacy of Chinese in-service preschool teachers and holds promise for informing targeted professional development and comparative international research. Full article

(1) Background: The objective of this study was to verify a model proposed adapted to the case of teachers working in the field of early childhood education of children with functional diversity. The model analyses the relationship between the perceptions, use, and necessity of Information and Communication Technologies (ICTs) and the level of ICT training. (2) Methods: Snowball sampling was used to acquire a random sample of 254 in-service teachers working in early childhood education centers including children with functional diversity in Andalusia (Spain). A partial least squares–structural equation model was developed. (3) Results: A positive relationship between teachers’ perceptions of ICTs and their use was found, corroborating the findings of previous studies on pre-service teachers working with students with functional diversity. However, unlike previous studies, no significant relationship was found between ICT use and needs and the level of ICT training. The novelty of this study is that the participants are in-service teachers, the education context is early childhood, and the model includes age as a control variable, which had a negative impact in this case in Spain. (4) Conclusions: The importance of improving teacher training to optimize the use of ICTs is emphasized. The professionals interviewed highlighted the need for early assessments and increased material and human resources in public educational institutions. The urgency of administrative restructuring to expedite the delivery of financial aid and the recruitment of more specialized professionals is underscored. Full article

Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to reflect” as a situationally and personally influenced motivational factor that mediates the relationship between classroom experiences and subsequent reflective processes. We operationalise this construct through a newly developed item and examine it in a diary study involving N = 79 in-service primary school teachers over ten school days. Multilevel analyses reveal that daily classroom-related hassles—especially failed attempts to address disturbances—are positively associated with teachers’ need to reflect, whereas successful classroom management reduces this need. Furthermore, emotional exhaustion moderates this relationship: Teachers with higher levels of emotional exhaustion reported a stronger link between unsuccessful disturbance management and their need to reflect. Self-efficacy in classroom management is not shown to have a moderating effect. These findings suggest that the need to reflect fluctuates across situations and is influenced by individual teacher characteristics, offering new insights into motivational components underlying reflective processes with significant implications for teacher education and professional development. Full article

Digital training is one of the main challenges for in-service non-university teachers. In recent years, the DigCompEdu framework has gained momentum in non-university education, with several training activities taking place within this theoretical framework. This paper develops a systematic review that aims to analyze the studies that analyze the level of digital competence of in-service teachers in the different dimensions of the DIGCOMPedu framework. The PRISMA protocol for this type of study was followed and an exhaustive search was carried out in the WoS and Scopus databases, obtaining a total of seven studies (n = 7) that met the inclusion and exclusion criteria. The results of the review show an average low level in all dimensions, especially in the ability and skill of enhancing the digital competence of students. On the other hand, possible predictors of the digital competence of teachers are elucidated, among which experience and previous ICT training stand out, among others that the recruited studies show. These results could reflect the need to support training policies that promote not only instrumental training in educational technology but the importance of how to transfer this to teacher examples and didactic guidelines on how to promote digital environments conducive to developing the digital competence of their students. Full article