Search Results (42)

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

Dengue has emerged as a significant global health threat. Despite decades of research, only two dengue vaccines—CYD-TDV (Dengvaxia) and TAK-003 (Qdenga)—have been licensed to date, with limited implementation. This paper explores and outlines strategies for integrating dengue vaccines into routine immunization programs, particularly in high-burden regions. TAK-003, a tetravalent live-attenuated vaccine, has demonstrated 61% efficacy against virologically confirmed dengue and 84% efficacy against hospitalizations in endemic settings. However, concerns remain about vaccine-enhanced disease, particularly among seronegative individuals exposed to DENV3 and DENV4. WHO recommends targeted introduction in high-transmission settings without pre-vaccination screening, while ongoing post-introduction studies will further clarify long-term safety and efficacy. Effective vaccine rollout requires a multi-pronged approach, including school-based immunization, integration with adolescent health services, and strong community engagement. Decision-making for vaccine introduction should be guided by National Immunization Technical Advisory Groups (NITAGs), local epidemiological data, and cost-effectiveness assessments. While future vaccines, including mRNA and virus-like particle candidates, are under development, optimizing the use of currently available vaccines is crucial to reducing dengue’s public health impact. Given the continued rise in cases, immediate action—combining vaccination with vector control—is essential to prevent further morbidity and mortality. 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 study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices is crucial for enhancing educational preparation programs (EPPs). Using a mixed-methods approach, this study analyzed consensus ratings from an interdisciplinary assignment that asked candidates to work collaboratively while identifying best practices in co-teaching across example and non-example videos. Both quantitative and qualitative data were collected using student ratings and videos of group discussion for consensus scoring. Quantitative data were collected using consensus ratings for each indicator on the observation checklist. Qualitative data derived from video transcripts of the consensus rating sessions illuminated the process each group used and reasons each group provided for consensus ratings. The findings reveal varying degrees of recognition and understanding of co-teaching skills, highlighting both strengths and areas for improvement in the candidates’ ability to identify and apply these practices. This study provides valuable insights into the preparedness of pre-service educators for collaborative teaching environments and offers recommendations for integrating co-teaching competencies more effectively into EPPs. Full article

Thirty general education candidates from elementary education, middle/secondary education, and arts education in multiple sections of one course engaged in a series of discussion posts and lesson plans related to creating inclusive general education lessons. Using candidate posts, rubric scores, feedback on lesson plans, and course evaluation ratings, a mixed methods approach was used to understand candidate knowledge, perceptions, and applications of Universal Design for Learning. The results from our research have important implications for policy, practice, and research. Policy makers must be aware of the lack of UDL in general education programs and IHEs need to do more than the cursory coverage of these principles. Additional research is needed for the implementation of lessons designed using UDL by general education candidates. Full article

Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, opportunities, and responsibilities for university faculties, supervising teachers, and teacher candidates. The concept is supported through a continuum of professional learning and reflection. The enhanced partnership model (EPM) for internship requires a partnership between faculties in teacher preparation programs and school districts to develop, engage, and evaluate an EPM for urban-school teacher preparation in multiple urban school sites in the southeastern United States. The goals of this innovative EPM revolve around recruiting diverse teacher candidates, collaboratively preparing them to focus on rigorous academic coursework as well as practical, classroom-based experiences, and retaining the new teachers. Employment data were accessed via administrative sources. A chi-square test of association was used to examine the relationship between participation in the EPM and employment (n = 158). The findings highlight that pre-service teachers participating in the EPM are 4.5 times as likely to be employed in a high-needs school, and 75% of those employed are still employed three years later. The implications of these results are shared. Full article

Background: The COVID-19 pandemic has impacted nursing theatre staff, departmental activity, and delivery of services to patients. This work-based project aimed to investigate the challenges of nursing leadership in an elective orthopaedic department at current times. Methods: The study collected qualitative data exploring theatre staff’s expectations from leadership, offering insight on how the pandemic has influenced the way of working and exploring how the future in this unit may look. The answers from 20 practitioners to an anonymised open-ended survey were examined using thematic analysis. Results: The participants described a leader as a good communicator who focuses on empowering others and supporting the team, identified by the majority as a senior team member. From the findings, three topics were identified: immediate changes, delayed changes, and pre-existing conditions. The answers painted a reality that is complex and multifaceted, where numerous variables play a part in the physical and mental health of each candidate, impacting their performance as well as their work/life balance. Overall, the strongest subjects recurring in the findings were the need for nursing leadership to focus on supporting staff with training opportunities, to actively plan for a reduction in staffing shortages, and to be constantly mindful of staff well-being. Conclusions: This study pointed out that the need for constant communication with their staff, building honest relationships, and being a reliable leader, focused on empowering others and supporting the team were important factors for the nursing management during the COVID-19 pandemic and post-COVID-19 era. Full article

Hydrogel-based devices commonly have a high demand for material durability when subjected to prolonged or cyclic loads. To extend their service life, it is crucial to have a deep understanding of the fatigue mechanisms of hydrogels. It is well-known that double-network (DN) hydrogels are characterized by high strength and toughness and are thus recognized as a promising candidate under load-bearing conditions. However, the existing studies in the literature mainly focus on their resistant capability to fatigue crack growth, while the underlying mechanisms of fatigue crack nucleation are still inconclusive. This work aims to bridge this knowledge gap by formulating a fatigue life predictor for DN hydrogels within the framework of configurational mechanics to elucidate the underlying mechanisms governing fatigue crack nucleation. The fatigue life predictor for DN hydrogels is derived from the configurational stress by incorporating the corresponding constitutive models and the thermodynamic evolution laws for microdamage mechanisms and material viscoelasticity. With the developed fatigue predictor, the effect of the microdamage mechanism on fatigue is elucidated, i.e., the internal damage of the sacrificial network can improve the fatigue life of DN hydrogels. The fatigue life predictor is also adopted to evaluate the effects of some other factors on the fatigue crack nucleation, such as the loading rate, pre-stretching treatment, and water diffusion, identifying feasible loading profiles that could improve material durability. Overall, the theoretical framework and the modeling results in this work are expected to shed light on unveiling the fatigue mechanisms of DN hydrogels and advance the design of hydrogel-based devices. Full article

This qualitative study delved into the perceptions of “bilingualism” among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates’ responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had a strict and narrow definition of bilingualism based on minimalist and monoglossic standards, especially when considering their own bilingual identities, legitimizing only speakers with native-like proficiency in all language domains in two languages as true bilinguals. Interestingly, their conceptions of bilingualism, as future educators, tended to be more maximalist and heteroglossic when they considered the bilingual potential of their future students. These findings will contribute and challenge the discourses that favor and idealize perfect balanced bilingualism. Implications for research and practice for teachers and teacher educators in bilingual settings are discussed. Full article

This research aims to promote diversity and inclusion among higher education students by examining the integration of technology into project-based learning (PBL) for English as a foreign language (EFL) teacher candidates. Based on a mixed-methods approach and convenience sampling (n = 84 participants), this study involved pre-service teachers who collaboratively employed several authoring tools to create 16 digital comic strips for teaching English. The focus of the project was on inclusivity, cultural diversity, and affective education. This study consisted of five stages corresponding to different critical thinking skills: comprehension, negotiation, creation, presentation, and evaluation. The instruments used for quantitative data included a pre/post-survey based on two validated scales. Qualitative data were gathered through class discussions and semi-structured interviews. The results, analyzed through SPSS and QDA Miner Lite, revealed that teacher candidates lacked prior experience using digital tools to create EFL-inclusive materials. However, the study also highlighted increased awareness of inclusive education and strong advocacy for the integration of transformative technology in teacher training programs. Full article

Background: Mixed-reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates’ perceptions of MRS and their possible benefits for education. Objectives: The purpose of this case study was to determine factors associated with a positive simulation experience, the simulation improvements or concerns, and what the teacher candidates learned from the live session. Methods: A qualitative methodological approach was employed. Feedback results were collected from 57 teacher candidates who participated in the MRS session, which were analyzed using an Excel document to identify the emergent themes. Results and Conclusions: The qualitative data revealed three themes: the real-life experiences were beneficial in acquiring pedagogical skills; the simulation was an effective training resource; and there was a need to improve the technology to ensure more realistic experiences. The simulation enables pre-service teachers to engage, think critically, and apply teaching skills with a small group of students. Conducting only one simulation was not enough to acquire knowledge on best teaching practices. Therefore, there is a need to implement additional MRS scenarios at the university level, so that teacher candidates can practice and feel confident teaching students in a safe environment. Full article

From 2010 to 2015, our school of education used the Performance Assessment for California Teachers (PACT), a summative assessment designed to assess preservice teacher competence. Candidate portfolios were uploaded to an evaluation portal, and trained evaluators assigned a final score of Pass or Fail to the work samples. Three consensus estimates of inter-rater reliability of 181 candidate portfolios that were either double- or triple-scored were computed. Two chance-corrected estimates of inter-rater reliability (Cohen’s kappa and Gwet’s AC₁) and percent agreement were computed and calculated within five content areas: elementary math, secondary history/social science, math, science, and English language arts. An initial Pass or Fail score was not more likely to be followed by either a Pass or Fail score given by a subsequent evaluator. Inter-rater reliability was interpreted as being low across all content areas that were examined. None of the percent agreement coefficients attained the minimum standard of 0.700 for consensus agreement. Increasing research access to proprietary double-scored data would lead to an increased understanding of, and perhaps improvement in, teacher performance assessments. Full article

Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher candidates from the high school level. First, we explored the use of TeachLivE™ to enhance special education teacher candidates’ behavior observation skills when conducting functional behavior assessments. Second, we studied the impact of different simulation methods on early childhood candidates’ preparedness to communicate with parents and caregivers about sensitive topics. Finally, we utilized TeachLivE™ as a recruitment tool to engage current high-achieving high school students in the teaching and reflection process as part of their on-campus dual credit program. In all cases, candidates and students valued the simulation experiences, recognizing the opportunity to deliver instruction in supportive environments with immediate feedback, coaching, and practice opportunities. Full article

The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process. Full article

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices. Full article