Search Results (68)

Pre-service teachers’ (PTs) beliefs about young children’s cognitive abilities shape both their instructional practices and their developing understandings of teaching and learning. This study examined PTs’ beliefs about preschool children’s cognitive abilities, focusing on cognitive operations, conceptual change, and learning processes, in relation to emerging professional identity development. A cross-sectional comparative design was employed with a convenient sample of 241 students from Early Childhood Education Departments who completed the Childhood and Cognitive Abilities Questionnaire. The findings revealed statistically significant differences between participants with and without practicum experience, with the former reporting more sophisticated beliefs, aligned with constructivist learning approaches. However, many participants simultaneously endorsed child-centered perspectives and traditional transmission-based conceptions of teaching, indicating the coexistence of contradictory beliefs. Correlation and cluster analyses further suggested that participants’ beliefs formed broader but only partially coherent belief systems rather than consistent conceptual profiles. These findings may reflect tensions within PTs’ emerging professional identities and suggest that practicum-related experience may coincide with opportunities for reflection on and restructuring of prior beliefs, processes associated with a coherent professional identity. Overall, this study highlights the importance of teacher education programs systematically addressing misconceptions about children’s cognitive abilities, while fostering coherent, research-informed professional identities and evidence-based instructional practices in early childhood education. Full article

This qualitative review of the literature explores current conversations about the impact of Artificial Intelligence (AI) on teacher education in general and pre-service teachers in particular. Recent advances in AI are beginning to influence teacher education, where curricula, practicum, and school field experience now incorporate AI in curriculum-based instruction and as a context for teaching digital literacy, not as an isolated tool. Researchers regularly situate these shifts alongside broader educational practices and policy. There is also substantial literature dealing with pressing ethical and practical questions such as data privacy and algorithmic bias, equitable access to technology, and the challenges experienced by under-resourced schools. Together, these studies indicate that teachers are redefining and reconfiguring both their own teaching and teacher education, enabled by AI in new, more flexible and responsive ways. Within this shifting paradigm, pre-service and in-service teachers are not conceived as mere end-users but as reflective practitioners who take up such tools, critically question their ramifications, and, sometimes, lead the way in utilizing AI in educational practice, including mainly pedagogical practices. To explain the shared components identified in the present review, this paper offers a post hoc conceptual synthesis of eight recurring dimensions of sustainable AI integration in teacher education. Full article

This study explores how pre-service early childhood educators imagine and anticipate their upcoming practicum experience before entering the classroom, focusing on how schooling is both remembered and reimagined in advance of practice. Drawing on qualitative data from open-ended prompts in a Google Forms survey with undergraduate teacher education students, the study examines expectations regarding childhood, schooling, the teacher’s role, and practicum challenges. Using thematic analysis, the findings reveal persistent tensions in how participants conceptualize teaching and learning. While students frequently articulate child-centred and democratic ideals—emphasizing care, participation, and experiential learning—their responses simultaneously reproduce elements of the schoolized mind, through which schooling is imagined as structured by control, transmission, evaluation, and teacher authority. Practicum is anticipated both as a learning opportunity and as a moment of exposure requiring competence, classroom management, and error avoidance. The findings suggest that pre-service teachers approach practicum through already sedimented and socially shaped imaginaries of schooling. These anticipatory frameworks highlight the need for teacher education to critically engage with how schooling is imagined, in order to better shape future pedagogical practice. Full article

This study examines the intercultural competence of Greek primary school teachers and early childhood educators enrolled in the Joint Master’s Program Intercultural Education & Mediation at the University of Patras. Using the Intercultural Development Inventory (IDI), the study assessed both perceived and developmental orientations of intercultural competence. The results reveal a significant gap between teachers’ self-assessed and actual competence, with most participants positioned in a minimization orientation—emphasizing commonalities while overlooking the educational value of cultural differences. Such an orientation limits teachers’ ability to fully engage with diversity, often resulting in superficial approaches to multicultural classrooms. The findings underscore the urgent need for systematic professional development in intercultural competence, diversity education, and critical self-reflection. Within this framework, the practicum of the Master’s program emerges as a key mechanism for transformation: through immersive experiences in schools, NGOs, and community organizations, coupled with structured reflective practices, teachers confront real intercultural challenges and develop adaptability, empathy, and resilience. By bridging theory with practice, the practicum fosters meaningful growth in intercultural mindset, enabling educators to acknowledge their biases, embrace cultural diversity as an asset, and design inclusive learning environments. Overall, the study contributes to the literature on intercultural competence and teacher education, offering insights into the challenges Greek educators face and the role of practicum-based learning in fostering culturally responsive teaching. Full article

Educational inclusion remains a global challenge, with teachers’ attitudes toward disability being crucial for the implementation of inclusive classroom practices. This study compares the attitudes toward disability of 252 teachers from Spain and Ecuador, two countries whose educational systems promote inclusion but differ in the maturity of their legislative and institutional frameworks. The aim was to examine cross-national differences in attitudes and analyze how personal and professional variables relate to these attitudes. A descriptive, observational, cross-sectional design was used. Data were collected through an online administration of the Attitudes Toward Persons with Disabilities Scale, Form G via non-probabilistic. The instrument assesses five attitudinal dimensions: capacity assessment, rights recognition, personal involvement, generic rating, and role assumption. Results showed that Spanish teachers reported significantly more positive attitudes than Ecuadorian teachers in all dimensions except role assumption. Among sociodemographic and professional variables, only Early Childhood Education training and prior experience working with individuals with disabilities consistently correlated with more favorable attitudes, while age and teaching experience demonstrated weak and inconsistent associations across countries. These findings underscore the influence of cultural, educational, and institutional contexts on teachers’ attitudes toward disability and highlight the need to reinforce both initial and ongoing preparation in inclusive education. Strengthening structured practicum experiences, socio-emotional competencies, and inclusion-focused coursework may contribute to more positive attitudes, while adapting training policies and inclusive practices to each country’s cultural characteristics is essential for effective and sustainable implementation. Full article

Teacher education represents a global strategic priority for improving educational systems and fostering inclusive, high-quality processes. Recent studies highlight the need for systematic and replicable education models capable of addressing the challenges of contemporary complexity and bridging the gap between theory and practice. Teaching professionalism is increasingly recognized as a key driver of change, requiring a balance of pedagogical, relational, and technological competences, along with strong reflective capacity. Within this framework, practicum programs play a crucial role for the development of professional identity and authentic teaching skills. Methods: This contribution adopts a theoretical–argumentative approach grounded in a critical analysis of the international scientific literature on teacher education, with specific focus on the role of practicums. The aim is to present the model implemented by Pegaso University in the context of practicum activities within initial teacher education programs to outline an interpretative framework and provide pedagogical reflections in light of the results arising from critical reflection and systematic monitoring (not covered in this specific contribution) of the effectiveness of the model implemented in the first two training cycles (academic years 23–24 and 24–25), with the involvement of 5 regions and a total of 2834 teachers in the first cycle and 10 regions and a total of 5551 teachers in the second cycle. Convenience sampling based on a non-probabilistic method was adopted, using the entire sample of teachers admitted to the training program who met the requirements of Article 7 of the Decree of the President of the Council of Ministers (DPCM). Results: This paper outlines the theoretical and methodological trajectories of the model, offering interpretative frameworks and pedagogical reflections in light of the outcomes achieved during the initial implementation phase. Conclusions: In accordance with recent national and European regulatory frameworks, the Pegaso teaching model is presented as an example of good practice for initial teacher education. It aims to foster a reflective, situated, and responsible teaching professionalism, moving beyond traditional approaches toward a continuous and transformative learning process. Full article

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

This study maps the landscape of initial teacher education (ITE) research in Central Asia and its positioning within global academic discourse between 2004 and 2024. Drawing on a systematic scoping review of 144 publications conducted using the PRISMA-ScR protocol, it analyses publication trends, methodological approaches and thematic foci. The findings indicate that although Central Asia’s contributions to global ITE discourse remain limited, scholarly output is growing, particularly in Kazakhstan, while publications from Tajikistan and Turkmenistan are notably absent. Most studies are empirical and predominantly quantitative, with a strong thematic focus on curriculum-related areas, with limited attention to research and practicum in ITE programmes, teaching practices of teacher educators and educational reform and policies in the field, including issues of equity. By critically assessing these trends, the study identifies key gaps and proposes directions for future research, contributing to a more coherent and connected body of ITE scholarship in and on Central Asia. As the first synthesis of ITE research across the region, it offers a foundation for comparative analysis and cross-national dialogue on teacher education reform. Full article

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth. Full article

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article

The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic motivation, we examined effects from the fulfilment of basic psychological needs (needs for competence, autonomy and relatedness) during teaching practicums on changes in levels of perceived self-efficacy. A total of 103 German pre-service teachers enrolled in a Bachelor’s or Master’s Degree Program participated in this study at two times of measurement. The results reveal that the fulfilment of basic psychological needs and especially a sense of relatedness contributed positively to gains in self-efficacy. The findings are discussed with regard to the design of practicums in teacher training. Full article

The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self-efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring. Full article

The current study investigates the perceptions of four student teachers of implementing AI tools for designing ELT lessons into their microteaching sessions. The professional development of student teachers achieved via adapting AI tools has not been widely investigated, since the majority of available studies focus on the students’ learning of language skills with AI tools. This study follows the appreciative inquiry approach that emphasises positive teaching practices, aiming to foster sustainable professional development. The participants of the study were MA student teachers studying the Advanced Teaching Practicum course at a Saudi university over one academic semester. Their experiences of designing ELT lessons for their microteaching sessions were reflected upon in reflective journals and a BlackBoard forum. The qualitative analyses of the journals, the forum and lesson plans revealed that the participants appreciated using AI tools, despite the few challenges that occurred. This study demonstrates the participants’ independent efforts that led them to use AI tools that have not been addressed by ELT researchers. The authors hope that this study will enrich ELT practices, assist AI designers in developing their designs by understanding teachers’ experiences and contribute to a sustainable educational future. Full article

Teaching physical education (PE) involves adopting contemporary instructional models and teaching methods. Especially at an undergraduate level, the teachers’ participation in professional communities can support their self-efficacy in adopting context-specific instructional models, leading to an improvement in student learning. The aim of the present study was to examine the effects of preservice PE teachers’ participation in a professional development (PD) program designed according to the principles of the community of inquiry (CoI) on their self-efficacy in teaching physical education using instructional models. Twenty-three preservice PE teachers (male = 11, female = 12) at the University of Athens, Greece, participated during the 2022–2023 spring semester in a PD program specifically designed according to the CoI principles to support them in the use of PE curriculum models in a secondary school practicum. A pre-post convergent mixed methodology was used, with quantitative (Ohio State Teacher Efficacy Scale, OSTES) and qualitative (semi-structured interviews) data evaluating the changes in the participants’ self-efficacy in the use of instructional models. Results showed that even though the program was evaluated as effective in terms of supporting the participants’ knowledge and skills on the use of the models, there were no statistically significant changes in their OSTES self-efficacy indices. Given the complexity of PE teaching and the latent structure of the self-efficacy trait, a longer duration of similar PD programs is suggested. Full article

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus–Organism–Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers’ work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers’ work engagement during the practicum. Full article