Preparation of students for adult life also includes the area of health care. Health education is part of the core curriculum of Polish schools. The leading role of the health educator is assumed by the physical education teacher, but many other educational tasks are carried out by all school staff. The present study attempts to answer the question: How is health education implemented at school? The research project was carried out among students of various colleges in the city of Szczecin in Poland. At the same time, similar studies were conducted among students from other university in other cities. The research method was a diagnostic survey, with the main assessment tool being the ‘Questionnaire for Assessment of Implementation of Physical Education at Secondary School’ by Krystyna Górna-Łukasik from the Jerzy Kukuczka Academy of Physical Education in Katowice. On the basis of the study results, an attempt was made to determine the forms and methods of work and the involvement of various types of teachers in health education. The statistical analysis sought correlations between the students' opinions about the ways in which the curriculum content was implemented, university majors, and PE teachers’ sex.

The current paper is based on a survey conducted on 321 engineering students studying at University POLITEHNICA of Bucharest and University POLITEHNICA of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

In this study, we examined the effects of the organizational power resources used by school principals on teachers' work alienation and trait anxiety levels. Then, we examined the mediating role of trait anxiety in the relationship between organizational power resources and work alienation. We used the correlational scanning model and mediation model in the research. The research sample consists of 400 teachers working in Turkish public schools. In our research, "Organizational Power Scale in Schools", "Work Alienation Scale" and "Trait Anxiety Scale" were used. As a result of the research, we found significant relationships between the variables. Accordingly, there is a positive relationship between trait anxiety and work alienation, a positive relationship between trait anxiety and coercive power and legal power, a negative relationship between trait anxiety and expert, charismatic and reward power, a positive relationship between work alienation and coercive power, and a positive relationship between work alienation and reward power. Negative relationships were observed between expertise and charismatic power. Finally, it was determined that trait anxiety had a mediating role in the relationship between the power resources used by school principals and the level of work alienation of teachers.

This study investigated the influence of Teacher Availability -TAV (Number of Available Teachers, Teacher Punctuality -TP, Teacher Promptness to Class -TPC) on Student Academic Achievement (SAA) in Public Senior Secondary Schools (PSSS) in Southwestern Nigeria. The descriptive survey research design of correlational type was adopted while the multi-stage sampling procedure was used in the study. A simple random sampling technique was used to select three (Oyo, Ogun, and Ekiti) states out of the six in Southwestern Nigeria, as well as one Senatorial District (SD) from each state. The proportionate-to-size sampling technique was used to select 40% of the Local Government Areas (LGAs) in each SD and 50% (101) of the schools in the sampled LGAs. A class of 3,030 PSSS II was used; 202 Mathematics and English Language teachers and 202 Heads of Department (101 each from Science and Arts) were purposively sampled, while 101 school administrators were enumerated. The instruments were TP ( =0.75); TPC ( =0.82); English Language Achievement Test-ELAT (KR-20=7.47) and Mathematics Achievement Test-MAT (KR-20=7.46). Data were analysed using descriptive statistics. Respondents’ ages were 46.5±5.20 years (teachers) and 17.60±1.60 years (students). There were 59.0% male teachers and 57.0% female students. The SAA (ELAT=45.7% and MAT=38.4%) was low. Also, TAV ( =3.36) was high against the threshold of 2.5, and TAV (ß=0.59, t=7.29) significantly contributed to SAA. Teacher availability influenced the student academic achievement in public senior secondary schools in Southwestern Nigeria. Hence, all the education stakeholders should pay attention to this for improved student academic achievement.

This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service and pre-service teachers. Compared with in-service teachers, pre-service teachers reported high agreement with intuitive teaching behaviors. However, pre-service teachers indicated low agreement with skills that required complex teaching behaviors depending on various situations. Based on theories by Schon (1983), pre-service teachers showed high “knowledge for practice” and low “knowledge in practice.” Thus, pre-service education must balance practical knowledge and theory rather than focus on theory-based education. This study provided directions for pre-service teacher education to enhance the competency of pre-service teachers for leading and analyzing classes.

Under the wave of technological advancement and industrial upgrading, new productivity is deeply influencing the field of vocational education and promoting fundamental changes in teachers' roles. Modern teachers must not only keep pace with technological development but also master innovative teaching modes and guide students to form correct values. They are gradually evolving from mere knowledge transmitters to guides for learning, stimulators of interest, explorers of in-depth research, and promoters of comprehensive growth. Through interdisciplinary knowledge structures and innovative abilities, combined with advanced tools such as information technology and artificial intelligence, teachers innovate teaching methods to meet students' diverse learning needs and focus on cultivating students' professional skills, comprehensive qualities, and innovative spirits. This multi-dimensional reshaping of roles is not only an inevitable choice for the development of vocational education but also provides important insights for educational reform.

While a number of studies focused on pre-service teachers’ belief change in teacher education programs, the process of English Language Teaching (ELT) pre-service teachers’ belief change on technology integration remains underexplored. Adopting Cabaroglu and Roberts (2000)’s framework, this study investigated the process of belief change among three ELT pre-service teachers in a digital humanity course in a teacher education program in the US. The data were collected from interviews, the “story of self” of the participants, bi-weekly reflective journals, end-of-the semester reflection papers, and lesson plans. The study revealed that student teachers’ beliefs experienced different processes of change during the course, including awareness and realization, confirmation and consolidation, elaboration and polishing, addition, disagreement, and reversal. The paper provides a new understanding of the benefit of a digital humanity course with a technology integration focus in a teacher education program, which could exert a significant effect on affecting pre-service teachers’ beliefs on technology integration.

Distributed leadership is based on increasing the knowledge of the skills of those who exercise the role of leaders in the school. The objectives are a) to analyse school principals’ practices aimed at creating professional development opportunities linked to teacher leadership for school improvement and b) to relate the perceptions of teacher leaders with professional development opportunities granted by principals. The methods of the study were based on an examination of 21 interviews, between individual semi-structured interviews with school principals and group interviews with teacher leaders at six public schools in Chile, as well as a documentary analysis of institutional educational projects using grounded theory and NVivo 12 software. The results are presented in three categories: management of principals about school organisation, development of the professional capacities of teacher leaders, and management of principals about school coexistence and participation of teacher leaders. The conclusions detailing school principal practices show that distributed leadership practices are helpful in developing teachers’ leadership competencies. Furthermore, this study suggests that training amplifies the beneficial effects of distributed leadership on teachers’ development. Finally, the findings imply that school principals should regularly fulfil their managerial responsibilities and pay more attention to teacher training to improve the school.

The study aimed to investigate how distributed leadership influences adolescents' social and emotional competence, considering the roles of student-centered instructional practices and teacher self-efficacy. Utilizing survey data from 7,246 Suzhou adolescents enrolled in the SESS program, the study employed multilevel structural equation modeling for analysis. The findings indicated a positive correlation between distributed leadership and adolescents' social and emotional competence, as evaluated by teachers. Moreover, distributed leadership was observed to exert an indirect impact on adolescents' self-assessment and teacher-rated social and emotional competence. This influence operated through several mediators: student-centered instructional practices, teacher self-efficacy, and the sequential mediating pathway of student-centered instructional practices → teacher self-efficacy. This study underscores the significance of supportive elements in fostering students' social and emotional competence. It offers valuable insights into the everyday practices of teachers, principals, and administrators. Additionally, it sheds light on how distributed leadership contributes to enhancing adolescents' overall social and emotional development.

In this study, it was aimed to analyze the multi-cultural characteristics of the pre-service teachers and the values they have in terms of various variables, to determine the relationship between these values. Descriptive survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of the pre-service teachers studying in different departments in the Faculty of Education, İbrahim Çeçen University of Ağrı in 2017-2018 academic years. The sample of the study consisted of 341 pre-service teachers selected with random sampling method. According to the results obtained from the study, it was determined that the value preferences of the pre-service teachers and their multicultural personality characteristics showed a significant difference in terms of gender, undergraduate program, educational background of the mother, having social media account and daily internet use variables; however, there was not a significant difference in terms of family structure, the place s/he grew up, educational background of the father and monthly income variables. The abstract does not include information about which groups are favored for the difference in the variables and in which sub-dimensions, but detailed information is given in the following sections of the study.

As a result of the COVID 19 outbreak that has affected the whole world, teacher leadership has gained more significance. Teacher leadership is a multidimensional concept. While some teachers exercise leadership only at the classroom level, others exercise leadership at macro level. This level of leadership enactment is directly related to how teachers construct their professional identity in relation to leadership. This study aims to explore the leadership-related professional identities of teachers who came to the fore especially during the COVID 19 pandemic period by using the latent profile analysis method. The data were collected a sample of 710 teachers. Teachers completed Teacher Leadership Behavior Scale that measures teacher leadership behaviors at four levels: classroom, parental, micro-level, macro-level. Participants also completed Rosenberg Self-Esteem Scale, Teacher Self-Efficacy Scale, Openness to Authority Scale, and Job Satisfaction Scale. As a result of latent profile analysis, three distinct profiles of teacher leadership identity emerged: those who exercise leadership at a minimum level, an intermediate level and a maximum level across all four levels of teacher leadership. These profiles were labeled as "extended professionality," "intermediate professionality," and "restricted professionality," drawing upon Hoyle's (1974) conceptualization of teacher professional identity. These findings suggest that teachers construct their identity differently about teacher leadership. It is essential for school leaders to first explore those different levels of professional identity and tailor their professional development activities accordingly.

The objective of this research-action, teaching and extension project was to support the beginning teacher, who graduated from the Pedagogy courses at UFF-INFES and UFRRJ/IE, raising the difficulties and solutions of this teacher's pedagogical practice, as well as implementing and analyzing strategies of professional induction of the newly graduated professor by the proposed pilot course with a focus on promoting dialogue between university and school. This project was aimed at graduates of Pedagogy courses who started as teachers in the early years of elementary school and early childhood education (with less than 5 years as a teacher). These teachers participated in two pilot courses (one in 2021 and the other in 2022) to help recent graduates in their professional induction through innovative actions that help them to take a leading role in their practices. For this, we seek to investigate: the impact of this program on their professional induction through narrative interviews, accompany them in this process and analyze the difficulties and solutions they found in their pedagogical practice as a result of the help that the project offered them; the role of mentors (teachers running the school) and the University at the beginning of their professional activities. Finally, we concluded that this course worked as a support for beginning teachers, allowing for greater reflection and better professional performance, as well as a way to reduce the shock of reality, demotivation and teacher abandonment.

(1) Background: Adolescent well-being is a multifaceted construct embedded in family, school, and peer socialization contexts. By adopting a social-psychological perspective we test the association between three sources of support (parents, teachers, peers) and specific components of subjective well-being (cognitive, affective, global-and-domain-specific) to determine whether there is a functional specialization of the role that these crucial socialization agents play for adolescents to attain well-being in specific life domains. (2) Methods: Cross-sectional Albanian data from Wave 3 of the Children’s Worlds International Survey (www.isciweb.org) were used, including 2,339 adolescents (age range 9-13; girls = 49.3%). A structural equation model (SEM) was employed to explore associations between supportive relationships with parents, teachers, and peers and adolescent well-being. (3) Results: Findings support a functional specialization hypothesis as parental support was significantly related to global cognitive and affective well-being; teacher support was significantly related with school satisfaction; and significant relations were found between peer support and almost all well-being variables (context-free, domain-based life satisfaction and affective subjective well-being). (4) Conclusions: Findings contribute to a more nuanced understanding of the role of supportive relationships with adults and peers in adolescents’ proximal socialization contexts (family, school, peer groups) and specific components of subjective well-being.

The purpose of this study was to develop a reflective evaluation tool that can enhance the teaching competency of pre-service physical education teachers. A Delphi survey was conducted to modify the questions based on the evaluation tool for the teaching competency of physical education teachers, and each evaluation standard based on teaching competency was developed. The evaluation tool consisted of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study was the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.

Recent trends in assessing teachers' psychological aspects have led to considering emotional intelligence (EI) as one of the main factors determining teachers' job satisfaction. The present study aims to explore the different effects of emotional intelligence on teachers' job satisfaction. This study used the Scoping review method and focused specifically on studies conducted from January 2014 to February 2023, and 21 studies met the inclusion criteria. Overall, the results indicated that emotional intelligence has both direct and indirect positive effects on teachers' job satisfaction. However, the results on the effects of various EI models on teachers' job satisfaction were inconsistent. The findings suggest that more research is needed to investigate the impact of the ability model of EI on teachers’ job satisfaction, as well as longitudinal studies to understand the long-term effects of this relationship. Finally, studies are also needed to determine whether demographic factors influence the effects of EI on teachers’ job satisfaction in different countries and contexts.

There is a national shift in the new Indonesian curriculum to employ differentiated learning approach in addressing diversity of students’ needs and abilities. Teachers’ judgment obviously corresponds to the duty that takes physics teachers to monitor their students at individual level. Within Indonesian physics education research (PER) context, empirical study that has addressed this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgment within differentiated learning environment has been investigated through phenomenological study. Physics teachers were voluntarily recruited after they have declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and ICT experiences. The latter experience might be taken into account since, through this study, we would project upcoming developmental research about engaging recent technological approaches to cope limitations of teachers’ judgment. Online semi-structured interviews (~ 50 min) were conducted by the first author (P.H.S.) to all physics teachers. Other authors contributed in reviewing the interview protocol (E.I. and H) and training the first author’s pilot interview (H.R.). Model of teachers’ thought and action was implemented to uncover physics teachers’ experiences and limitations in making judgment within diverse students. Findings revealed that physics teachers have conceded that they should adapt learning process in order to meet heterogeneous students’ needs. Personal observation has mainly informed teachers to identify students’ differences. After students have been identified, they creatively designed learning transformations to accommodate spectrum of students’ abilities. Nevertheless, we discovered several limitations encountered by teachers particularly in terms of judgments’ equity, accuracy, and their workload. To overcome this, teachers indicated various and supportive attitudes about technology implementation to assist their judgment. Implications for technological development was provided to address obstacles during the teachers’ judgment.

The aim of this article was to assess how the professional competence of PETs (Physical Education Teachers) can predict student satisfaction in high school and student satisfaction with life itself. In line with these aims, this study was completed as a cross-sectional study, which was carried out in a total 890 Physical Education (PE) students. Of the research group, 50.3% were female and 49.7% were male. Age average was 15.49 years old for females (SD 1.79) and 15.00 years old for males (SD 2.00). The data collection instrument was the Intrinsic Satisfaction Classroom Scale and Satisfaction with Life Scale. The results are presented as descriptive statistics, correlations and structural equation modelling analysis, and they show that the competences of the PE teacher determine in great measure student’s satisfaction with school and with their own personal lives.

This work provides an update to the Erasmus Plus TEALEAF project The outcomes of a week-long EU-funded / Irish Government-recognized teacher course in July 2016 is described within the context of a qualitative small scale study investigating teachers' progress in the course. The explicit aim of the teacher course was to equip a diverse group of teachers with the initial tools to work to produce simple digital apps for learning about biodiversity in their respective domains. A community of practice seeks to establish a new concept of the pre-existing generalised collective conscience through triangulated conversation between the generalised and particularised collective and individual consciences. In particular to revise the generalised collective conscience that teachers can program apps for learning about biodiversity. A number of features of teaching and learning were selected in general and their relationship to constructivism delineated. The teachers were prompted for their responses to each day of the course through a self evaluation tool and the responses were ranked according the the rubric. The data was analyzed using multidimensional scaling - ASCAL procedure - in SPSS 23TM and within the repertory grid domain according to the RepSocio tool in Rep 5TM. The plots show a gradual development throughout the week in terms of specific features becoming 'stronger' or exerting more influence towards the middle of the course and fragmenting after that. Analyses were able to show which participants correlated most closely with the hypothetical IDEAL within the community of practice. Concerning this community of practice, one determine the interrelationships within the community are determined using a social mapping exercise moving from the individual consciences to a particularised collective conscience.

Teachers’ time resources are becoming increasingly scarce and time poverty will have a direct impact on the long-term sustainability of their professional development. However, the current state of teachers’ time poverty and its potential harmful consequences are unclear. Therefore, this research conducts two cross-sectional studies to investigate the current situation and group differences in time poverty among Chinese teachers (Sample 1), as well as the influence of teachers’ time poverty on job burnout (Sample 2). The results indicate that: (1) there is a high level of time poverty among teachers; (2) there is no significant difference in gender, teaching years, or teaching section, and there is a significant difference in teaching responsibilities; (3) time poverty could positively and significantly predict job burnout, and job burnout could positively and significantly predict mental health; (4) mental health factors (including depression, anxiety and stress) play the mediating role in the relationship between teachers’ time poverty and job burnout. To create a sustainable development environment for teachers, it is suggested that teachers improve time management skills and establish a self-regulation mechanism; schools should clarify the boundaries of teachers’ work and respect their right to rest; and society should provide positive and adequate spiritual support.

Keywords: gender equality policy; initial teacher education; teacher educators’ perceptions; gender perspective; university teaching; sustainable development; SDG5; SDG4.

Digital competence is one of the 8 key competences for life-long learning developed by the European Commission, and is requisite for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. To accompany young learners in the development of the competence, and to guarantee optimal implementation of ICTs, it is necessary that teachers are, in turn, literate. We had 43 Secondary School teachers in initial training to assess their own level of competence in the 21 sub-competences in 5 areas identified by the DIGCOMP project, using the rubrics provided in the Common Framework for Digital Competence of Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of Digital Competence was low (Initial). Students scored highest in Information, which refers mostly to the operations they performed while being students. Secondly, in Safety and Communication, excluding Protection of Digital Data and Preservation of the Digital Identity. Lowest values were achieved in Content Creation and Problem Solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.

One of the current challenges in Higher Education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030) (SDG 4). To address this challenge, the present study set the following objectives: (1) to analyze pre-service teachers’ level of interest in EI and their perceived level of general EI knowledge, (2) to examine their self-perception of certain variables of emotional knowledge, according to their degree program and year of studies, (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI); and (4) to study the predictive capacity of the study variables on future teachers' emotional knowledge variables. The study sample contained a total of 434 university students from three degree programs at two universities in Spain, of which 82.70% were women, and the mean age was 20.91 years. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (General knowledge of EI, where level of training in EI is considered; Intrapersonal knowledge of EI; and Theoretical-practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states across three variables (Attention, Clarity, and Repair). Results of the study suggest that there are differences in perceived EI knowledge according to students' year of studies and according to their degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers. This study shows evidence of the importance of social-emotional competencies in initial teacher training.

Recent studies highlight the need to introduce objectives in Initial Teaching Education focused on the development of oral language competence (OLC). The main aim of the study is to examine activities to promote the development of OLC that are carried out in university classrooms and their evaluation, to analyze the relationship between students’ awareness of OLC work and class activities and to identify proposals to improve students’ OLC. Participants were 175 university teachers who teach on the bachelor’s degree in Initial Teacher Education (ITE) and the master’s degree in Secondary Education (MSE) at seven Catalan universities. The data collection instrument was an online questionnaire with 69 questions. The results indicate that 92.5% of participants work on OLC in their subjects, that 76.5% propose activities that are specifically linked to OLC and that 65.1% of participants evaluate OLC in their subject. A total of 39.4% of participants reported the need to increase discussions to generate processes of collaborative and interdisciplinary reflection between university teachers from different areas of knowledge, among others. We conclude that professional development processes need to be designed for ITE teachers to reflect on how they help students to develop OLC from a pragmatic perspective.

The Practicum is regarded as a fundamental aspect of the training of prospective teachers. In addition, digital tools are increasingly used to enrich a traditional face-to-face experience. However, the technological exploitation of augmented reality (AR) by undergraduate students studying early childhood and primary education is low. A Systematic Literature Review (SLR) on the use of augmented reality (AR) in teacher training was conducted. Based on the overarching objectives of the ERASMUS+ project, entitled Digital Practicum 3.0 Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to Enrich and Expand Preservice Teacher Education Preparation (2020-1-ES01-KA226-HE- 096120), the ultimate purpose of this study was to assess whether the use of this resource favors learning and expertise. Two main results are prominent. First, it is noteworthy how the use of this digital technology is limited, given the scarcity of studies. Second, the research studies available focus largely on the benefits of the use of AR in teacher education at a theoretical level. Thus, future research needs to further explore the use of AR in teacher training specially focused on the student teachers’ learning processes.

Teachers, particularly in developing contexts, were vulnerable populations during the COVID-19 pandemic. As natural parental figures for students, they had to reconcile the dual role of ensuring the safety and health of students and their own and family well-being. The external crisis of COVID-19 heightened the negative experiences of teachers in their work environments during both online and physical instruction. The qualitative phenomenological study involving thirty (30) secondary school teachers in Ghana took a comprehensive and fresh look at how COVID-19 impacted the work motivation of teachers. It was found that teachers suffered a great deal of stress in the wake of the pandemic and had face-mounting concerns about their working conditions. The low morale of teachers precipitated by COVID-19 made them develop attrition intentions. However, intrinsic and altruistic traits such as passion, the feeling of responsibility, and the desire to contribute to society and foster student development made teachers resilient towards the deleterious effects of the pandemic to promote optimal teaching. Future studies should investigate the installation of support structures that strengthen the motivation of teachers in unforeseen crises.

The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second-level of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. A theoretical inquiry was carried out that allowed the creation of an instrument that made possible the description of the participants’ knowledge based on this model focused on the topic of quadratic function. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

A nation's social, economic, and political emancipation is ineluctably connected with functional education systems in which people learn to create new institutions, utilise new technologies, cope with vagaries and difficulties in their environment, and positively alter their behavioural patterns. Education in a broad sense improves the capabilities of individuals and the capacity of institutions and becomes a catalyst for the closely interrelated economic, social, cultural, and political changes that are parts of the hallmarks of national development. Nevertheless, a teacher stands out as a crucial figure within any educational institution, wielding significant influence in effecting these changes and transformations. Teacher education is broad. It is based on the praxis that teachers are made in contrary to the assumption that teachers are born. Since teaching is considered an art and a science, the teacher has to acquire not only knowledge but also requisite skills needed in carrying out his or her inestimable duties or services. The efficiency and effectiveness of every educational system hinge significantly on the educational achievements of teachers. After all, no education can surpass the quality of its educators. Thus, every nation places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. On this note, this paper examines teacher education with respect to its praxis and professionalism, examines the nexus between teacher education and socioeconomic as well as political emancipation, analyses the challenges of teacher education in Nigeria, and in the final analysis, gives recommendations based on the identified challenges.

Teacher self-efficacy (TSE) significantly influences teacher well-being and pedagogical quality, thereby impacting student learning outcomes. Despite the recognized effectiveness of Lesson Study (LS) in shaping teachers' practices and beliefs, there is a research gap in TSE, particularly in higher education. To address this, we conducted a longitudinal study at a northeastern Chinese university, tracking TSE evolution in three English as a Foreign Language (EFL) teachers, encompassing both novices and experienced educators, during a six-month LS program. We collected both quantitative and qualitative data, encompassing interviews, surveys, and observations. Underpinned by Bandura and Wyatt's self-efficacy theory, the impact of LS on teachers' TSE development was explored and interpreted. Our findings shed light on the many ways in which LS effects individual teachers' TSE. Notably, both novice and experienced teachers improved significantly in TSE, especially in the domains of instructional techniques and student engagement. However, in the context of classroom management, there was considerably less growth. Furthermore, our research identifies a number of challenges that can have a negative impact on teachers' TSE, such as adapting to students' changing needs, dealing with limited resources, managing time constraints, navigating the school examination system, and overcoming initial resistance to the LS approach.

The enhancement of physical and sports literacy in school setting are prerogatives and development aim for the physical education (PE) teachers. Therefore, as part of the teaching of motor activities, the proposal of motor tasks through different organizational modes (individual tasks, in pairs, in small groups, circuits, relay, paths, team games, etc.) is functional to the achievement of the educational objectives set in the didactic learning units. The present study aims to assess PE teachers’ perception about the use of teaching styles during curricular lessons. The sample involved a total of 83 PE teachers (M= 41, F= 42, main age= 43,74±10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (ISEF= 44% and master’s degree= 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month. Results can be summarized as follows: (a) academic training is significantly associated with the command, inclusion, and guided-discovery styles in PE; (b) command and practice Styles are often used by PE teachers, regardless of years of service and academic training, and (c) guided discovery and convergent/divergent Discovery Styles are most frequently used by graduate teachers, regardless of years of service. The preliminary results of the analysis of PE teachers’ perception of teaching styles reveals the prevalence of the use of some styles over others, and this presuppose not only a different (but similar) teacher’s behavior, but also limits children’s way of learning a certain motor task. Future research and analysis will investigate the perception of different teaching styles according to seniority, school grade and academic training to design training courses for teachers adapted to children’s needs.

This qualitative study explores the implementation and conformation process of digital devices in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers' Diffusion of Innovation Theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n=62) and their perceptions and preferences towards instructional modality. The findings suggest that despite the increased reliance on digital devices during the pandemic, there is a less likelihood of using them in face-to-face classrooms in developing countries like Nepal. The adoption of online learning has not yet reached the confirmation stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely implemented or confirmed by teachers in developing countries societies. The study also provides important insights into the challenges and opportunities of using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.

Aesthetic ability is a powerful tool that can enhance student learning outcomes in arts education. This study not only determines the effect of aesthetic ability on student learning but also determines the effects of different factors on improvement in students' aesthetic abilities. The data used to investigate the mentioned relationships have been obtained from randomly selected 322 undergraduate students of arts education at different universities in Chengdu, Sichuan, China. The reliability of the data has been tested through Cronbach’s Alpha and regression analysis has been employed to determine the relationships among variables. Study findings revealed that teacher role, clarity of teaching goal, scientific plan, students' guidance, future creation, learning reflection, participation in exhibitions, improvement of art, appreciation of artwork, and innovative teaching methods influence student learning positively and significantly. Further, the effect of improvement in aesthetic ability on student learning has been found to be positive and significant. Based on the findings, some important implications have been discussed at the end of the study.

To determine the ethical-attitudinal profile of university students in the education career during the pandemic with a tendency towards a new normality. University students of the education career were surveyed online, in an ethical key (axiological attitude, moral attitude and attitude towards new normality). The research was descriptive of univariate hypothesis, with non-probabilistic snowball sampling, reaching a sample of 480 participants. The Ethical-Attitudinal Profile Scale (EPEA) was designed, whose reliability was 0.93 in Lawshe's formula and 0.89 in Cronbach's Alpha. In the axiological attitude, values were obtained more frequently: respect with 79%, sincerity with 73%, prudence with 72%. In the moral attitude, a polar result is contrasted between laxity (67%) and kindness (45%); while, in the attitude towards new normality, there was no spike in frequencies, being distributed more homogeneously between indicators, with a low resilience index. There is an adequate evaluative profile of the university students of the education career despite the context of the pandemic and the trend towards a new normality; having a moral attitude of laxity inferred by the circumstances of uncertainty that are experienced in adverse contexts.

The aim of the existing study is to investigate the influence of teacher expectation on students’ achievement and their attitudes towards English lesson and to increase the students’ academic success and positive attitudes towards this issue. In the study, a process which defined the existing situtation and which provided the educational processes to improve by changing the existing situation could be seen. For this reason, emancipatory/improving/critical action research model was used. The study was carried out on a sample group consisting of 87 students; 43 6th graders and 44 8th graders attending a school located in the city center of Düzce during the 2015-2016 academic year. In order to collect the data, “Teacher Expectancy Scale” developed by the researchers, “Attitude Scale towards English Course” and 7 test exams prepared by Turkish Ministry of National Education (MoNE) were used. The study was conducted for a total 48 hours in 12 weeks, 4 hours a week. As the result of the study, it was revealed that teacher expectation influenced the attitudes of the students towards the English lesson in a positive way and increased their academic achievements.

The utilization of artificial intelligence in education can contribute to sustainable development goals in various ways. AI in education can effectively convey sustainability issues to students. Through simulations and virtual environments, learners can experience sustainable practices firsthand. On the other hand artificial intelligence can assist administrators and educators in making data-informed decisions. This allows for more effective shaping of educational policies. This study explores how teachers and artificial intelligence (AI) address ethical dilemmas in edu-cation, comparing their decisions and examining the influence of variables such as gender, years of service, and education level. A total of 141 teachers from public schools in Turkey participated, and their responses were compared to AI-generated decisions using Yin's nested multiple-case de-sign. The scenarios were analyzed through five ethical frameworks: virtue ethics, deontological ethics, utilitarianism, social justice ethics, and situation ethics. Results showed that AI provided the same answer as the majority of teachers in six out of eight dilemmas but differed in two. AI favored a more analytical, result-oriented approach, while teachers emphasized empathy and rule adherence. Gender differences revealed that males leaned towards utilitarianism, while females favored social justice and situation ethics. Less experienced teachers preferred deontological and social justice ethics, while more experienced teachers leaned towards virtue ethics and utilitarian-ism. Elementary teachers emphasized virtue and social justice ethics, while middle and high school teachers favored deontological ethics and utilitarianism. The findings provide insights into ethical decision-making in education by highlighting the differences between solutions proposed by artificial intelligence and those offered by teachers. Additionally, they emphasize the im-portance of adapting artificial intelligence to everyday life to foster a sustainable world.

Artificial intelligence (AI) chatbots are the latest advance in information technology. They are next-word predictors built on large language models (LLM) that offer the possibility to process and generate information. In this theoretical article, we provide educational insights of the possibilities and challenges of educational usage of AI chatbots. The insights were produced in the context of chemical information-seeking activities designed for chemistry teacher education. The analysis was conducted via a SWOT approach using technological pedagogical content knowledge framework (TPACK) to improve the accuracy. The analysis revealed several internal and external possibilities and challenges. The key insight is that AI chatbots will change the way people interact with information. For example, they enable the building of personal learning environments with ubiquitous access to information and AI tutoring. Their ability to support chemistry learning is impressive. However, processing of chemical information reveals the limitations of current AI chatbots not being able to process multimodal chemical information. There are also ethical issues to address. Despite the benefits, wider educational adoption of AI chatbots will take time. The obstacles hindering the adoption of AI chatbots can be removed, for example, through integrating LLMs to curricula, focusing on open-source solutions, and training teachers with modern information literacy skills. This research presents theory-grounded examples of how to support the development of modern information literacy skills in chemistry teacher education. Based on the conducted analysis, we predict that AI chatbots will be a major technological change agent towards inclusive and equitable quality lifelong learning for all.

This paper presents an approach to teacher identity heritage as result of the implementation of a research device created through Arts-based Research (ABR) methods, specifically with video elicitation and video essay used as research tools. Two main objectives were raised. The first one, to establish the real relevance of focusing performance on teacher identity. The second one, testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, Body-camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings by visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers' identity heritage were revealed, and also preserved, firstly, through personal perspectives by video elicitations and secondly, through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships and links that shape the teachers’ professional identity.

The COVID-19 pandemic has led to the growth of hybrid and online learning environments and the trend to introduce more technology into the classroom. One such change would be the use of smart synchronous hybrid learning environments (SSHLE), which are settings with both in-person and online students concurrently, and in which technology plays a key role in sensing, analyzing, and reacting throughout the teaching and learning process. These changing environments and the incorporation of new technologies can place a greater orchestration load on participants and a reduction in teacher agency. In this context, the aim of this paper is to analyse the orchestration load and teacher agency in different SSHLEs. The NASA-TLX model was used to measure the orchestration load in several scenarios. Questionnaires and interviews were used to measure teacher agency. The results obtained indicate that the orchestration load of the teacher tends to be high (between 60 and 70 points out of 100 of the NASA-TLX workload), especially when they lack experience in synchronous hybrid learning environments, and the orchestration load of the students tends to have average values (between 50 and 60) in the SSHLEs analysed. Meanwhile, the teacher agency does not appear to be altered but shows potential for improvement.

Artificial intelligence, a key technological tool in the era of the 4th Industrial Revolution, is being actively applied to education beyond industry, economy, and culture. In the future society, understanding and using artificial intelligence technology will be considered an essential skill for everyone, and the professionalism of AI education for pre-service teachers nurturing future talents is also important. This study verifies the effectiveness of pre-service teachers after undergoing a 15-week extension program consisting of AI Literacy Education (10 weeks), AI-Linked Subjet Education (3 weeks), and Micro-teaching (2 weeks) which was designed to enhance the AI ​​education professionalism of pre-service teachers. The AI Literacy Education section consisted of understanding AI, AI ethics, and basic programming, and the education was conducted through both experience and practice. After that, the pre-service teachers analyzed the curriculum of the 5th and 6th grades of an elementary school, and developed a subject-related education program using AI tools in three stages. Using the developed program, micro-teaching classes were conducted twice. The study results are as follows. First, there was a change in the positive perception of AI (p<.05). Second, the understanding of AI educational technology tools was improved and the recognition of the usefulness of developing a curriculum-related program was expanded. Third, the importance of teacher competency development was learned through the micro-teaching, and the students' understanding of the learning process was expanded.

Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb’s educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, “high psychological resources, no burnout risk,” was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, “moderate psychological resources, mild burnout,” was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs.

This article analyzes the assessment of the four development levels of the Digital Teaching Competence (DTC) to recognize the needs and formulation of challenges in training and educational innovation required in the pedagogical practices of university professors under the current context of the Covid-19 pandemic. The study used an empirical-analytical methodology with a non-experimental, transactional, descriptive design. The sample design was probabilistic, estimated with 95% confidence and 5% error among 252 teachers from various faculties of the University of La Guajira. The selected instrument corresponded to the rubric's application to evaluate the university professor's digital teaching competence in Latin America. Among the study's significant results, we highlight that the rubric presented a high Cronbach's alpha reliability (α: 0.947). In the general assessment of DTC development, it was estimated that 78.2% of teachers are in the first two levels of DTC development assessment (Beginning and Middle). The evaluation rubric allows identifying challenges and opportunities that teacher training must address to advance the professional development of professors.

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in education system – university teachers, general education teachers, students and children’s parents – coped with the encountered challenge and what was important to them under changed conditions. This paper uses a communication management objective to describe how participants in the education system respond to the emerging distance learning situation and its challenges.The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows concluding that after a successful transition to distance learning the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis situation emerged. The research showed that the adaptation period was necessary at the beginning of the new activity. Competent leadership was expected from the teacher also advance preparation of all the actors in education process was needed. The data do offer a window into the dynamics of online teaching in crisis situation and experiences in new activity that are key to success.

This study aims to analyze the effectiveness of implementing the Teaching Factory (TEFA) in improving the professional competence of teachers in State Vocational Schools (SMK) in Jakarta. Teaching Factory is an educational approach that integrates the learning environment with real work practice to bridge the gap between theory and practice. This study uses a quantitative method with surveys and interviews as data collection tools. The respondents are vocational school teachers involved in the Teaching Factory program. The results show that the implementation of Teaching Factory significantly improves teachers' abilities in both technical pedagogical aspects and soft skills, contributing positively to the development of their professional competence. The study concludes that Teaching Factory is an effective method for enhancing the quality of teaching and aligning teachers' skills with industry needs.

The use of didactic and interactive materials is essential in generating interest among students and teachers in utilizing mathematical models and digital technologies for the educational process. These materials create a dynamic and engaging learning environment that promotes a deeper understanding of complex concepts and fosters a passion for learning. Additionally, integrating interactive materials into pilot courses can assist teachers in better assessing student learning and adjusting the teaching strategies accordingly and the teachers can receive valuable insights into students' strengths and weaknesses, allowing them to provide targeted support and intervention when needed. In this context, the purpose of this paper is to introduce an approach for solving mathematics problems embedded in technical scenarios within the defense and security fields with the aid of digital technology. In this way, students can visualize abstract concepts, experiment with different scenarios, and receive instant feedback on their understanding. This paper helps to reinforce key concepts and enhance problem-solving skills, sparking curiosity, creativity, and encouraging active participation and collaboration. Throughout the development of this proposal, good practices are adopted, and advice for improvement is collected while having a wide range of users, giving feedback, discussions, and testing (pilot) short-term learning/teaching/training activities.

In the ever-evolving landscape of higher education, the shift to hybrid teaching approaches has introduced novel challenges and opportunities for both educators and students. This qualitative study, grounded in a robust theoretical framework, combines in-depth literature reviews, informal interviews, observations, and thematic analysis to explore the multifaceted dynamics of hybrid language learning within a College of Arts and Sciences. By investigating the experiences of twenty students (referred to as 'S-Part 1' to 'S-Part 20'), the research delves into the core theme of 'Teacher-Student Interaction in Higher Education Institutions' and unpacks nine additional themes: 'Adaptability and Resilience,' 'Flexibility and Autonomy,' 'Connectivity Challenges,' 'Feelings of Isolation,' 'Technology Competence,' 'Personalized Learning,' 'Resource Accessibility,' 'Support Mechanisms,' and 'Positive Learning Experiences.' In this study, these themes encapsulate the diverse experiences and challenges encountered by teachers and college students as they navigate the evolving educational landscape. The insights derived from the study are underpinned by a robust theoretical framework and complemented by existing scholarly literature. As we delve into these themes, it becomes evident that they shed light on not only the intricacies of hybrid language learning but also the broader educational context, offering valuable guidance for educators, institutions, students, and researchers. Based on the ample results, recommendations are presented for school administrators, teachers, students, and future researchers to enhance the quality of hybrid teaching and learning, aligning it with the demands of the post-academic era. Overall, this study contributes to the ongoing dialogue on innovative pedagogical strategies and responsive educational environments, underlining the significance of teacher-student interaction in the new normal of higher education.

Attitudes and behaviours towards the natural environment have been extensively studied in certain cultural settings during the last 40 years. In education, the teacher's ability to grasp the fundamentals of an academic subject may define his or her own attitudes towards that discipline; certainly the reverse is also valid. The correlations between affective and cognitive domains appear to play a significant role in teaching-learning dynamics. In this study we seek to assess whether the affective posture towards school sciences of a cohort of teachers in rural communities shows an association with their cognitive competence in the disciplines. The results of this study provide evidence that there is a statistically significant correlation between the cognitive and affective domains for in-service teachers. The affective domain, therefore, could serve as a predictor for cognitive competency and self-efficacy expectancies with respect to both content and career fulfilment.

The approach to the personal experience and previous ideas about Physical Education of future Primary Education teachers is a starting point of great interest for the teaching of the subject of Didactics of Physical Education. The study aims to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the course on “Didactics of Physical Education”. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring pre-test and post-test; (2) the analysis of students' autobiographical accounts of their school experience with physical education. The participants were students enrolled in the Bachelor’s degree program in Primary Education at the University of Santiago de Compostela (USC) who undertook the course last year. The results obtained reveal that after taking the subject of Didactics of Physical Education, students give greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical memories, students associate good memories with relationships with classmates and the playful and socializing nature of the subject; and among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics.

Objectives: Teachers’ intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students' action intention in class are still unclear; Methods: This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students’ normative and non-normative classroom actions under different text prompts (“how” and “why”); Results: The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students' classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students’ normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions.; Conclusions: This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers' brain electrophysiological activities related to social ability.

Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Forty deans and heads of education faculties in Spain took part in the survey. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.

This study critically reviews the situation of Language teachers in China, who transited from on-campus face-to-face teaching to online teaching within one week of the official school opening dates, which were postponed due to the outbreak of the COVID-19 pandemic. Presently, the study is located in an interpretive research paradigm, and hence, it takes the human experiences within educational setups to be subjective and complex. In so doing, to elude this educational transition and its complex dynamics, the research uses such qualitative research methods as document analysis and interviews. Painting a picture of great variety in individual experiences and challenges, strategies, and outcomes not only across these two specific institutions but, certainly, more broadly through the lens of previous case studies. First, it values depth over breadth and tries to unearth the varied experiences, challenges, innovations, and achievements faculty made during their transition into online Language Teaching. The results of the study are believed to be able to contribute quite a rich, detailed, and multi-faceted perspective to the pool of knowledge for the complexities of online Language education in China, which may be of interest to educators, policymakers, and researchers.

This study aimed to explore the factors that influence parental involvement in supporting 7 the education of children with disabilities in Malawi, thereby generating insights into the barriers 8 and facilitators they face. We conducted focus groups and in-depth interviews with 25 participants 9 from the Nkhata Bay District: teachers, parents, and children with disabilities. We used the COM-B 10 model to analyse how parents' capabilities, opportunities, and behaviours influence their involve- 11 ment in their children's education. The study revealed that parents of children with disabilities 12 showed willingness, optimism about their children's future, and a strong sense of responsibility for 13 their education. However, factors such as the limited knowledge of children's learning needs, time, 14 low confidence, and financial challenges have constrained their involvement. Schools and commu- 15 nities frequently limit participation opportunities by not consistently practicing or championing pa- 16 rental involvement in policies or actions. The study sheds light on the complex interplay between 17 knowledge, practical constraints, and external support systems that shape parental involvement in 18 the education of children with disabilities. Further research aimed at creating tailored and context- 19 relevant interventions to improve parental involvement in the education of children with disabilities 20 in low-income settings is required.

The Performance Assessment for California Teachers (PACT) is a high stakes summative assessment that was designed to measure pre-service teacher readiness. We examined the inter-rater reliability (IRR) of trained PACT evaluators who rated 19 candidates. As measured by Cohen’s weighted kappa, the overall IRR estimate was .17 (poor strength of agreement). IRR estimates ranged from -.29 (worse than expected by chance) to .54 (moderate strength of agreement); all were below the standard of .70 for consensus agreement. Follow up interviews of 10 evaluators revealed possible reasons we observed low IRR, such as departures from established PACT scoring protocol, and lack of, or inconsistent, use of a scoring aid document. Evaluators reported difficulties scoring the materials that candidates submitted, particularly the use of Academic Language. Cognitive Task Analysis (CTA) is suggested as a method to improve IRR in the PACT and other teacher performance assessments such as the edTPA.

The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquirement need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability in Higher Education (HE) and how to empower students to take a leading role in implementing the SDGs in universities. The participants in the study are a group of 23 students in pre-service teacher training. The experimental educational model used for the development of sustainable competencies consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that a holistic approach is appropriate for developing sustainable competencies and contributes to empowering students to implement SDG 12 at their university.

Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from fifty-seven countries and regions) made it possible to collect data from a more representative sample and draw meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.

The article discusses the problem of digital transformation of school mathematics education. Two traditions of mathematical education in Kazakhstan are considered in historical perspective: “factory” and creative, research. The key features of the current state of the school education system in Kazakhstan in the framework of the mass school system and alternative systems are considered. The system of state final and current student assessment, elements of the digital economy of education are characterized. The socio-economic and political prerequisites for the possibility of significant changes in the education system are formulated. The necessity is substantiated for the effective development of the country in the 21st century of personality qualities brought up in creative mathematical education in the context of tasks that are “not known how to solve”. It is shown that due to the use of digital technologies, in particular AI technologies, the process of transformation of the education system can be started in modern Kazakhstan. This transformation will be aimed at bringing the education system in line with the needs of the modern economy and modern society. The main components and dimensions of this process are considered. In particular, the necessary changes in the system of training and professional development of mathematics teachers and the necessary elements of continuity of this system with a comprehensive school are indicated.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

The Indian educational system grapples with deep-rooted structural and systemic challenges that have hindered equitable access to quality education across all levels. Central issues include outdated curricula that fail to equip students with contemporary skills, significant socio-economic disparities limiting access and outcomes, and inadequate teacher training alongside deficient infrastructure, particularly in rural and economically disadvantaged areas. These challenges contribute to unequal educational opportunities and outcomes, with a stark divide between urban and rural, and between private and public institutions. This review delves into these pervasive issues, analyzing how they manifest from primary through tertiary education. In primary education, the focus often remains on rote learning, overlooking critical thinking and problem-solving skills. At the secondary and tertiary levels, curriculum relevance remains a concern, as courses frequently do not align with modern industry demands or technological advancements, creating a skills gap among graduates. Addressing these challenges, this review proposes a series of reforms aimed at building a more inclusive and effective system. Key reforms include curriculum modernization to incorporate skills for the 21st century, integrating digital learning tools to expand access and facilitate adaptive learning, and comprehensive teacher development programs that emphasize continuous professional growth. Together, these initiatives aim to create an educational environment that is not only inclusive but also adaptive to the evolving demands of a globalized world, thereby enhancing the quality and reach of education across India.

"Redesigning Education: A Transformative Approach" outlines comprehensive strategies for re-forming educational systems from primary to secondary levels to promote holistic student de-velopment. Traditional educational models fail to address diverse learning needs and cultivate critical thinking, creativity, and emotional intelligence. This study introduces innovative approaches such as personalized education through AI, wellness schools, professional skill development programs, and social and emotional learning (SEL) integration. The methodology includes an extensive literature review of contemporary educational books, peer-reviewed articles, and case studies from highly developed European countries, ensuring that the proposed strategies are grounded in credible and current research. Key reforms include continuous professional development for teachers, enhanced teacher training and support, comprehensive counseling services, and robust support systems for students. Strengthening school-family collaboration and promoting multiculturalism through inclusive policies and cultural events are emphasized. Additionally, upgrading school infrastructure to create safe and welcoming learning environments is essential for student prosperity. The proposed educational reforms aim to create an inclusive, innovative, and supportive learning environment, ensuring students thrive academically, emotionally, and socially. By integrating these comprehensive reforms, the study seeks to develop effective educational systems that foster student well-being and excellence, equipping future generations for success in a rapidly evolving world.