Search Results (123)

The affective domain exercises significant influence over the learning of mathematics and, therefore over the future praxis of teachers. This is why the affective domain needs to be included in teacher training. Therefore, our aim is to show how the praxis carried out in the classroom by teacher educators promotes the evolution of beliefs about mathematics and thus that their specialist knowledge—specifically, the KFLM subdomain—could change. We used a Likert-type questionnaire divided into three sections with four response options, answered by 59 teachers. The results show the evolution of some student beliefs towards a higher percentage in favor and the stability of others depending on the praxis implemented by the teacher educator. The favorable evolution is related to the beliefs about the role of teachers in their training and their own learning. This could promote a change in the KFLM of future teachers and thus in teacher–student interactions. Full article

Generative artificial intelligence (GenAI), known for its personalization and intelligence, is gaining traction in special education as a tool to address diverse learner needs. As future key practitioners integrating intelligent technology to promote educational equity, how special education teacher trainees effectively utilize GenAI has become a critical issue. In the context of Chinese higher education, this study employed a cross-sectional design and administered a questionnaire survey to 434 special education teacher trainees. The aim was to examine the association between their GenAI self-efficacy and learning engagement, with particular attention to the potential mediating association of problem-solving ability and the moderating role of critical thinking. The results revealed the following: GenAI self-efficacy was positively associated with learning engagement, and problem-solving ability played a mediating role in the relationship between self-efficacy and learning engagement. Moreover, critical thinking significantly moderated the relationship between self-efficacy and problem-solving ability. Full article

Despite the progress made in recent decades, sexism is a prevalent problem today and has permeated society at a systemic level, including education. This study seeks to analyse the perception of sexism by senior secondary school teachers and trainee teachers. The research was carried out using qualitative methodology, using a semi-structured interview as a data collection instrument. The analysis consisted of the collection of teachers’ experiences for subsequent evaluation and comparison. The results obtained describe similarities between the groups in the perception of sexism in the classroom, but distinguish the justification behind sexist behaviour, and make explicit the lack of specific training for teachers in both groups in the area of sexism in science. These results point to the perceived need for more comprehensive training on sexism among secondary school teachers, according to the experiences and interpretations reported by the participants. Full article

This study presents an integrated assessment model for evaluating motor skills in trainee generalist primary school teachers. The model integrates objective performance measures with self-reported qualitative observations, aiming to promote body awareness and highlight the quality of movement. A total of 547 university students, divided into two cohorts (2023/24 and 2024/25), completed a battery of standardized field tests and recorded both quantitative results (e.g., times, repetitions) and qualitative reflections on their execution. The findings show that the 2024/25 cohort performed better in balance and muscular endurance, while showing slower times in agility and sprint tests. Qualitative data revealed more fluid execution, a wider range of motor strategies, and greater self-reflection, suggesting a more mature motor profile. These differences are not solely attributable to individual factors; they may also reflect the evolving structure of the training program, the instructional approach, and the learning environment. The integration of objective and subjective data enabled the construction of multidimensional motor profiles, capturing not only outcomes but also processes. This model supports the development of reflective and adaptive motor competence and offers promising applications in teacher training and health promotion, contributing to a more inclusive and effective approach to physical education in primary schools. Full article

This study explores the integration of Georgi Lozanov’s Suggestopedia with Alain Berthoz’s theory of simplexity as a pedagogical paradigm for inclusive and creative educational design. The research, conducted within the specialization courses for educational support at the University of Salerno, involved 230 trainee teachers engaged in a participatory action-research process aimed at translating suggestopedic principles, positive suggestion, music, and relational harmony into didactic planning. Through a combination of theoretical training, laboratory design activities, and reflective evaluation, participants produced 21 interdisciplinary educational projects assessed according to the properties and rules of simplexity. The results show a high degree of methodological coherence, aesthetic quality, and curricular inclusiveness, with music emerging as a key factor in fostering attention, cooperation, and emotional engagement. Data analysis indicates that the fusion of suggestopedic and simplex approaches promotes adaptive, modular, and meaning-oriented design processes that enhance teachers’ creativity and metacognitive awareness. Overall, the findings highlight the educational value of a pedagogy of resonance, in which body, mind, and environment interact harmoniously. The study concludes that the suggestopedic—simplex model represents a regenerative framework for contemporary didactics, capable of transforming complexity into harmony and restoring to education its aesthetic, relational, and human dimension. Full article

The present exploratory study investigates how pre-primary and primary student teachers (STs) at the Universidad Autónoma de Madrid (UAM) perceive the impact of bilingual education programs (BEPs) on children’s learning experience. Specifically, it examines student teachers’ views on the benefits and challenges of implementing Content and Language Integrated Learning (CLIL) in pre-primary and primary education and explores whether there are differences between the opinions of the two groups. The analysis is based on data from six items of a structured questionnaire, validated in previous studies and completed by 170 prospective pre-primary and primary teachers at the UAM. The results suggest a shared perception among STs that BEPs enrich the learning experience of students in both pre-primary and primary education. Most STs recognize that CLIL enhances language proficiency and supports cognitive development, although they also point to insufficient teacher training and the low motivation of children with learning difficulties as major challenges. While no major differences emerged between the views of pre-primary and primary STs, subtle variations point to the existence of two distinct trainee profiles that determine their views on BEPs and that would require further mid-term investigation. The findings highlight areas for targeted support in teacher training programs. Full article

Numerous studies have demonstrated the benefits of social and emotional learning (SEL) for both students and teachers. For students, SEL enhances their learning environment, psychological well-being, and academic performance. For teachers, it fosters a sense of meaningfulness in their work and strengthens relationships with students. However, effective SEL requires guidance, a safe emotional environment, and opportunities for personal reflection. This study explored SEL by analyzing the reflections of eight trainee teachers in the United Arab Emirates and six in Finland, who participated in similar SEL courses independently. Utilizing both data-driven and theory-driven content analysis based on the levels of processing the results indicated that over 60% of student responses were elaborative or insightful, while less than 40% were at the reproduction level. The most prominent SEL category identified was developing social interaction, whereas responsible decision-making was the least represented. Overall, the course significantly enhanced participants’ theoretical understanding and SEL development, yielding similar outcomes in both countries. The findings suggest that methods promoting responsible decision-making should be further integrated into teacher training for SEL development. Full article

Contemporary issues of particular concern include the current state of the teaching profession, the lack of professional and social respect for teachers, the need for salary increases, the need to reduce the burden on teachers, and performance evaluation. In addition, the low number of young people entering the teaching profession and the low proportion of graduates choosing this career path are of fundamental concern. The present research seeks to explore the perceptions of first-year student teachers towards the profession of teaching through a case study approach. A metaphor method involving sentence completion was used to explore students’ conceptions of the ‘teacher image’. The students’ metaphors were analyzed to determine the prevalence of teacher-centeredness or learner-centeredness, knowledge transfer or knowledge acquisition, and cognition or emotion. The students’ essays on the question “Why do I want to be a lower primary teacher?” were analyzed to identify career motivating factors, positive attributes that enhance career motivation, and future aspirations. The main findings of the research are that trainees are mainly inspired by their primary school teachers, they are aware of their strengths to become good teachers, and they envision a career in teaching. The motivation and commitment of our first-year students to their careers is an excellent starting point, which should be built on in both theoretical and practical courses during university education. They should be enriched with real-life experiences, encouraged and supported within their practice, in order to increase the number of young people who choose a teaching career after graduating from university. Full article

Vocational education and training (VET) plays a vital role in sustaining labour market competitiveness and supporting social cohesion, with vocational instructors holding a decisive role in transmitting occupational expertise and shaping the professional identity of future skilled workers. Although teacher motivation and professional identity have been widely examined, relatively little attention has been devoted to the role of personal resources in the education of vocational instructors. This study addresses this gap by analysing four cohorts of vocational instructor trainees at a Hungarian university between 2021 and 2024 (N = 221). Data were collected using the Values in Action (VIA) Inventory of Strengths, which measures 24 character strengths across six virtues, and analysed through descriptive statistics, cohort comparisons, correlation tests, and principal component analysis. The findings revealed a consistent profile dominated by fairness, kindness, love of learning, teamwork, and perseverance, reflecting a combination of ethical commitment, interpersonal sensitivity, intellectual curiosity, and resilience. Cohort-level comparisons indicated minor variations, such as stronger teamwork in 2022 and higher love of learning in 2023, while the correlation and Principal Component Analysis (PCA) confirmed that strengths clustered into broader constellations largely consistent with Peterson and Seligman’s six virtues. These results underscore the relevance of a strengths-based approach in vocational instructor education by showing how existing resources can support identity development, resilience, and long-term professional commitment, and point to the need for future longitudinal and multi-institutional studies. Full article

Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework analysis, data collected from semi-structured interviews with ten trainee primary teachers in United Arab Emirates (UAE) British curriculum schools were mapped against UDL’s three core principles: engagement, representation, and action and expression. Despite recognising music’s holistic educational value in cognitive enhancement, memory retention, and student expression, participants reported significant barriers to integrating the subject into their lessons. These barriers included performance anxiety, a perceived lack of subject knowledge, and fear of student judgement. The barriers were most pronounced when faced with the prospect of teaching upper-primary students. Framework analysis revealed how these challenges align with the UDL’s core principles. These findings led to the development of five-step music resources, categorised into beginner and intermediate levels. Each step of the resources is designed to systematically address these identified barriers through UDL’s proactive and intentional design criteria. This demonstrates how teacher education can move beyond identifying barriers to creating structured solutions that support inclusive music integration while maintaining pedagogical authenticity. Full article

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article

The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The research focuses on eight high-achieving individuals transitioning to teaching as a second career through a STEM-focused (Science, Technology, Engineering, Mathematics) teacher preparation program. Employing a qualitative case study methodology, the study reveals a curricular process characterized by confusion and conflict as second-career teacher trainees navigate interdisciplinary integration. The findings highlight a planning process driven by conceptual and epistemic deliberations at both inter- and intra-disciplinary levels, with a predominant focus on disciplinary considerations over pedagogical aspects. The study further identifies key tensions that challenged participants’ perceptions, emotional responses, and instructional practices, offering a nuanced perspective on the complexities of interdisciplinary teaching. These insights contribute to a deeper understanding of professional identity formation among second-career teachers in STEM education. Full article

Eurocentric portrayals of Africa remain entrenched in European educational systems, perpetuating stereotypes of poverty, primitiveness, and exoticism. This study investigates how such representations are mirrored in German students’ mental conceptions and how they are interpreted by future educators. Using an interpretivist qualitative design, the study analyzes open-ended responses from 41 Grade 5 and 7 pupils at a lower secondary school in Münster, Germany, and written reflections from 17 teacher trainees enrolled in a master’s course in geography education. Thematic analysis reveals five dominant pupil schemas: poverty and deprivation, environmental determinism, racialization and othering, infrastructural deficit, and the wildlife-tourism gaze, rooted in media, textbooks, teachers, and social networks. Teacher trainees’ reflections ranged from emotional discomfort to critical awareness, with many advocating pedagogical pluralism, the normalization of African modernity, and the cultivation of critical consciousness. However, most proposals remained reformist, lacking a deep epistemological critique. The findings highlight the urgency of integrating decolonial theory, postcolonial critique, and epistemic justice into teacher education. Without such structural reorientation, schools will risk reproducing the very global hierarchies they purport to challenge. Full article

Research highlights a growing demand for active, experiential learning methods in higher education, especially in teacher education. While the benefits of parental involvement (PI) are well-documented, Hungary lacks tools to effectively prepare teacher trainees for fostering family–school cooperation. This study addresses this gap by introducing a custom-designed board game as an innovative teaching tool. The game simulates real-world challenges in PI through a cooperative, scenario-based framework. Exercises are grounded in international and national research, ensuring their relevance and evidence-based design. Tested with 110 students, the game’s educational value was assessed via post-gameplay questionnaires. Participants emphasized the strengths of its cooperative structure, realistic scenarios, and integration of humor. Many reported gaining new insights into parental roles and strategies for effective home–school partnerships. Practical applications include integrating the game into teacher education curricula and adapting it for other educational contexts. This study demonstrates how board games can bridge theory and practice, offering an engaging, effective medium to prepare future teachers for the challenges of PI. Full article

Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% women) from the University of Alicante. Structural equation modeling was used to assess the direct and indirect effects among the variables included in the model. The instruments employed were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, the Perceived Stress Scale, the Maslach Burnout Inventory, and Ryff’s Psychological Well-being Scale. The results indicated that resilience had a direct and positive effect on psychological well-being, while burnout had a direct but negative effect. In addition, emotional intelligence and stress influenced psychological well-being indirectly: emotional intelligence exerted a positive impact through resilience, whereas stress had a negative impact through burnout. The model explained a high percentage (85.3%) of variance in psychological well-being. This study provides empirical evidence on how these variables interact and highlights the importance of incorporating these abilities into teacher training programs to enhance teachers’ psychological well-being and thereby improve the quality of the educational process. Full article