Search Results (951)

This study examines how pre-service English teachers in Turkey experience the dimensions of proactive personality, job crafting, flow, and work engagement while making sense of their professional lives. In the phenomenological design research, semi-structured interviews were conducted with 13 teacher candidates selected through purposive sampling. Qualitative data were transcribed and subsequently analyzed using MAXQDA 2022 qualitative data analysis software and high inter-coder reliability was found. The findings were grouped under four themes. Under the heading of proactive personality, solution-focus, patience and communication, seeking support, and continuous development came to the fore. In the flow experience, open feedback from students, activities that made learning enjoyable, changes in the perception of time, and full participation in the natural flow of the lesson stood out. Professional craftsmanship manifested itself through strategies such as establishing trust-based relationships with students, colleagues, and parents, adapting methods, self-care, and time management. Dedication to work was defined through passion for the profession and the vitality provided by working with different student profiles. The results showed that teacher candidates demonstrated resilience-oriented professional strategies by combining individual initiative, social support, and continuous development tendencies. Furthermore, student-centered feedback and community-based relationships are understood to strengthen flow experiences and nurture dedication to work. The study points to the importance of supporting proactive tendencies in teacher training and designing learning environments conducive to flow. Full article

Discrepancies among feedback sources are typically treated as measurement errors, yet they may serve as catalysts for deeper professional reflection. This exploratory, single-group mixed-methods study, conducted in one Japanese teacher education context, examined how three-point comparison feedback (3PCF)—the simultaneous presentation of automated video-based evaluation, peer evaluation, and self-evaluation—relates to pre-service teachers’ reflection on nonverbal teaching behavior in microteaching. Drawing on Hattie and Timperley’s feedback model and the concept of cognitive conflict, 27 participants received 3PCF on multiple nonverbal behaviors and completed written reflections analyzed using an ordinal coding scheme, keyword detection, and text mining. Quantitative analysis revealed that agreement between automated and peer evaluation was strongly item-dependent (e.g., voice volume: r = 0.853; facial expression: r = 0.164). Qualitative analysis showed that discrepancies were associated with multi-layered reflection; as exploratory, prompt-sensitive indicators, keyword detection suggested that 67% of participants recognized gaps between self-perception and external evaluations, 41% reasoned about why sources diverged, and 70% formulated specific behavioral improvement plans. Text mining further identified distinct reflection patterns, suggesting multiple cognitive pathways. These findings, based on a single cohort, suggest that structured comparison across feedback sources can reframe evaluation discrepancies as educational resources associated with reflective and actionable responses in teacher education. Full article

This study examines how some schools in highly challenging environments avoided learning loss—or even improved—during the COVID-19 pandemic. Using an explanatory mixed-methods research design, we first analyzed statewide administrative data to identify schools that demonstrated exceptional post-pandemic learning resiliency. Quantitative models incorporating multiple levels of school, health, and environmental data explained relatively little variation in resiliency outcomes, with district fixed effects accounting for a large share of the observed differences. To better understand these unexplained patterns, the second phase of the study involved qualitative fieldwork in four high schools identified as positive outliers. Interviews, observations, and document analysis revealed several organizational practices common across these schools, including strong relational continuity between schools and communities, visible and engaged leadership, sustained teacher collaboration, and structured routines for addressing attendance and learning loss. These findings suggest that stronger-than-expected academic recovery was not driven by prevailing demographic trends or new instructional programs, but rather by the mobilization of existing organizational assets that supported student engagement before and after the pandemic. Full article

Amid concerns over the unequally distributed long-term consequences of the COVID-19 pandemic for children and schools, there is a renewed focus on mechanisms to promote positive wellbeing and restore social connections among Black students. As teachers are lauded as critical in supporting student well-being, their perspectives may help to better understand the impact of the COVID-19 pandemic for Black students and leverage the contributions of families and communities to support students’ needs. Using interviews with teachers, we examined the following aims: (1) Investigate the mental health challenges Black students experienced following the COVID-19 pandemic, and (2) Identify school-wide efforts to support resilience. Participants in this study included 15 teachers nominated by their principals and colleagues for demonstrating excellence in supporting Black students. Teachers described their Black students as experiencing (1) ongoing mental health problems, (2) disengagement from school, and (3) relearning how to socialize. To promote social connections and wellbeing, teachers described how their schools reinvested in connection and prioritized equitable access and use of technology. Understanding the unique mental health challenges Black youth face is critical for cultivating pathways towards resilience following the COVID-19 pandemic. Results contribute to the continued investigation and intentional promotion of equity and cultural responsivity when supporting Black students’ wellbeing. Researchers and educational shareholders can work to create and maintain socially and emotionally supportive environments that promote mental health by learning from the experiences of Black students and the teachers that support them. Full article

Effective teaching and learning in classrooms are achievable only through sound classroom management. While positive attitudes and behaviors exhibited by faculty members enhance instructional quality, undesirable behaviors may impede and negatively influence the teaching–learning process. The purpose of this study is to examine the undesirable behaviors displayed by faculty members in classroom settings based on the perspectives of pre-service teachers. The study adopted a phenomenological design and was conducted with 95 pre-service teachers enrolled in the Classroom Management course at the Faculty of Education, Çanakkale Onsekiz Mart University. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that undesirable faculty members’ behaviors were characterized as actions stemming from instructors’ inadequacies that negatively affect students and the overall educational process. These behaviors were categorized under four themes: instructional management, time management, communication management, and behavior management. The results indicated that undesirable behaviors predominantly originate from instructor-related factors. Pre-service teachers reported experiencing such behaviors most frequently within the theme of behavior management. These behaviors primarily diminish their motivation and negatively influence their participation and academic performance. Pre-service teachers emphasized the need for both institutional and individual measures to prevent undesirable faculty members’ behaviors. Full article

Convergence education promotes learning experiences that integrate science, technology, engineering, and mathematics (STEM) to address complex real-world problems. However, secondary teachers often report limited access to professional development (PD) and curricular resources that support transdisciplinary instruction. This exploratory case study examines how four secondary teachers (three chemistry; one engineering) made sense of a transdisciplinary PD model, Convergence Research in STEM and Tradition (CReST), that leverages cultural heritage artifacts (Renaissance frescoes) as boundary objects to connect chemistry, engineering, world history, and technology. Teachers participated in a four-day immersive PD experience in Firenze (Florence) and Pisa, Italy, that included site-based learning, interaction with conservation scientists, and structured reflection. Data included daily reflective journals during the PD and semi-structured interviews following the experience, focused on teachers’ reflections on CReST and its implications for their instructional thinking. Using inductive thematic analysis, we identified patterns in teachers’ meaning-making about convergence instruction and the pedagogical possibilities the artifact opened for their classrooms. Findings indicate that (a) the fresco and associated conservation practices functioned as shared reference points for cross-disciplinary connections; (b) teachers reported shifts toward problem-centered, artifact-anchored pedagogy; and (c) sustained collaboration and shared tools were viewed as necessary for extending learning beyond the immersive experience. These findings indicate early, self-reported shifts in instructional planning, including artifact-based entry tasks, problem-centered instruction, and integration of real-world conservation practices. Implications are offered for designing science teacher PD that uses boundary objects to support coherent, culturally grounded STEM integration. Full article

Techno-mathematical fluency (TmF) is the ability to coordinate mathematical knowledge with technological means—digital and non-digital—to solve mathematical problems and express solutions, by recognising affordances, selecting appropriate tools and data, and integrating them with mathematical ideas in iterative cycles of exploration and integration. It goes beyond instrumental tool use to encompass reasoning, modelling, representation, and communication mediated by technologies, and functions as a form of expertise important for both students’ learning and teachers’ professional practice. Full article

This study proposes an innovative instructional approach to promote scientific literacy by integrating the Nature of Science and the Nature of Scientific Inquiry with experimental practice and the history of physics. The aim is to foster a deep understanding of how scientific knowledge is constructed and to promote informed trust in science. Using an explicit and reflective methodology, the intervention combines experimental activities with historical reflection. The core of the learning sequence is the experimental reconstruction of Galileo’s studies on falling bodies, based on the historical manuscript folio 116v, an original document that provides the empirical evidence for the law of falling bodies, illustrating the transition from raw experimental data to mathematical formalization. Through this activity, students engage with key epistemic aspects of scientific practice, including the management of uncertainty—distinguished into statistical/aleatory and structural/epistemic forms—the probabilistic nature of scientific knowledge, the predictive power of models and theories, and the underdetermination of scientific theories. Additional themes addressed include the role of thought experiments, the importance of communicating results for scrutiny and validation, the function of models as mediators between theory and phenomena, and the process of de-idealization. The study also challenges the persistent myth of a single, linear “scientific method,” highlighting instead the theory-laden character of scientific inquiry and the central role of the scientific community. This dimension is explored through the historical comparison between Galileo and Mersenne, which illustrates elements of the scientific ethos and the role of peer review as a mechanism for the correction and refinement of knowledge. The results obtained with pre-service teachers, with whom this instructional sequence was implemented, indicate that this contextualized approach facilitates the overcoming of a view of science as a set of absolute truths. Instead, it promotes a more mature understanding of science as a dynamic, provisional, and self-correcting human enterprise, while equipping future citizens with the critical tools necessary to navigate the challenges of the twenty-first century. Full article

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the paper argues that performative approaches—grounded in embodied, emotional, and narrative experience—can effectively foster teachers’ critical awareness, professional identity construction, and capacity for inclusive educational action. The study presents a teacher training experience implemented within the Specialization Course for Support Teaching Activities at Link Campus University, involving a 20-h workshop attended by 200 lower secondary school teachers. Centered on performance art practices, the workshop aimed to promote reflective processes related to themes of exclusion and inclusion through bodily engagement, collective meaning-making, and non-verbal communication. Participants were actively involved in designing and performing activities, thus positioning themselves as protagonists of their own learning trajectories. Data collected through pre- and post-intervention questionnaires highlight participants’ positive perceptions of the experience and its transferability to school contexts. Findings suggest that performative methodologies support emotional sharing, enhance group cohesion, and contribute to the creation of a supportive classroom climate, while also strengthening teachers’ reflective and transformative capacities. The paper concludes by emphasizing the pedagogical value of performative practices as tools for fostering inclusive, reflective, and experience-based teacher education. Full article

Personalized federated learning (PFL) faces significant challenges in resource-constrained edge environments, where strict communication budgets and severe system heterogeneity must be jointly addressed. Although one-shot federated learning reduces communication overhead, existing methods typically impose unified model architectures or rely on coarse manual selection strategies, limiting their adaptability to highly heterogeneous data distributions and restricting personalized representation capability. To overcome these limitations, we propose Personalized Federated Zero-shot Knowledge Distillation (pFedZKD), a data-free one-shot federated learning framework designed for structurally heterogeneous scenarios. The framework follows a decouple-and-reconstruct collaborative paradigm. On the client side (decoupling stage), we introduce Particle Swarm Optimization-based Federated Neural Architecture Search (PSO-FedNAS), a gradient-free neural architecture search method that enables each client to autonomously discover a customized convolutional architecture aligned with its local data distribution, eliminating the need for architectural consistency across clients. On the server side (reconstruction stage), to address parameter-space incompatibility caused by structural heterogeneity, we develop an architecture-agnostic multi-teacher zero-shot knowledge distillation mechanism (Multi-ZSKD). This method synthesizes pseudo-samples in latent space to extract semantic consensus from heterogeneous client models and transfers the aggregated knowledge to a unified global student model without accessing real data. The entire collaborative process is completed within a single communication round, substantially reducing communication cost while enhancing privacy preservation. Extensive experiments on MNIST, FashionMNIST, SVHN, and CIFAR-10 under heterogeneous data settings demonstrate that pFedZKD consistently achieves superior personalization accuracy, global generalization performance, and communication efficiency compared with state-of-the-art PFL methods. Full article

Background: Nursing student experiences in the clinical learning environment have been described in many countries but less is known about student nurses in rural settings. Aim: To explore undergraduate nursing students’ experience of clinical placement in a rural setting and identify factors that influence their experience. Methods: A cross-sectional observational study was conducted with a convenience sample of 170 undergraduate nursing students in regional Victoria, Australia, who completed professional experience placements between January and June 2020. Following their placements, participants completed the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale. Data were analysed using logistic regression models. Results: Completing clinical placements in medium to small rural towns or remote and very remote communities were associated with increased odds of high scores in the learning environment [odds ratio (OR) 2.90, 95% CI, 1.32 to 6.37; P = 0.01] and the supervisory relationship domains (OR 3.16, 95% CI, 1.40 to 7.14; P = 0.01). Female gender (OR 3.38, 95% CI, 1.12 to 10.19; P = 0.03), supervision by staff other than an educator (OR 2.71, 95% CI, 1.16 to 6.33; P = 0.02) and increased frequency of ad hoc (extra) supervision with a buddy nurse without the nurse educator (OR 2.55, 95% CI, 1.07 to 4.75; P = 0.03) were associated with increased odds of high scores in the role of nurse educator domain. Conclusions: In this study, nursing students reported valuing their exposure to smaller and more remote communities, the learning environments within rural and remote healthcare facilities, and the relationships they developed with supervising nurses. The findings also suggest that some students perceived greater value in supervision provided by clinical staff who were not in formal nurse educator or nurse facilitator roles. Given the limitations of the study, these observations should be interpreted cautiously and may warrant further investigation in broader contexts. Full article

The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that they need to teach with place-conscious approaches. Therefore, this study explored how “new-to-town” teachers, with limited personal ties to a community, learn about their rural community and how they apply this knowledge to their teaching context. Additionally, this study examined which research-established factors that improve rural STEM education were deemed most important for novice, rural teachers. The exploration employed a floodlight research approach, whereby a census of the authentic pedagogical actions of the subjects was documented rather than investigating the efficacy of a single method. Data sources included qualitative instruments like concept maps and semi-structured interviews, alongside quantitative measures like ranked best-practices data and place-conscious lesson ratios, to provide both depth of interpretation and breadth of comparison across participants. Results from the deductive thematic analysis suggest that novice teachers aspire to implement asset-based pedagogical approaches in STEM instruction and possess some methods for integration but struggle to learn of local community assets without modeling and mentorship. Additionally, an unexpected pattern emerged from the findings: Novice, newcomer teachers that employed place-conscious lessons were more likely to remain teaching in their position. While this association cannot be interpreted causally, it might suggest that place-conscious mentorship practices may play a role in improving instruction and support the retention of non-local teachers in rural communities however, further, more robust exploration is warranted of this exploratory finding. Findings from this study can be used to inform recommendations for school districts, post-secondary institutions, and rural communities on how best to support beginning rural teachers with limited community connections. Full article

Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional management and instructor well-being. A quantitative research design was employed, using self-report instruments administered to higher education instructors engaged in distance teaching. Non-parametric statistical analyses revealed strong internal coherence among emotional intelligence dimensions and a pattern of functional empathy characterized by high perspective taking and low personal distress. Self-perceived communication was found to be consistent across interactional contexts, indicating a stable communicative disposition. Most notably, emotional management emerged as a key factor associated with positive work-related emotions among instructors. The findings highlight emotional management as a critical mechanism supporting both teaching effectiveness and emotional sustainability in online learning environments. The study contributes to the literature by integrating emotional intelligence, empathy, and self-perceived communication within a unified empirical framework and offers practical implications for professional development and institutional support in distance higher education. Full article

This paper presents the results of exploratory research conducted as part of a university specialisation course for future support teachers in nursery schools during ICT (Information and Communication Technology) workshops. The main objective of the study was to investigate the role and potential of visual education in teaching–learning processes in academia, particularly in educational contexts aimed at building inclusive and innovative skills. In line with the studies by and, the research analysed how the integration of digital visual tools, multimedia narratives and gamification practices can affect motivation, engagement and the development of digital, communication and pedagogical skills. The results confirm the educational value of visual education as a lever for building inclusive and reflective skills. The methodological approach adopted is inspired by the learning by doing paradigm and active learning, promoting participatory and innovative teaching, consistent with the latest reflections on academic innovation. Full article

This article presents a qualitative case study of two secondary school biology teachers who aligned their teaching to inquiry through an extended professional learning community (PLC) program. The case study used an inquiry-based knowledge mobility model developed within a sociocultural learning theory (SLT) framework, specifically, the zone of proximal development (ZPD). Data were collected from four PLC meeting transcripts, two lesson observations, and two post-lesson reflection interviews. Four main inquiry-based themes directly emerged from PLC dialogue: scaffolding student agency, phenomenon-based learning, prioritizing process over right answers, and managing students’ preconceptions. Overall, results from the ZPD component of SLT indicated that one teacher’s pedagogical shift was mainly driven by his willingness to take conceptual risks, whereas the other teacher was procedurally driven. The cyclical model challenges traditional views on professional learning and highlights the role of teachers’ epistemological stances on inquiry teaching. This study offers guidance for designing PLCs that support authentic inquiry-based learning in secondary school science classrooms. Full article