Search Results (98)

Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. Full article

In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staff schools, where a growing cohort of inexperienced teachers increases the need for mentoring. The analysis is based on data from semi-structured interviews conducted with teachers in six schools across two Australian states, as part of a larger project exploring work experiences of teachers in hardest-to-staff schools. In addition to formal mentoring, our findings illustrate that in these schools, informal and incidental mentoring is widespread. Further, the iterative nature of novice teacher induction creates a sense of ambivalence in longer-serving teachers. While experienced teachers find reward in supporting early-career colleagues, the hidden labour inherent to constant incidental mentoring encroaches on the time available to manage their own workload, sometimes leading to frustration and even resentment. We conclude that while mentoring is crucial with so many new entrants to the profession, policymakers should be aware of the labour associated with increased incidental mentoring to avoid unintended consequences for teachers who find themselves in the position of supporting growing numbers of new staff. Full article

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the U.K., the study highlights the critical role of teacher educators in fostering pre-service teachers’ knowledge and enthusiasm. It explores how the use of high-quality children’s literature alongside a reading-for-enjoyment (RfE) pedagogical approach can shape pre-service teachers’ identities as future reading role models. Strategies such as shared read-alouds, book talk, and enjoyment-centred reading practices were employed to strengthen connections with children’s literature. The study also modelled how children’s literature could be used as mentor texts to support curriculum-aligned instruction and develop pedagogical confidence. Wenger’s Communities of Practice theory provides a framework to demonstrate how a children’s literature-based approach and RfE pedagogical practices contribute to the formation of positive reader identities. Amid concerns about improving literacy rates and teacher preparedness for reading instruction, this study illustrates the transformative potential of integrating children’s literature and RfE pedagogy into initial teacher education to cultivate future Reading Teachers capable of inspiring a love of reading and building communities of readers in their classrooms. Full article

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

This study investigates the integration of mentorship, self-regulated learning (SRL), and generative artificial intelligence (gen-AI) to support pre-service teachers (PSTs) before and during work-integrated learning (WIL) placements. Utilising the Mentoring and SRL Pyramid Model (MSPM), it examines how mentors’ dual roles as coaches and assessors influence PSTs’ SRL and explores to what extent gen-AI can assist PSTs in meeting the demands of WIL placements. Quantitative and qualitative data from 151 PSTs, including survey, interview, placement scores, and mentor feedback were analysed using statistical correlation analysis and thematic analysis to reveal varied mentorship approaches. Gen-AI tools are highlighted as valuable in enhancing PSTs’ SRL, providing tactical and emotional guidance where traditional mentorship is limited. However, challenges remain in gen-AI’s ability to navigate complex interpersonal dynamics. The study advocates for balanced mentorship training that integrates technical and emotional support, and equitable access to gen-AI tools. These insights are critical for educational institutions aiming to optimise PST experiences and outcomes in WIL through strategic integration of gen-AI and mentorship. Full article

Professional experiences are vital in teacher education programmes, especially in early childhood teacher education programmes, as this allows pre-service teachers (PSTs) to apply their theoretical knowledge in real-world settings. Hence, PSTs’ preparation for their placement experience is crucial. Recently, the innovative use of virtual reality (VR) in teacher training has begun to support the professional development of PSTs, although this approach is studied less extensively compared to fields like medicine and aviation. This paper draws upon the cultural–historical concept of social situation of development (SSD) to explore how VR experiences enhance PSTs’ preparation before they enter their first professional experiences. This study involved 66 diverse post-graduate PSTs within an Australian post-graduate Initial Teacher Education programme in early childhood (EC) education. The VR experiences allowed them to engage with avatar children aged 3–5 within a realistic environment, fostering valuable insights regarding their practice in future professional experiences. By studying the PSTs’ reflections, this study identified the dramatic events that arose from PSTs’ interactions in VR. These moments highlighted instances of SSD, where PSTs advanced both mentally and practically in their placement preparation. Within SSD, PSTs developed a deeper understanding of child development, classroom dynamics, and the effectiveness of various teaching strategies. They also practised strategies, including teaching techniques, classroom management, behavioural guidance, and adapting to the diverse needs of avatar children. The mental and practical development significantly contributed to PSTs’ preparation for professional experiences. The subjective nature of their reflections provided valuable insights into their development from their own perspectives. However, it is important to note that this paper is based on data collected from a single post-graduate course. Future research will aim to gather perspectives from PSTs at multiple institutions, as well as from placement mentors, regarding PSTs’ understanding of working in early childhood contexts in Australia. Full article

This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. A total of 753 studies were initially identified, with 51 articles meeting the inclusion criteria and being analyzed in depth. The results reveal that active methodologies, emotional intelligence training, mentoring programs, and the presence of female role models are key strategies for fostering women’s participation and retention in STEM fields. Additionally, the findings highlight the growing importance of integrating socio-emotional skills in STEM education to improve academic performance and strengthen resilience and motivation, particularly in under-represented groups. The study discusses challenges such as teacher resistance, lack of training, and contextual barriers that affect the implementation of inclusive models. It also reflects on the influence of cultural and linguistic factors, especially in Latin American contexts. This work expands the understanding of inclusive pedagogical practices in STEM and provides relevant recommendations for educators, curriculum designers, and policymakers aiming to foster equity and sustainability in education. Full article

This study, conducted at a large metropolitan university in NSW, Australia, explores how children’s literature supports fourth-year preservice teachers’ (PSTs) curriculum-making capabilities in designing meaningful writing instruction. At a classroom level, curriculum-making involves the translation of curriculum into meaningful lesson sequences and is grounded in the interactions between the teacher, students, and content. Declining student engagement in writing and an increased emphasis on the teaching of isolated, mechanical skills are prevalent among English curricula in many countries. Thus, it is crucial to foster preservice teachers’ abilities to create and design engaging and purposeful writing experiences that motivate and inspire their students as writers. Through a qualitative data analysis of four PSTs’ reflections on completing a lesson sequencing assessment task, our findings reveal that children’s literature serves as a central driver supporting an interplay between their teacher choices, their understanding of student experience, and their awareness of the educational significance of the content and skills being taught. Using mentor texts, PSTs demonstrated strategic and fit-for-purpose pedagogical decisions that were aligned with students’ writing needs and saw consideration given to less segmented and decontextualised forms of writing instruction. This engagement enhanced PST’s understanding of and confidence in working as curriculum-makers who strive for more holistic approaches to writing instruction in their future classrooms. Full article

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η²_p = 0.17), Individual Support (η²_p = 0.04), and Participation (η²_p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system. Full article

In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migrant children in this educational context. The programme was designed, following the participatory action research and co-creation approaches, guided by three primary objectives: amplifying the voices of migrant children and youth, empowering their agency and active citizenship, and facilitating their integration in the school. Recognising that integration is a two-way process, the programme engaged established students as mentors and peers of newly arrived migrant children. Over an academic year, collaborative activities were created and implemented in the school in partnership with participating students. These activities aimed to promote integration, foster a pro-diversity environment, and ensure sustainability. The programme’s evaluation included a questionnaire and a focus group involving participating children and teachers responsible for the activities. Findings highlighted the cultivation of values like tolerance, respect, and empathy, with effects extending beyond the school. Moreover, results revealed heightened teacher awareness of the unique needs of migrant children and the importance of incorporating their voices into school activities. Full article

Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural portrayals encountered. Guidance for ITE programs is needed to ensure that the aesthetic and sociopolitical features of picturebooks are not only considered but deeply taught to pre-service teachers. Drawing from a qualitative analysis of a fifth-grade reader engaging with a picturebook featuring a character with a similar phenotype across ten days, an inductive and iterative process of data analysis identified salient moments of collaborative discussions and the ‘slow looking’ approaches she used to interact with justice-oriented picturebooks. Our findings highlight the visual, material, and multimodal ways these texts serve as mentor resources for writing and drawing, while also acting as identity-affirming texts. To conclude, we offer essential implications for ITE settings, instructors, and their students by unpacking the significance of instruction that matters most for supporting pre-service teachers as curators of justice-oriented picturebooks. Full article

Even though the majority of the world’s under 5-year-olds live in low- and middle-income countries (LMIC), our knowledge about the systems and architectures which support and sustain ECEC workforce quality is dominated by evidence from high-income countries (HIC). Drawing on a three-round Delphi study of consensus around essential training needs for early childhood staff in low-resourced contexts conducted among fourteen global experts over a period of four months, this paper highlights challenges faced when resources for teacher preparation are severely constrained, and unique approaches for sustaining quality in workforce preparation in such contexts. Key findings that inform efforts to build a strong ECEC workforce in resource-constrained contexts, include consensus among experts around (i) clear professional pathways which offer practitioner-centred flexibility through initial training, followed by on-going mentoring and supervision. A strong emphasis on the importance of strong systems of high-quality and supportive mentoring and supervision reflects recognition that initial training in such contexts is often relatively short-term; (ii) recognition of the importance of diverse roles (for example, community-based practitioners) in working with communities to deliver ECEC in complex communities; and (iii) systems supported by centralised financing, budget allocation and established professional pathways, but open to support and involvement of non-government entities in supporting workforce development. Full article

This paper begins with a comprehensive review of the deliberate teaching practice literature related to generative AI training platforms. It then introduces a conceptual framework for a generative AI-powered system designed to simulate dynamic classroom environments, allowing teachers to engage in repeated, goal-oriented practice sessions. Leveraging recent advances in large language models (LLMs) and multiagent systems, the platform features virtual student agents configured to demonstrate varied learning styles, prior knowledge, and behavioral traits. In parallel, mentor agents—built upon the same generative AI technology—continuously provide feedback, enabling teachers to adapt their strategies in real time. By offering an accessible, controlled space for skill development, this framework addresses the challenge of scaling and personalizing teacher training. Grounded in pedagogical theory and supported by emerging AI capabilities, the proposed platform enables educators to refine teaching methods and adapt to diverse classroom contexts through iterative practice. A detailed outline of the system’s main components, including agent configuration, interaction workflows, and a deliberate practice feedback loop, sets the stage for more personalized, high-quality teacher training experiences, and contributes to the evolving field of AI-mediated learning environments. Full article

The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on. Full article