Opening Keynote Speech

Justifying grades is part of being a professor in today’s classrooms. Sometimes, negotiation between student and teacher about the grade overrides the learning process. If a grade does not meet the student’s expectation, instructors observe students’ increase in anxiety and decrease in motivation and interest in learning (Kohn, 1994). There are additional concerns about student engagement when students are not invested in a course(e.g.,non-majors; Barry, 2023).

Alternate grading systems, like contract grading, assist instructors with engagement. It is associated with critical pedagogy because it distributes the power equally between the instructor and student with the use of a “contract”. The student decides on a set of criteria that demonstrates their mastery. By alleviating the need to meet instructor expectations, students are free to ask questions and deeply explore the content.

My research aims were:

-How does one become an effective instructor in the challenging context of a class that enrolls non-education majors?

-How does my vision of the purpose of grading support my goal of student engagement and affect my interactions with the class?

S-STEP (Bullough & Pinnegar, 2001) was selected as the qualitative research approach because existing data was used to study my practices and professional experiences. For this study, four data sources were utilized: (a) autobiographic accounts, (b) field notes (c) students’ reflections on the course d) students’ assignments.

Two themes emerged around engagement: instructor-content engagement and student-instructor engagement. The instructor was able to teach the content at a deeper level by developing more engaging lectures and developing higher-level thinking questions. Second, the instructor was able to interact with students on an equitable level and respond to their needs. Alternative grading systems, as an equitable teaching practice, may assist the instructor in course development and improved student-instructor interactions thus increasing overall engagement.

Research on teacher education highlights the mismatch between the practicum of pre-service teachers (PSTs) and coursework (Brown, Barry, Ku, & Puckett, 2020; Barnes, & Smagorinsky, 2016; Zeichner, 2010, 2018). This study explores ways in which field-embedded collaborative literacy practices through the formation of Professional Learning Networks (PLNs) impact PSTs’ beliefs and enactment of literacy instruction, with a particular focus on multilingual learners (MLLs).

PLNs serve as the conceptual framework combined with self-study methods in teacher education practices (S-STEP). PLNs propose a theory of learning that situate the acquisition of knowledge and skills in communities. As groups engage in collaborative activities, members both grow and learn specific norms and expectations (Lomos et al. 2011; Vescio et al. 2008). As a framework focused on the multiple communities, this theory of learning is highly relevant to teacher preparation programs. Furthermore, as teacher education researchers, self-study of our practices provides an opportunity to analyze and reflect on educator’s ways of knowing and knowledge of practice, while considering practices that support literacy learning (Berry, 2015).

Open coding of various data sources was conducted, including course assignments, syllabi, student feedback, and reflective memos.

Findings, include, but are not limited to:

• PSTs describing how participating in PLNs fostered experimentation with instructional practices

• PSTs taking on the role of critical friend in the PLNs without prompting

• PSTs engaging with multiple aspects of content area literacies to support all students, particularly MLLs.

Based on findings, this work has the potential to address the mismatches perceived within PSTs' shift from full-time coursework to full-time field placements and to build PSTs' use of collaborative literacy practices as modes of learning and learning to teach all students. Given its focus, this study connects with the overall conference theme and the strands, Characteristics of Quality Teaching and Research on Equitable Teaching Practices.

In this Self-Study of Teacher Education Practices session, I will share my self-study of my return to the elementary science classroom after a hiatus of 12 years, during which time I became a tenured teacher educator. My research aim is to investigate the current context of the K-12 classroom in order to inform and update my practice as a teacher educator.

This work builds on a pilot (Angelone, 2024) and similar self-study research (McDonough, 2017; Peercy, 2014; Scherff & Kaplan, 2006). I align this work with research from a sociocultural and critical perspective that recognizes that learning is social and situated (Lave & Wenger, 1991; Vygotsky, 1978) and that schools are cultural sites of power (Foucault, 1977; Freire, 2000). I will also draw on Berry’s (2008) concept of tensions to provide a “language for describing practice, and in so doing, may be considered a way forward in developing a pedagogy of teacher education that can be shared” (p. 166).

This is a qualitative self-study of my return to the elementary science classroom for one semester. As I prepared, taught, and navigated elementary school once again, I wrote (and am in the process of writing) daily reflections and engaged another teacher educator as a critical friend (LaBoskey, 2004). Once the semester is complete, I will conduct a thematic analysis in order to contribute to the S-STEP literature in a way that acts as “a stimulus for others to better interpret their own experiences, so extending the personal benefits of self-study to new knowledge for others” (Loughran & Northfield, 1996, p. ix).

This work is related to the conference theme and strand in that quality teaching must reflect the current context. As classroom demographics change, teacher candidates must be prepared to contribute to a more equitable world within their classrooms.

The research aim of this study was to explore characteristics of quality teaching and curriculum design for equitable teaching related to small-group reading instruction. Through a partnership between a campus principal, an instructional specialist, a university associate professor, and reading language arts teachers at an elementary school in the Southwest United States, we sought to increase and assess collective teacher efficacy in small-group reading interventions. We designed an instructional framework focusing on standards-aligned exemplars to improve reading achievement of students in grades 3 through 5. The lessons focused on teacher clarity, exemplars, the gradual release of responsibility, a variety of modes of student responses, and alignment to standards. Further, we aimed to increase equity for economically disadvantaged students by providing authentic reading and writing experiences. We sought to move beyond traditional test preparation, typically unengaging and usually more prevalent in low socio-economic schools, towards the high-quality best practices that all students deserve. The study followed the theoretical framework of andragogy as we aimed to increase collective teacher efficacy through shared practices via professional development, professional learning communities, collaborative lesson planning, and coaching cycles. We utilized the methodological approach of grounded theory using the constant comparative method to analyze teachers’ perceptions on the instructional framework through focus groups. Findings revealed that during the two years of implementing the instructional framework, students’ reading achievement on the state assessments increased compared to the three years before implementation; additionally, teachers’ responses were positive towards the instructional framework. Implications for developing the practice of stakeholders and future research are further discussed based on this self-study of teacher education practices. This study addresses the conference theme of teaching quality as we aimed to improve teachers' practices in equitable reading interventions, with a focus on the specific strand of characteristics of quality teaching.

Knowing the critical importance of social emotional learning (SEL) as a path to equity and justice in our teacher education programs, this group of junior faculty considered how to better teach preservice teachers about equitable teaching practices through SEL. Building on previous self-study by the authors, the focus of this study was continued exploration in how to impact preservice teacher’s SEL understanding, exploring their own social emotional competencies. The five commonalities of self-study research found across the work of Barnes, LaBoskey, and Samaras (Mena & Russell, 2017) were used.

The authors journaled and reflected on class sessions, critically questioning preparation, pedagogical delivery, and student response to teaching through a SEL lens. They examine how the deliberate use of questioning enhances instructional practices and promotes reflective teaching among novices. Collaborative reflective inquiry was a critical piece to the study. While analysis continues, preliminary findings show we are not intentionally pointing out how our actions impact students or providing feedback to enable them to reflect deeper about social awareness and relationship skills. Most critical, this study has opened discussions around what social and emotional competencies need to be deliberately taught in our teacher preparatory programs, tying to characteristics of quality teaching and curriculum design for equitable teaching. We hope to contribute to the ongoing dialogue about SEL teaching practices by employing self-study methods to present perspectives from educators immersed in the current teacher education landscape.

Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 International Conference on Self-study of Teacher Education Practices. Studying Teacher Education, 13(1), 105-122. https://doi.org/10.1080/17425964.2017.1287694

The aim of this collaborative self-study was to investigate how I enacted inclusive literacies as an associate professor for elementary language arts and literacies in a Bachelor of Education program at a rural Canadian university. This study was informed by critical pedagogies (e.g., Apple, 2013; Freire, 1986; Giroux, 2011) and critical literacies (Comber, 2015a; 2015b). Critical pedagogy is defined as “that which attends to practices of teaching/learning intended to interrupt particular historical, situated systems of oppression” (Lather, 1992, p. 121). Paulo Freire’s (1986) critical pedagogy emphasizes the importance of empowering students and liberating them through educational practices. Freire (1986) provides significant techniques of teaching that aim to enhance students’ critical thinking and agency as active learners and citizens. Committed to enacting socially just and equitable literacies with preservice teachers, a critical lens enabled me to examine, disrupt, and transform my practices to become more inclusive. My course design was inspired by Freire’s work, along with others (e.g., Apple, 2013; Giroux, 2011), who advocate for promoting a critical consciousness of students while developing an understanding of historical-socio political incidents that surround learners. A central focus of my research was exploring relations among literacies, places, and identities. Drawing on data from course outlines, instructional artifacts, my reflective journal, and other course materials (powerpoints, handouts, photos, readings), I will show how S-STEP enabled me to enact more inclusive socially just literacies through critical reflective practice, leveraging digital technologies, and designing equitable literacy events. My work contributes to the overall theme of the conference by making connections between S-STEP and socially just classrooms.

Research Aim

Three faculty at a rural, midwestern university participated in an interdisciplinary Faculty Learning Community (FLC) to pilot HyFlex course design and delivery. The HyFlex model allowed students to choose learning modes (in-person, synchronous online, and asynchronous online). Throughout the two-year (2022-2024) pilot, three FLC members conducted a self-study to explore how designing and teaching HyFlex courses influenced their practices.

Theoretical Framework

We utilized narrative, transactional, and adult learning theories to frame and critically examine how we individually and collectively experienced the (new to us) world of teacher preparation through HyFlex (Connelly & Clandinin, 1990; Dewey & Bentley, 1949; Rosenblatt, 1978). Epistemologically, transactional theory recognizes dynamic, ecological relationships between knowers and their environments (Dewey & Bentley, 1949). We sought to improve teaching practices, student learning, and contribute to the larger academic landscape.

Methods

We chose self-study of teaching practices methodology to critically examine our teaching and develop more consciously driven modes of pedagogic/andragogic activity in light of FLC experiences. Data included transcripts of meetings and critical friends discourse, instructor and student-produced artifacts, student and faculty survey responses, and anonymous course evaluations. Bi-weekly collaborative discussions with internal and external critical friends (Schuck & Russell, 2005; Frambaugh-Kritzer & Stolle, 2023) provided cross-disciplinary perspectives to examine and reframe teaching practice (Freidus, et al., 2005).

Results

As a result of this research, we identified opportunities to transform our online teaching practices by (1) explicitly calling attention to how HyFlex pedagogies influenced the future iterations of the courses we taught in terms of design and practice; (2) attending to individuality in the online learning environment, as communicated by choice and multiple options for interacting with one another and the content; and (3) purposefully creating safe, equitable, and inclusive online learning environment for teachers, teacher candidates, and ourselves as teacher educators.

Australia’s current social contract in education is underpinned by compliance-orientated policies, which are performative in nature and reflective of dominant discourses and exclusive values. While there have been some attempts to disrupt this contract in Australia they have been largely unsuccessful as education policy and practice continue to perpetuate narrow definitions of participation and success. If we are to pursue quality teaching for a more equitable world we must engage with policy, curriculum and educational organisation structures to challenge the existing social contract and build the new. This symposium explores three cases in the state of NSW in which the much-needed disruption is being attempted through a refusal to problematise student groups.

The first case highlights the need for First Nations’ policy to align with a rights-based approach to education. The existing policy climate fails to meaningfully promote First Nations’ self-determination and authenticity in enactment by teachers and school leaders. Through a qualitative approach involving interviews and document analysis, findings show the value in adopting a rights-based approach to education policy design and enactment. The second case uses curriculum to disrupt traditional expectations of academic career paths for students through the development of a senior numeracy course which aims to consolidate functional numeracy and mathematics skills in preparation post-school. Recent research found that the course significantly increased mathematics participation for students who otherwise would not have taken senior mathematics, empowering young people with the required numeracy skills to become active citizens. The third case represents disruption to traditional definitions of ‘academic success’ through the creation of an alternative senior school college. An evaluation exploring the impact of the college on engagement, wellbeing and academic achievement revealed that many students previously unable to engage or achieve in a traditional school were able to experience success and hope for a new future.

Since 2020, the world has been experiencing a perma-crisis marked by a global pandemic, wars in Europe and the Middle East, and climate change (Suliman, 2022). One consequence is increased global migration as people seek safety and opportunities for a better future for themselves and their children. As a result, many nations are experiencing diversification of their populace and grappling with increasing social complexities, that are in turn contributing to inequities (Vertovec, 2023). In this context, the challenge of creating and sustaining a teacher workforce across the globe that is culturally responsive and reflects the racial and ethnic diversity of the populace is critical for achieving educational equity.

In the United States, a country of great diversity, there are significant disproportionalities in academic and social outcomes for non-White students, non-native English speakers and students impacted by poverty. Research conducted in the United States shows all students benefit from having a diverse group of teachers who enact culturally responsive pedagogies and practices as they prepare for a global society (Aronson & Laughter, 2016; Cherng & Halpin, 2016) and students who learn in classrooms led by teachers from diverse racial and ethnic backgrounds are more likely to develop positive identities, develop cultural competencies to combat stereotypes, reduce unconscious biases, and develop greater social cohesion (Blazar, 2021; Wells, Fox, and Cordova-Cobo, 2016).

This symposium features four presenters who will describe the research- and evidence base that supports the need for culturally responsive and diverse teachers to achieve educational equity and the implications for teacher preparation and professional learning. Additionally, in this symposium participants will learn about the design of a teacher preparation program aimed at recruiting and preparing Black teachers to teach STEM education in secondary schools in the US and resources for supporting teacher professional learning for culturally responsive teaching.

The immense importance of teaching quality – especially for advancing equity – has been underscored by a robust body of research and reports in recent decades (e.g., Akiba et al., 2007; Darling-Hammond, 2000; UNESCO, 2014, 2024). Yet what we mean and understand by ‘teaching quality’ varies across time and space (Darling-Hammond, 2021). Moreover – and crucially for educational researchers, policymakers, and other key stakeholders – the means through which we can research teaching quality vary widely (Thomas et al., 2025).

This symposium therefore examines the intimate relationship between conceptualisations of teaching quality and the methodological approaches employed to study it. It further explores the role of context and considerations for studying teaching quality in international or comparative perspective through 4 papers as well as a brief introduction and discussion. The Symposium Organiser (Author 1) will first introduce the symposium topic, goals, and four papers. Then, the first paper (Authors 2 & 3) will discuss how the role of context may mediate both the conceptual and methodological study of teaching quality, drawing on several cross-national examples for illustration. In the second paper, Authors 4 & 5 will discuss arts-based approaches that could be utilised to study teaching quality, including how they might attend to contextual and conceptual differences. Author 1 will then discuss the promises and perils of observational research – including both ethnographic and highly-structured/quantitative protocols – for studying teaching quality around the world. In the fourth and final paper, Author 6 will present varied approaches to systematic literature reviews, which have become increasingly common in educational research (including on teaching quality), and the challenges of carefully considering their design so key contextual nuances are not lost. The Discussant will then offer reflections across presentations. Collectively the symposium will offer unique conceptual, methodological, and contextual insights on researching teaching quality.

Introduction

Imagining possible ways to enhance quality teaching for creating equitable learning opportunities for diverse learners needs to recognize the historically and socially developing opposition between global imperatives that impose uniformity in education and the local cultures that are diverse. The diverse ways of knowing that students bring to formal education are largely overlooked in the stress to homogenize teaching and learning. However, there is much theoretical support to view diversity as a necessary aspect of learning in a dialogic meaning making process (e.g., Bakhtin, 1981) and research literature on teaching and learning uphold the value of multiculturalism (Ladson-Billings, 2014; Parkhouse, Lu & Massaro, 2019; Ratnam, 2020). The ISATT collaborative projects are premised on the epistemological principle that reimagining teaching to diversity involves support to teachers/educators to experience first hand what it means to learn from diversity so that they are able to provide similar support to the diverse students they teach.

Purpose and significance

The ISATT collaborative projects involves 72 members from Africa, Asia, Europe, North and South America. This provides a rich opportunity for members from diverse sociocultural contexts to gain a firsthand understanding of what learning with diversity means. They learn about, with and from each other as they engage collaboratively in exploring new possibilities for the future of teaching and learning through five studies on research topics which address the persisting challenges of enhancing quality teaching and teacher education.

Symposia Part 1 reports the findings of the first three of the five research topics of the ISATT collaborative project.

1. Filling the gaps of online practicum for pre-school and primary education in-service teachers
2. Integration of AI-based tools as part of teacher training: a step towards digital inclusion?
3. The changing roles of teachers in contemporary education

In Quebec, the only French-speaking province in Canada, more than a third of Quebec students are first or second generation immigrants (Ministère de l’Éducation du Québec, 2023) and the initial training of teachers regarding the consideration of ethnocultural diversity varies depending on the university they attend (Larochelle-Audet et al., 2013). The heterogeneity that now characterizes most classes requires future teachers to develop a more inclusive approach (Magnan et al., 2021). The training must also bring them closer to real practice, enabling them to develop a certain professional know-how (Schön, 1983; Giddens 1987) in a context of ethnocultural diversity. In a research project conducted with preservice teachers (Audet et al., 2022-2026), we tested an experiment using an intervention training system in the context of ethnocultural diversity, based on stories of practice from in-service teachers that feature a student from an immigrant background (Audet, 2022). Through pre- and post-training questionnaire and individual interviews, we documented the effect of the experiment on future teachers’ acquisition of the professional know-how related to considering ethnocultural diversity. Generally, the results indicate that the group analysis (Desgagné et al., 2012) of these stories of practice facilitated the evolution of future teachers’ representations of students from immigrant backgrounds and their families, their perceptions of their responsibility towards these students as well as their positions regarding the status and legitimacy of the students' languages and cultures of origin. The potential and limitations of such training experiment for an effective implementation of inclusive practices will then be discussed. Our presentation is part of sub-theme 5: Equity and inclusion in teacher education.

Aim

Within Curriculum for Excellence, Religious and Moral Education is just one of the eight areas implemented within Scottish primary schools (The Scottish Government, 2011). The current paper, related to an ongoing doctoral thesis, aimed to understand how moral education was implemented in a non-denominational primary school.

Methods

An interpretive paradigm was adopted to provide in-depth descriptions of how moral education was implemented through a single case study approach (Kumatongo and Muzata, 2021). The three research tools were semi-structured interviews, researcher observations of moral education lessons, and document analysis. Nine educators participated in these. Twelve lessons were observed across the primary school stages, and the School Improvement Plan was collected from the school. These were then inductively thematically analysed to identify emerging patterns (Braun and Clarke, 2021).

Findings

The findings suggest that moral education implementation in this primary school had a tokenistic approach to diversity. Interviewees expressed that religious festivals are used in their practice and that these are only taught at specific times of the year. Despite this, Education Scotland (2021) has stated that ‘one off lessons that explore diversity… can have unintended consequences of ‘othering’ those who are not from the ethnic group which is in the majority’ (p. 21). Within this primary school, this one-off approach was common, and educators were aware that this was having a negative impact on students in their school.

Conference Theme

The current research highlights the need for equitable teaching practices as a way to address the needs of students from different backgrounds. The recent Census has shown that society continues to diversify (Scotland’s Census, 2024) which ultimately impacts the students’ in our classrooms. Therefore, the practice within moral education must be reflected on as to whether or not current teaching approaches are inclusive of various religious and non-religious beliefs.

This study explored how bodily awareness and expressions operate to promote or hinder the development of equity in teaching, as exhibited by student-teachers from diverse socio-cultural/ethnic backgrounds during their practicum experiences in a teacher education college in Israel. Specifically, we focused on competencies such as establishing presence as teachers, creating inclusive and egalitarian classroom interactions, leading discussions, and clarifying pedagogical content.

The connection between movement expressions and competency development in learning to teach has mostly been studied in the context of physical education. Limited attention has been paid to how the socio-cultural features of the school context and student-teachers’ backgrounds might inform their use of particular body expressions as non-verbal tools to promote equity in the classroom. Connecting between conceptualizations of body-movement awareness, socio-cultural perspectives on learning-to-teach and teaching competencies, we extend the focus on student-teachers’ use of bodily expressions in learning to teach in diverse socio-cultural-ethic elementary school contexts.

16 student-teachers doing practice teaching in Arab and Jewish elementary schools in the North of Israel videotaped themselves during one lesson. Stimulated recall procedures with each student, focused on how they used bodily expressions in teaching. Analysis of the transcribed conversations combined emic and etic interpretative lenses.

Three recurrent themes were identified: "Encourage via movement" for a safe and inclusive classroom climate, "I teach with my hands" for organizing and clarifying content, "These movements are me" for strengthening teacher presence. We exemplify and discuss these themes as exhibited distinctively in diverse contexts of practice.

Raising student-teachers’ awareness of how their bodily expressions play out in their teaching in diverse contexts deserves further attention in teacher education research and practice. Our presentation considers this dimension, stressing the need to educate prospective teachers to become sensitive to how their bodily expressions might promote or hinder equity in the classroom.

Inclusive education has been a worldwide trend for decades but has remained contested in practice. There is an international consensus on the philosophy of inclusive education, which is based on removing learning barriers for all students, addressing their needs, and steering them to make choices and be active in their adulthood in the broader context of society. What has been challenged is the ambiguity of inclusive pedagogy and practical implementation of inclusion: How can education meet the needs of diverse learners? In this article, we investigate student teachers' views on the professional challenges of their future work from the perspective of inclusive education. Our research uses sensemaking theory, which describes how people create meaning and understanding from their experiences. In our research, we ask what kind of changes student teachers believe will happen in their work in the future with the increase in diversity and inclusion. We are also interested in how the student teachers tackle the practical issues that arise with diverse learners. The data (N=134) was collected from two student-teacher groups. The first data set was collected using the reminiscing the future method, in which the students evaluated the changes in the teacher's work and identified future challenges. In the second data collection, another student group constructed meanings through a sensemaking process to explain and understand the themes of the first data set. Our results help to understand student teachers' perceptions of diversity and their attitudes toward it. In addition, the results describe how student teachers evaluate the teacher's work as it changes with the increase in diversity.

This small-scale study aims to explore pre-service teachers’ perceptions of their role as Teacher Leaders and how their sector of study and/or background and experience may influence these perceptions. These perceptions are compared with research literature and Scottish Educational policy to consider how improvements to policy and Initial Teacher Education provision may arise from increasing engagement with student voice. A mixed methods approach utilising an online survey and self-selecting semi-structured interviews was employed. Statistical analysis of the quantitative data and thematic analysis of the qualitative data was combined to gather a breadth and depth of response. Initial findings suggest that perceptions towards TL are varied among pre-service teachers and may be influenced by factors such as the institute of study. Their personal background and experience were also factors that influenced their perception. Sector did not appear to affect perceptions. In addition, the findings suggest a disconnect between policy on Teacher Leadership and the perceptions of pre-service teachers. Findings also highlight that this is an area that would greatly benefit from further research to allow a research informed approach to ITE provision within Scotland and beyond. One gap highlighted in the literature and policy was a clear definition of teacher leadership and how this can be enacted in different stages of a teacher’s career. Furthermore, there may be a lack of clarity between what constitutes teacher leadership and what is professional conduct in teaching. This is in line with the conference theme of ensuring education is inclusive and equitable for pre-service teachers through understanding how context can affect their self-image and potentially their progression as teacher leaders.

Research Aim: The objective of this research is to conceptualize leadership literacy as a critical capability in initial teacher education (ITE), essential for developing resilient, committed teachers who champion equity and inclusion in their practice. As teachers are increasingly expected to take on leadership roles early in their careers, this study emphasizes the importance of integrating leadership learning into ITE. This research argues that fostering leadership literacy equips teacher graduates with the emotional intelligence, resilience, and self-efficacy necessary to navigate complex school environments and align with school cultures that promote equity and inclusion.

Theoretical Framework: This study draws on theories of affective organizational commitment, career ecosystems, generational differences in work values, and evolving psychological contracts to examine teacher satisfaction, retention, and attraction. These theories are analyzed through the lens of equity and inclusion, underscoring the importance of culturally responsive teaching and equitable school cultures.

Method: The research synthesizes existing studies on teacher shortages, attrition, workforce diversity, and leadership in education. Additionally, it proposes a leadership literacy model for ITE. This model is supported by a descriptive analysis of student experiences from surveys and focus groups, highlighting strengths and growth areas in ITE subjects focused on leadership development.

Findings: Early career teacher retention is influenced by alignment between personal values and organizational culture, particularly regarding equity and inclusion. Leadership literacy fosters deep understanding of self and workplace environments, enabling teachers to make employment decisions that support equitable practices. Millennials and Generation Z, who prioritize social justice and diversity, seek workplaces that reflect their prosocial values, making their affective commitment to equity critical.

Relevance: Embedding leadership literacy in ITE is essential for shaping a future teaching workforce committed to equity, diversity, and inclusion. This prepares teachers to lead not only within their classrooms but also as active contributors to equitable school cultures.

This research explores how teaching practices of Train-the-Trainer (TtT) programmes within European student non-profit organisations can inform early career academic teacher development programmes in the UK higher education context.
To assess the transferability of non-formal education pedagogical practices and conceptual approaches used in TtT initiatives, the study first compares, contrasts, and maps the differences between the professional development frameworks, such as the European Training Strategy Competence Model for Trainers (2016) and the UK Professional Standards Framework (2023). Secondly, based on four case studies – two TtT courses for experienced student organisation members and two UK-based academic development courses for early career academics such as novice lecturers and graduate teaching assistants (GTAs) – the paper examines the distinctive features of each programme. It then identifies those aspects of TtT events that can be adapted in the higher education setting, such as learner-centredness, flexibility, practice orientation, and continuing reflexivity.
The study employs institutional theory to explore how formal higher education institutions might integrate or resist non-formal education practices, considering their institutional contexts, possible tensions, and academic precarity.
Preliminary observations suggest that TtT practices may offer more adaptable, culturally responsive, and reflective approaches and are often more sensitive to meeting the diverse needs of learners compared to traditional university teaching methods. This research is particularly relevant for academic developers involved in the certification of academic practice or GTA training, but also educators seeking to integrate inclusive and student-centred approaches in higher education, contributing to broader debates on equitable university teaching practices and curriculum design.
This paper aligns with the conference sub-themes “Characteristics of quality teaching”. It provides insights into how the innovative and inclusive approaches from non-formal education-based training can enhance the learning experiences of early career academics in becoming more competent and sensitive university teachers.

This study explores the experiences of teachers in both traditional and alternative teacher training programmes in Niegria, with a specific focus on the alternative programme offered by Teach For Nigeria (TFN). The aim is to understand teachers' perceptions of the similarities and differences between these two programmes and to investigate their motivations for joining both programmes. The research employs two theoretical frameworks: the Learning to Teach framework from a sociological perspective and the FIT-Choice model. The Learning to Teach framework was used to explore how teachers perceive the training they received in both traditional teacher education (TTE) programmes and TFN. Meanwhile, the FIT-Choice model was adopted to understand teachers' motivations for joining both programmes. A mixed-methodology approach was employed, combining quantitative surveys with qualitative interviews. The findings revealed that teachers perceive traditional teacher education as providing a strong theoretical foundation, but often lacks practical, student-centred pedagogical training. In contrast, TFN is viewed as emphasizing hands-on, practical training but potentially neglecting important educational theories required for reflective teaching. Furthermore, it was found that teachers typically joined TTE as a career fallback or for intrinsic reasons, while they were primarily motivated to join TFN for extrinsic factors such as professional growth and career advancement.

This study contributes to the understanding of teacher education in Nigeria, particularly in terms of how different training models shape perceptions of quality teaching. It emphasizes the need for balanced curricula that integrate both theory and practice to better prepare teachers for quality teaching. These insights are particularly relevant to the conference sub theme of Characteristics of quality teaching, as they offer recommendations for enhancing teacher education to ensure that teachers are equipped with both the theoretical knowledge and practical skills necessary for effective quality teaching in diverse educational contexts.

It is important to understand how assessment in Higher Education (HE) can be made more inclusive. This paper presents how assessment in HE can be made more inclusive through the meaningful participation of disabled students, with a particular focus on choice.

Universal Design for Learning (UDL) is the principle framework of this research. UDL principles can provide an inclusive approach in teaching but are frequently absent from assessment practices. HE Institutions provide accommodations to those students who qualify. However, accommodations are often applied in a wholesale manner according to disability diagnosis, without consideration of the specific needs of the individual. UDL is a helpful tool to support analysis but the framework was lacking on assessment so was enhanced through the application of relevant inclusive pedagogy literature.

A questionnaire was used to collect data from a range of teacher education students. By asking students how best they can be supported, they are able to participate more in decisions about assessment, as the group most impacted by such decisions. The research sought to understand the challenges faced by disabled students in HE assessment and how best they could be supported to be successful, focusing on how choice could be used to provide a more inclusive approach. The enhanced UDL framework was then used to guide a thematic analysis of the responses.

The findings show that the requirements for inclusion of all are varied, and the changes required are not universal, even for students with the same disability or condition. All participants discussed the importance of choice in some area of the assessment process, such as structure, timing or formatting. Consequently, choice needs to be more carefully consider in HE assessment and there needs to be a flexible and varied approach to assessment design, in order to support all students to be successful.

This paper concerns the characteristics of teaching quality. It is well-established that teachers are central to education systems and that teaching quality is vital for educational improvements to support students’ learning (OECD, 2021). This paper presents findings from the Teacher-led Learning Circles (T3LFA) project which facilitated professional learning and development to advance teachers’ leadership of effective formative assessment practices to benefit students’ learning. The T3LFA project was led by Education International and implemented over three years (2020-2023) in seven countries: Brazil, Côte d’Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay.

The theoretical framework combined identification of six key features of effective professional learning and development (Campbell et al., 2022) and four evidence-based Assessment for Learning strategies and linked practices (Lysgaht et al., 2017, 2019). Two overarching research questions are explored. In the Teacher-led Learning Circles:

• What promising teacher-led formative assessment practices were identified?
• What professional learning and teacher leadership processes supported teachers’ formative assessment practices?

The data are from: teacher pre-survey (n=171, 99% response rate) and post-survey (n=121, 70% response rate); a teacher codification framework questionnaire for examples of promising formative assessment practices (113 responses); questionnaires for local facilitators (n=27, 63% response rate), local union representatives (n=10, 59% response rate) and national researcher (n=7, 100% response rate); and National Country Reports (n=7, 100% response rate).

The findings indicate statistically significant improvements in teachers’ confidence in and embeddedness of practice for teachers’ use of effective formative assessment strategies and linked practices in the categories of Learning Intentions and Success Criteria, Questioning and Classroom Discussion, Feedback, and Self- and Peer-Assessment. The findings also indicate positive improvements in professional learning and development processes to support teachers’ formative assessment practices. Reported benefits included teachers’ increased knowledge and use of formative assessments with benefits for students’ learning, progression, confidence, agency, and academic achievement.

Monitoring and Evaluation (M&E) play a crucial role in achieving targeted educational outcomes. In the state of Haryana, India, an M&E mechanism has been meticulously established to ensure accurate data collection by mentors in classrooms, the implementation of structured pedagogy by teachers, and the mastery of weekly competencies by students to achieve Foundational Literacy and Numeracy (FLN) by grade 3. This study delves into the practical application of the M&E framework to conduct effective review meetings across 22 districts in Haryana. The research methodology encompasses a comprehensive analysis of observations from 18 District Project Implementation Unit (DPIU) review meetings, alongside in-depth interviews with 4 District Elementary Education Officers, 4 FLN coordinators, and 8 members of the State Project Implementation Unit team. These qualitative insights are complemented by quantitative data from 8669 schools, meticulously collected during mentoring and monitoring activities. This extensive dataset has been analysed to track progress on seven Key Process Indicators (KPIs). Review meetings, a critical component of the M&E framework, were evaluated using detailed pre-meeting, during-meeting, and post-meeting checklists that involve 16 distinct parameters. These parameters ensure a thorough assessment of the meeting's effectiveness in facilitating targeted actions. The study underscores the significance of quality data collection and the need for consistent training for district officials on M&E practices. Such training is pivotal for enhancing the capability of officials to conduct meaningful review meetings that drive actionable outcomes. The findings from this research highlight the transformative potential of structured review meetings in applying M&E tools. By fostering a culture of accountability towards educational goals, these meetings significantly contribute to the mission's success. The study demonstrates how systematic M&E processes can profoundly impact nearly one million students in Haryana. In conclusion, this research emphasises that robust M&E frameworks and effective review meetings are indispensable for achieving educational targets.

This presentation focuses on the interactions between teacher presence and student flourishing. Drawing on the PERMA framework established by Seligman, the “Calm, Clear, Kind” framework of Patricia Jennings and the work of Dr Stuart Shanker, we explore how teacher presence - mindfulness, embodiment and self-regulation support student social-emotional and academic flourishing. Cultivating the conditions for positive emotion, engagement, relationships, meaning and accomplishment in classrooms is dependent on teacher-student and student-student relationships.

Research is conducted through classroom practice, interviews and professional learning sessions. Presenters will share evidence-based approaches to create compassionate and equitable classrooms through teacher presence, instructional / assessment practices and curriculum design.

This work is significant as we are witnessing high levels of stress for both teachers and students. In addition, student disengagement and social media distraction are impacting student mental health and personal relationships.

This work crosses a number of the sub-themes of the conference including: quality teaching, curriculum design and equitable teaching practices.

This study aims to investigate the current mental health supports available to teachers in underserved urban schools and identify potential interventions to address burnout and improve teacher retention. The focus is on understanding the specific challenges faced by educators, particularly those from marginalized communities, and proposing pathways to promote educational equity through mental health initiatives.

Grounded in Social Support Theory, the study examines how emotional, informational, and practical support systems can mitigate the impact of burnout among teachers. The framework highlights the importance of equitable mental health support, particularly for Black women educators, as a critical factor in fostering resilience and sustaining teacher engagement in urban school settings (Marcionetti & Castelli, 2022).

This preliminary study employs qualitative methods, including in-depth interviews with teachers to explore the mental health supports they currently receive and the gaps that exist. Teachers will share their experiences of burnout, stress, and coping mechanisms, providing insights into the types of interventions that could be most beneficial. Data will be analyzed to identify trends in teacher well-being and offer recommendations for targeted mental health support systems (Bottiani et al., 2019). Although student outcomes will not be measured, the study will provide a foundation for future research on the broader impacts of these interventions.

Initial findings are expected to shed light on the mental health challenges faced by teachers and highlight the need for systemic reforms. These insights will help inform the development of effective mental health interventions that can improve teacher retention in underserved schools.

The study aligns with the conference strands characteristics of quality teaching and equity and inclusion in teacher education, by emphasizing the role of mental health supports in promoting teacher sustainability and educational equity in urban schools.

The research aims to understand to what extent the Scottish Government’s Pupil Equity Funding reduced the poverty related attainment gap for a cohort of urban pupils from 2017/18 to 2020/21. Pupil Equity Funding is where schools are given additional funding per deprived student to increase equity in attainment. A positivist approach is utilised to understand the interplay between the variables of interest (such as poverty, attendance, ethnicity etc.) and changes in attainment.

The methods for this research involved combining datasets on school attainment, student and teacher statistics and deprivation. The attainment data was then compared to create a change variable for each attainment measure (Reading, Listening and Talking, Numeracy and Writing). These change measures were then used as dependent variables in four models (one for each measure) and were then analysed for statistical significance.

Overall, the research showed that the attainment gap had increased over the cohort period. The findings built on previous research and showed how variables such as class size had a negligible impact on attainment. However, it also showed the interconnectedness and nuances between the different attainment measures. It illustrated how the impact of variables such as attendance and parental qualifications changes based on which measure of attainment you are using. Furthermore, it illustrated how variables such as ethnicity, additional support needs etc. were statistically significant in relation to base attainment but not in relation to changes in attainment over time.

Pupil Equity Funding focuses on addressing equity and inclusion through giving school leaders’ autonomy in how to spend additional funds. The research contributes to understanding where Pupil Equity Funding should be targeted to increase equity. Building on this research schools could establish greater partnerships with one another and with the third sector to utilise funding to increase joint curriculum offers or increase shared student support options.

This paper presents a study on quality teaching (Hollins, 2011; Lovat & Toomey, 2009) in rural schools characterised by age heterogeneity. The focus on Italy provides useful reflections on school systems with similar characteristics and problems.

The research fits into the discourse on equity in education (Griffiths, 2003; Hackman, 2005), understood as a commitment to guarantee quality schooling to all students by responding to their specific educational needs and valuing heterogeneity without reducing it to a non-existent standard (Pica-Smith & Contini, 2020). In this sense, multi-age classes are a challenge in rural contexts (Cornish, 2009; Fargas-Malet & Bagley, 2022; Lund & Karlberg-Granlund, 2023): they are often viewed with concern by families and by teachers, who feel more comfortable in age-homogeneous classes. Conversely, age homogeneity represents a cultural trait (Rogoff, 2004) that does not allow for an appreciation of the benefits of different ages and learning styles in the classroom (Gray, 2012).

The paper aims to answer these questions:

• how can equity and quality be promoted in rural schools?
• how is quality teaching in multi-age classrooms designed in terms of organisational and pedagogical practises?

An action research was conducted in a K-8 rural school in Italy. A qualitative approach was used; data were collected through focus groups, logbooks and a final open-ended questionnaire and thematically analysed (Braun & Clarke, 2021).

Teachers and leaders reviewed school organisation and pedagogical methods. The actions concerned three areas: synergy with the territory and the community; reorganisation of school time; creative use of professional resources. In this way, it was possible to improve the quality of teaching and consequently students’ school experience through a design that consciously takes into account the age heterogeneity.

This paper aims to contribute to the reflection on quality teaching by highlighting its importance in contexts characterised by age heterogeneity.

With an average of about 10 million out of school children in Nigeria, the country not only ranks very low in school enrolment but also disproportionately positioned in the attainment of the global goal of education for all. The objective of this paper is to examine how the implementation of equity and inclusion clauses in teacher education could improve school enrolment and achieve education for all (EFA) in the country within the shortest possible time. The theoretical framework adopted is the relative deprivation theory. The paper focused on the three geo-political zones that make up Northern Nigeria which has the largest number of out of school children. The paper adopted the qualitative research method and relied on secondary data to examine the phenomenon and analyze the issues therein and make appropriate deductions. The findings of the paper are that the misapplication of the teacher education policy which is responsible for the out of school children syndrome contributes significantly to the failure to achieve education for all in Nigeria. To that effect, the paper concludes that the poorly conceptualized teacher education programme was largely responsible for the failure to achieve the universal goal. It hereby recommends among others the inclusion of equity and inclusion clauses in teacher education programme as strategy to addressing the out of school children syndrome as well as the attainment of Education for All (EFA) in Nigeria. This abstract/paper is relevant to the conference theme in the sense that an improved teacher education programme has the propensity to boost enrolment and also ensure that education for all is achieved within the framework of social justice and sustainable development. Specifically, the abstract is specifically tied to the sub-theme on Equity and inclusion in teacher education

The Expert Teacher Teams (ETTs) are assigned to lead teacher professional development projects in underprivileged areas in China. However, the literature has given scant attention to how teachers enact leadership and collaborate with other agents, such as the government. Integrating two critical constructs in education, professional capital and Leading from the Middle, this article examines the experiences of ETT members from two typical educational assistance projects. Using qualitative methods, this study delineates a series of professional capital of expert teachers leading in the middle zone, deemed the most crucial force in each case. Expert teachers possess high levels of human capital, extensive social capital, and strong decision-making capital, providing robust professional support for the continuous and effective advancement of projects. Additionally, the ethical capital and influence that expert teachers hold attract a significant number of followers, establishing a solid foundation of educators for improving education in underprivileged areas.They establish a systematic network with clear labor division among other stakeholders, including the government, recipient schools, and local institutions. The implications from Chinese cases suggest the shift of educational assistance from "top-down imput" to "LfM- interscholastic support".

This study is a part of the project What helps one, helps all: Implementing language and content integrated methodology in Norwegian classrooms. The project aims to introduce an adapted SIOP model (Sheltered Instruction Observation Protocol) to classrooms in selected middle and upper secondary schools in Norway in order to increase plurilingual students’ engagement and academic achievement. We investigate how the teachers perceive self-study instruments such as journaling in their own professional development process. The study focuses on the dialogical relationship between beliefs and practices the teachers report (Borg, 2017) and looks at whether their pedagogical awareness changes with the use of self-study instruments.

The study is relevant to the conference as it contributes to promoting equity and inclusion through effective partnerships with schools. The Norwegian Education Act (2024) stipulates that plurilingual students are entitled to adapted language instruction but does not delineate a specific approach. Thus, there is a growing need for increasing in-service teachers’ competence in teaching plurilingual students as 52% of teachers in upper secondary schools are not accredited in second language pedagogy (Næss et al, 2023) and 84% of those working with plurilingual students see the need for more training (Lødding et al, 2024).

The study has a collaborative research design where the researchers and in-service teachers use self-study methodology (Samaras, 2011; Feldman, Paugh, & Mills, 2004), and Educational Research Design (McKenny & Reeves, 2019) to uncover the practitioners’ perceptions of pedagogical practices. Data collection includes teachers’ self-filming, journaling and bi-weekly online teacher-researcher group meetings where the data is discussed and analysed jointly.

Preliminary results show that Norwegian teachers are given a significant amount of autonomy by the school administration which might make professional development an individual endeavour. However, the teachers responded positively to a collective process and used it to leverage change in classroom culture.

This research aims to explore educator confidence in taking learning outdoors and in Learning for Sustainability (LfS) in relation to the professional development opportunities of primary teachers and early years practitioners in Scotland.

LfS is the Scottish policy context within which outdoor learning is situated. Outdoor education and outdoor play and learning has a long-standing heritage. Based on a desire to engage learners experientially through structured and unstructured activities, and via reflection on “learning by doing” (Dewey, 1915, p255). Distinctively, the affordances of the outdoor environment are seen to enhance opportunities for learning in ways that are interdisciplinary, authentically felt, ‘hands-on’, ‘place-based’ and connected to local contexts (Beames and Brown, 2016; Lloyd, Truong and Gray, 2018). Of late, concerns around young people’s wellbeing, and the need for an educational response to issues around sustainability, climate change and biodiversity loss, have led to renewed emphasis on provision for outdoor learning.

Our research involves a cross-sectional survey approach is internationally distinctive in that it asked educators to provide records of location, duration, focus and curricular area of all outdoor provision during a pre-determined time window. In the 2022 research, educators were additionally asked to reflect on their confidence in taking learning outdoors and in LfS, and also to describe any professional learning opportunities they had had throughout their careers. 86 educators from primary and early years settings responded to this part of the survey.

Our findings show that shows that when practitioners have engaged with between 6 and 10 professional learning half-day or similar ‘sessions’ there is a correlation with more secure levels of confidence in both outdoor provision and Learning for Sustainability. This finding suggests that commitment to changing professional practice happens most successfully with sustained provision over time.

The research aim is to show the link between professionalism, professional development, and teaching quality.

The paper will apply Linda Evans’s’ (2014) conceptual models or professionalism and professional development as the theoretical framework. These models are increasingly being applied as analytical frames by researchers of teaching and teachers’ lives (e.g. Behroozi & Osam, 2021; Beresford-Dey & Holme, 2017; Guerin, 2021; Johnson, 2018; Kowalczuk-Walędziak, 2021; Philipsen et al., 2019, 2023; Pineda et al., 2022; Zeggelaar et al., 2018), and in their analysis of five ‘powerful or potentially powerful’ models of professional development Boylan et al. (2018) describe Evans’s (2014) model as offering a ‘paradigmatically distinct approach’.

Methods and findings: The paper will be predominantly conceptual, so will not present a method and findings in the traditional sense of the terms. Its method will take the form of an examination of the contribution that Evans’s model may make to researching professionalism and professional development, and to delineating and underpinning teaching quality. The paper will explain Evans’s model, introducing its link with a parallel model of professionalism, and the 11 dimensions that, to Evans, comprise the componential structure of professional development. The paper will illustrate what Evans calls the chain-reaction-type process of individuals’ micro-level development, whereby change (for the better) to one dimension leads to change in another, and then another, etc., exposing the multi-dimensionality of professional development for teaching quality. Drawing upon selected empirical data from research into teacher morale, job satisfaction and motivation, the paper will illustrate how teaching quality may be conceived of as reflecting not only what teachers do (which, in Evans’s model, is encompassed within the behavioural component of teacher professionalism), but also teachers’ attitudes (what Evans calls the ‘attitudinal component’), and their intellectuality (the intellectual component of their professionalism).

This paper explores Chinese teachers' perceptions of teaching quality in music education, grounded in my doctoral research on teachers' implementation of recent policy reforms and their views on creativity within the context of twenty-first-century music education in China.

The research is guided by a comparative analysis of Western and Eastern theories of creativity, contrasting Csikszentmihalyi's Systemic Model of Creativity (1996) and Craft's Model of Possibility Thinking (2000) with Eastern perspectives, particularly the integration of fine art, truth, goodness, and beauty, as discussed by Rudowicz (2004). Eisner's (2017) framework of educational criticism and connoisseurship further informs the research methodology and analysis.

An interpretivist qualitative approach was employed, involving three rounds of non-participant observations and semi-structured interviews with six participants—three primary school music teachers and three piano teachers.

Findings reveal that these Chinese music teachers recognise the vital role of music education in fostering creativity through quality teaching. Their perceptions of teaching quality are deeply rooted in a holistic understanding that integrates aesthetic education with cultural and educational values. They highlighted the importance of quality in music education as a means to address challenges, including the limited scope of traditional teaching methods focused on technique and knowledge acquisition, alongside the pressures of examinations and the workload these create.

This research contributes to the conference theme of Characteristics of Quality Teaching by examining the impact of traditional and contemporary teaching practices, alongside systemic pressures, on teaching quality in Chinese music education. It also addresses Curriculum Design for Equitable Teaching by exploring how creativity can be integrated within the existing educational framework.

The LGBTQIA+ community in music education represents an invisible minority in United States classrooms. As Fine Arts teachers are called to be advocates, mentors, and allies for Queer students in K-12 education, there is also a need for support for Queer pre-service music education teachers. In-service teachers have shared that they do not know how to approach LGBTQIA+ discrimination/issues in the United States classroom. Pre-service music education students have also reported that most, if not all, of their curricula did not include LGBTQIA+ issues in the classroom. As the body of literature for LGBTQIA+ issues in Music Education continues to grow, more examples of a Queer BIPOC teacher's personal journey mentoring Queer pre-service music educators are warranted. Using a framework of Racial Queer Identity developed by Adames and Chavez-Dueñas, this critical autoethnographic research calls attention to the researcher's personal journey experiencing both LGBTQIA+ and racial discrimination in the classroom as a teacher. The researcher also shares the experiences of their pre-service music educators, who identify in the LGBTQIA+ and Latinx communities, while mentoring them in their classroom. The classroom is situated in a conservative setting in the Southwest United States. Qualitative data collected over four years were analyzed for themes related to LGBTQIA+ discrimination, racial discrimination, and linguistic discrimination. Findings support the need for LGBTQIA+ curricula in teacher preparation programs and support previous research for the need for professional development on LGBTQIA+ issues for in-service teachers. Findings also support previous research for the need for professional development on linguistic issues for emergent bilinguals in the K-12 classroom for monolingual in-service teachers.

This paper presents findings from a project exploring music education's role in supporting phonological awareness and literacy development in learners at two Glasgow primary schools. Delivered from August 2023 to June 2024 as part of the Youth Music Initiative (YMI), the project aimed to enhance phonological awareness through regular music instruction, focusing on pupils residing in areas of high deprivation and those for whom English is an Additional Language (EAL).

The project drew on Hallam's (2015) research on music's cognitive benefits for language processing, alongside Glasgow City Council's social justice initiatives, which emphasise inclusive education in addressing literacy gaps in disadvantaged communities.

The project involved fortnightly music lessons for Primary 1 pupils, delivered by YMI tutors who provided modelled lessons and resources for teachers. Phonological awareness assessments were conducted at the start and end of the year and were supplemented by classroom observations and pupil-learning conversations. Data were also collected from teachers, EAL specialists, and YMI tutors to evidence impact and is presented in video format.

The analysis revealed significant improvements in phonological awareness. In Primary School 1, 90% of children had gaps in phonological awareness at the start of the year, which reduced to 25% by June, with a 54% increase in average scores. Primary School 2 saw a 43% improvement, with 95% of pupils progressing. These gains were especially marked for those living in disadvantaged communities and EAL pupils, suggesting that the music programme effectively addressed literacy gaps in these groups.

This project demonstrates music education's potential to promote equitable teaching practices and close attainment gaps in literacy. By supporting diverse learners, particularly those living in poverty, with additional needs or language barriers, the music programme illustrates how innovative teaching approaches can contribute to educational equity and inclusion, aligning with the conference’s focus on socially just classrooms.

The relationship of Native American populations with education is complicated by a cultural battle between traditional indigenous values and assimilation into the hegemonic Caucasian society in the United States, with music education being central to these movements. An analysis of literature traces the historical progression of education policy impacting indigenous communities, alongside recent literature advocating for reforms to the educational policies in indigenous schools to address the cultural needs of students. However, recent literature lacks in addressing aspects of reform to music education practices in indigenous communities, and resources have been developed that may be inauthentic to the cultural needs of native students. This study’s purpose was to explore current teaching practices utilized by K-12 music educators in Native American communities and discusses how traditional indigenous music-making could be effectively incorporated into the standardized American music education curriculum. A secondary purpose of this study was to understand how the experiences of K-12 music educators teaching in indigenous communities may better inform equitable teaching practices when instructing culturally diverse populations. Participants were interviewed and asked a series of ten questions regarding their experiences instructing indigenous students. Based on experiences, participants discussed the implications of integrating indigenous cultural music-making into the American music education curriculum, currently based on the Western European model. The implications of this study benefit music educators by better informing equitable teaching practices when working with Native American student populations.

Teacher identity has been recognized as a significant factor influencing teaching practices while creating a diverse learning environment for pre-service teachers can enrich their ideal identities (Yuan; Liu; & Lee, 2019). Inspired by Hong, Francis & Schutz (2024)’s framework on teacher identity development, this study explores the intricate development of professional identity among 10 student teachers during their 10-week internship in Australian. Data were collected through semi-structured interviews, participatory observations and reflective logs collection. It was found that the Australian internship significantly reshaped the student teachers' professional identity. Their teaching philosophy transitioned from a focus on grammatical precision to an emphasis on student engagement and the communicative utility of language. Their view of students evolved from that of mere evaluators to one of understanding, appreciation, and respect for student diversity. Classroom management practices moved towards a model that values democracy and respect. The perception of the teaching profession itself shifted from solitary policy implementation to collaborative innovation.

The study further illuminates the complexity of constructing a professional identity, which involves a delicate balance between the teachers' cultural backgrounds and the host country's educational environment. It highlights the importance of aligning the values of the internship with those of the domestic teacher education programs to reinforce professional identity. However, the timing and duration of the immersion program can also affect the depth of understanding of their observations in the overseas environment. Additionally, the study underscores the critical role of interpersonal relationships, especially the mentors' roles, in shaping the professional identities of teachers during their overseas internships. Drawing from these insights, the paper proposes a Time-Place-Sociality Framework for the strategic design of overseas internship programs for supporting the professional identity development of pre-service teachers.

The paper can contribute to nurturing quality and inclusive future teachers in teacher education.

Research Aim:

This research centers on the Master Teacher Studio (MTS), a localized Chinese model of teacher learning that establishes a professional learning community led by renowned teachers, in which teachers from the region voluntarily participate under their professional guidance. The objective is to identify and contribute Chinese solutions and insights aimed at enhancing the quality and equity of regional educational resources. Additionally, from the perspective of teacher professional capital theory, this study aims to refine the analytical framework and infuse the theory with local Chinese vitality for further development.

Theoretical Framework:

Employing teachers' professional capital as the analytical lens, the research conceptualizes teacher development as an educational investment. Under the guidance of master teachers, MTS fosters the development of human capital, social capital, decision-making capital, and opportunity capital among teachers, thereby exerting a regional radiating and driving effect.

Methods:

A case study was conducted in a regional MTS in Beijing, China, involving semi-structured interviews with 11 teachers (from different schools in the region) within the studio, complemented by participatory observation and artifact collection.

Findings:

1) MTS builds trust across regions, paving pathways for the development of teachers' professional capital.

2) By linking with various professional organizations, MTS enhances teachers' opportunity capital.

3) MTS fosters teachers' social capital through the "inheritance of the mission of the Chinese teaching profession."

4) In MTS, participation in collaborative reading, teaching, and writing activities accumulates teachers' human capital and decision-making capital.

Relevance to Conference Theme and Specific Strand:

This research aligns with the sub-theme of "Equity and Inclusion in Teacher Education". By examining the role of cross-regional MTS in bolstering the development of teachers' professional capital, it aims to elevate regional teaching quality, facilitate the flow of educational resources across regions, and ultimately safeguard educational equity.

In 2024, Minority Ethnic Teachers represent just 1.9% of the profession (Scottish Government, 2024), an increase of 0.1% from 2022. Furthermore, fewer than 1% of minority ethnic teachers hold promoted posts. These statistics raise questions about the continued underrepresentation and the lived experiences of minority ethnic teachers in Scotland.

This paper sheds light on both the individual and institutional racism minority ethnic teachers experience in schools across the West of Scotland and the impact of these experiences on their career progression. The author argues that to address the concerns of minority ethnic teachers, their racialised experiences should be acknowledged, helping them to navigate through the racial inequity they encounter.

Framed in Critical Race Theory, minority ethnic teachers shared their experiences of white colleagues adopting a ‘colour-blind’ approach, denying the existence of racism. Their counter-narratives helped to affirm and clarify that both overt and covert racial discrimination is a reality for them. The participants highlighted the importance of having safe spaces for them to share their experiences; to affirm the added value they bring to the profession and use this to support agency.

This paper situates the findings in a Four As Model, acknowledgement, affirmation, agency and activism. The four elements of the model, when combined, provide a useful, asset-based structure for minority ethnic teachers’ professional identity construction. The model seeks to reframe the discourse, encouraging minority ethnic teachers to shift the focus from individual to systemic inequality; to reject community deficits to reclaim the strengths; to share the cultural power they have and feel connected.

This paper concludes that if we are serious about social justice, equity and inclusion, in the teaching profession, there are underpinning issues about the identities of minority ethnic teachers, as constructed within a dominant white profession, that require further exploration.

This investigation is based on the conception of hybrid spaces, where professional integration, engagement and professional insertion is promoted by beginning teachers. The research was conducted in the context of a largest County in the United States; the insertion program analyzed was the New Educator Orientation (NEO); the participants - 5 beginning Physical Education(PET) and Health teachers (HT); 4 experienced PET and HT supervisors/specialists. The theoretical framework was on the conception and the creation of hybrid training spaces in educational contexts (Bhabha, 1990; Zeichner, 2010, 2015, 2022). The methodology was qualitative research, case study, which used data collected on site - observations and individual and group interviews, curricular documents and national and state standards. The techniques used include the production of a field diary, semi-structured interviews - collective and individual, and analysis of curricular documents. Considering the challenge of teaching training and leading induction programs in a culturally responsive, politically engaged and economically sustainable way, the complexity of this task is evident. This requires the exercise of establishing partnerships, working collaboratively, choosing different training spaces and including the participation of historically marginalized populations (blacks, indigenous people, immigrants, refugees). Preliminary results indicate that the NEO can be considered a hybrid space in which experienced teachers, university professors, and early-career teachers participate and contribute to the teaching career and student learning. Through NEO, beginning teachers have the opportunity to engage with experienced teachers who welcome, guide, and integrate them into a professional environment. With that, county supervisors, since the initial training during NEO through the school year, are committed to promoting opportunities to engage both novice and experienced teachers in professional development programs based on the curriculum and national and state standards.

This study investigates the motivations driving qualified academics to transition into teaching in Israel, addressing a significant trend where over 50% of new entrants to the education system are second-career candidates. The research aims to understand this career shift in the context of ongoing economic and social crises, and an era where the status of teachers and the teaching profession has notably declined. Grounded in career transition theories, professional identity reformulation, and socio-economic context analysis, this study examines individual motivations, societal pressures, and the broader landscape shaping career decisions in Israel's educational arena during turbulent times. The research employs qualitative methods, including personal questionnaires and focus groups, to gather data from students enrolled in a teaching certification program during the 2025-2026 academic year. This approach aims to capture nuanced insights into the complex factors influencing their decision to enter teaching despite its diminished social standing. Preliminary findings suggest that Israel's current socio-economic challenges significantly impact career transition decisions. Many academics view teaching as an avenue to effect societal change amidst perceived political turmoil, social division, and crises such as recent global pandemics and regional conflicts. Some participants indicated a desire to contribute to social stability through education, despite the profession's reduced status. The study also reveals challenges faced by these career changers, including adapting to new professional identities and navigating the education system's complexities during crisis periods. Additionally, it explores how these individuals reconcile their career shift with the teaching profession's diminished social and economic standing. This research aims to contribute to understanding professional transitions in education during times of social and economic upheaval, potentially informing policy-making and teacher preparation programs to better support and integrate this growing cohort of educators.

Anxiety is a common experience among EFL teachers, affecting their teaching effectiveness and overall well-being. While previous research has explored social and affective factors contributing to EFL teachers' anxiety, the influence of sociocultural factors (SCF) has received limited attention. This study aims to fill this gap by examining the impact of SCFs on teacher anxiety based on Vygotsky's sociocultural theory and Lantolf's perspective. The aim is to investigate the influence of SCFs ( social interaction, cultural expectations, language proficiency,scaffolding and support,classroom environment ) on EFL teachers' anxiety and their potential implications for quality language teaching and learning. This study adopts an exploratory descriptive causal/quantitative approach to investigate the relationship between sociocultural factors (SCFs) and EFL teachers' anxiety. The research methodology involves the use of several data collection instruments and statistical analysis techniques. Teacher Foreign Language Anxiety Scale (TFLAS) questionnaire specifically developed to assess EFL teachers' anxiety levels was given to 70 EFL teachers. The TFLAS includes items related to teachers' anxiety in language instruction, classroom management, and interaction with students. The results indicate that teachers' perceptions of their own L2 proficiency and competence significantly influence their anxiety experiences. Teachers who possess a positive attitude towards their L2 knowledge exhibit lower levels of anxiety, while those who doubt their proficiency experience higher levels of anxiety. This finding emphasizes the importance of promoting self-efficacy and confidence among EFL teachers. Creating a positive and supportive classroom environment, coupled with effective support systems, can alleviate teachers' anxiety. Strategies such as scaffolding, mentoring programs, and collaborative learning communities can contribute to a supportive teaching environment. Recognizing and addressing cultural expectations and norms can help mitigate anxiety among EFL teachers. By fostering a culturally responsive approach to language instruction, teachers can create inclusive classrooms which in return brings quality in English Language Teaching.

Research aim

The current study explores two questions: (a) How do pre-service teachers conceptualize their experiences of well-being and teacher stress? and (b) To what extent do those conceptualizations differ between pre-service teachers with normal executive function (EF) skills and those with poor EF?

Theoretical framework

Executive functions (EF) are crucial for understanding the cognitive experience of teaching. Daily, teachers use EF skills like emotional regulation, self-monitor, plan/organize, and working memory to manage the classroom, teach students, and stay calm in the frenetic pace of classrooms. Despite the intuitive connection between teachers’ role in the classroom and their executive function, there has been little to no research on the executive function skill development of pre-service teachers (Corcoran & O’Flaherty, 2017).

Methods

Participants’ EF skills were measured using the Behaviour Rating Inventory of Executive Function – Adult Version (BRIEF-A; Roth et al., 2005), which is a 75-item self-report measure that includes nine indices of executive function. Participants were also asked a series of questions related to their experiences of well-being and teacher stress.

Findings

The data for this study have already been collected, but the full analysis will be completed in the fall term of 2024. Early results suggest that pre-service teachers with elevated EF difficulties tend to have a different experiences than their peers with normal executive function. Higher rates of stress and less effective approaches for stress management are characteristic of those with poor EF.

Relevance to the Conference theme

Diversity among teachers is a crucial component for helping diverse students. Understanding EF skills and how it affects sense of well-being and stress experiences is crucial for helping teachers in their early teaching experiences, especially for those with difficulties. Ultimately, developing teaching programs with an understanding of EF skills can improve equity and inclusion in teacher education.

It is every child’s right to thrive. To attain and sustain wellbeing, children need to have critical thinking proficiency as well as physical literacy. Metacognition is acknowledged as complex to define (Kuhn, 2021), yet a fundamental disposition for learning. In the current study, participants experienced a semester of a co-constructed PE curriculum. Whilst the curricular plan was set, the game form choices across one of the two weekly lessons was student designed, applying the content and FITT principles across preferred game forms. Four classes experienced the curricular progression spiral through either direct or metacognitive instruction. Both assert children can learn basic skills as a pre-requisite to higher order thinking processes (Stockyard et al., 2018). This project examined the extent to which participants could forward plan, implementing declarative, procedural knowledge in their respective contexts when out of school. For this to occur, students, it was hypothesized, would need to be possess knowledge of what and how to perform their suggested activities, effectively using guidance from FITT principles (frequency, intensity, time, type of physical activity) to best serve their exercise and physical activity targets. Furthermore, it is postulated that they would need have agency in knowing and being able to organise themselves in the context of the respective environment without the explicit support of a teacher. Both approaches have merit for various goals and contexts. In the current context, teachers (N=2) approached the same content and activities through differing lines of more to less direct inquiry. The data collection adopted a quasi-experimental study design and employed a mixed methodology. Participating students (N=100) completed formative and summative national level evaluations, together with pre-post evaluations around critical thinking and health related fitness biomotor indices. The presentation will explore critical thinking competence from school to home practice.

Responding to calls to action addressing equity, diversity and inclusion in Teacher Education, this presentation focuses on two academic leaders as they navigate the intersections of race and gender in their professional contexts. These initiatives focus on how to engage with unsettling and provocative discussions about power and privilege. Developing an open and calm receptivity along with a realistic attitude about long-held opinions, assumptions, and biases towards the self and others can create pathways where transformative practices emerge. Informed by a large-scale research about wellbeing and aligning with program exit surveys, initial results support the creation of spaces where a sense of belonging is nurtured by respectful, responsible, and reciprocal interactions. Capacities of unlearning and re-learning can be fostered in novel ways not just for academic leaders but for instructors, students and staff in teacher education. These findings provide direction for teacher education programs to construct opportunities and possibilities for success across the lifespan of a career.

In this self-study, we draw upon literature related to critical qualitative inquiry and self-study to frame our stances as critical friends. Lincoln and Denzin (1998) identified the “fifth moment for qualitative research” (p.22) as one that is characterized by being present and engaged in activist-oriented inquiry grounded in social criticism and social critique. In relationship to self-study methodologies, Bullough and Pinnegar (2001), citing the “humanistic commitment of the qualitative researcher to study the world” (p. 13), recognize that self-study’s appeal reflects the postmodern academic focus on identity and a Foucault-based recognition of the juxtaposition of power and privilege on self-formation (p. 14). It is with this reference point that we grounded our globalized self-study. Like Lincoln and Denzin’s fifth moment, we took seriously self-study’s aim is to “provoke, challenge, and illuminate rather than conform and settle” (Samaras, Hicks, & Berger, 2004, p. 908).

Research Aim

This self-study examined the emotional labor experienced by two tenure-track faculty, Matt and Rebecca (pseudonyms), during their dossier collection and submission process. As a teacher educator and librarian, respectively, both sought to advance from Assistant to Associate Professor at a regional university in the Midwest USA.

Theoretical Framework

Collaborative self-study involves scholars investigating phenomena together (Pitthouse et al., 2009). Matt and Rebecca, already part of a community of practice, explored their tenure and promotion process through the lens of emotional labor. Facing unclear institutional expectations and high stakes, they aimed to understand their scholarly identities by examining tensions and vulnerabilities.

Methods

This study aligns with LaBoskey’s (2004) aspects of self-study. Data was collected over nine months (January to September 2023). Data included meeting notes, personal reflections, journals, and a final recorded conversation, totaling 33,875 words. Data were analyzed through initial coding and collaboration for confirming or disconfirming evidence (Erickson, 1986).

Findings

Most emotional labor manifested as anxiety in two areas:

External anxiety

This anxiety stemmed from unclear and shifting expectations, with systemic support being vague or nonexistent.

Internal anxiety

This arose from personal concerns about self-worth and scholarly identity, particularly as Matt, new to the area, was research-focused, unlike his teaching-focused colleagues.

Connection to Conference Theme and Strand

This study contributes to scholarship on transitioning into teacher education and developing scholarly identity, highlighting the explicit tensions and anxieties faced. In the post-pandemic era, as tenure and promotion become less secure, traditional academic milestones need re-evaluation. A new social contract may be necessary to improve these processes and experiences.

Leadership

This proposal shares insights from an ongoing collaborative self-study examining deep learning practices in undergraduate teacher education and doctoral educational leadership programs, focusing on integrating self-regulated learning strategies. Our inquiry, conducted by Las Chicas Críticas, a professional collaborative group from multiple southwestern U.S. institutions, investigates our understanding of deep learning, its implementation, and connection to self-regulated learning. Our goal is to improve our future practice (Berry, 2004; Pinnegar et al, 2020) and engage in dialogue with others (Butler & Branyon, 2020).

Our inquiry is guided by the following wonderings:

• How do we conceptualize deep learning in our practices?
• What approaches do we incorporate to promote and support deep learning experiences for our students?
• How can we integrate self-regulated learning approaches to support deep learning?
• How can our insights inform our future practice in preparing teachers and educational leaders for deep learning?

Using a collaborative self-study approach (LaBoskey, 2004), we collect data through course artifacts, student feedback, instructor journals, and reflective discussions. Our analysis involves individual and collective examination of data, using coding techniques (Charmaz, 2006; Saldaña, 2021) to identify points of resonance (Conle, 1997) and dissonance with perceived values and practices (LaBoskey, 2004).

We explore how our understanding aligns with frameworks by Darling-Hammond and Oakes (2019) and Mehta and Fine (2019), emphasizing learning environments that foster deep understanding, critical thinking, and real-world application. We also investigate integrating self-regulated learning strategies (Nilson, 2013; McGuire, 2018).

We anticipate our findings will provide insights into fostering deep learning in teacher education and educational leadership programs, sharing approaches and reflections on our evolved understanding and practices. Our presentation will offer theoretical and practical implications for supporting deep learning in educational programs.

The social context of higher education has shifted dramatically in recent years, influenced by post-pandemic effects, a worsening student mental health crisis, and broader societal changes in well-being (Darroch, 2023; Gannon, 2024; Glazier, 2022; Malesic, 2022). These changes necessitate a new approach to teaching, creating what some perceive as a new social contract between students and faculty (Lausch & Bose, 2023; McMurtrie, 2023; Pettit, 2023; Supiano, 2024).

This self-study aims to answer the research question: “How can we cultivate a curriculum of flourishing and teach from our best selves within this changing social context?” A curriculum of flourishing promotes both student and faculty well-being, drawing from positive psychology (Diener et al., 2009; Ellyatt, 2022; Rehal & van Nieuwerburgh, 2022); equity-centered, trauma-informed pedagogy (Thompson & Carello, 2022; Venet, 2021); contemplative approaches to education and social, emotional, cultural competencies (Barbezat & Bush, 2014; Markowitz & Bouffard, 2020); and related movements such as Slow Professor and Teach from Your Best Self (Berg & Seeber, 2016; Schroder, 2024) and mental performance mindset (Holiday, 2014; Stutz & Michaels, 2023).

Self-study methodology (LaBoskey, 2004) was employed to generate insights. Over three semesters, data were gathered from teaching artifacts such as lesson plans with specific activities to cultivate flourishing, a teacher-researcher journal, and reflective discussions with critical friends. Iterative analysis revealed key trends, such as reframing difficulty as an opportunity for growth and deliberately cultivating elements of flourishing reported in the literature, benefiting the well-being of both students and faculty.

Findings indicate that a curriculum of flourishing fosters resilience, adaptability, and a stronger sense of purpose in both students and educators. This presentation will share insights into this evolving framework, offering practical strategies to help faculty respond to the ongoing changes in higher education.

This research report aims to investigate how (auto)biographical narratives have impacted the perspectives and assumptions of a physical education teacher educator, being himself a teacher-researcher, within the scope of undergraduate and master's courses in Brazil. The theoretical-methodological itinerary is qualitatively engendered as a self-study of teacher education practices (S-STEP) based on (auto)biographical narratives. The data set comprises narratives partially published in articles and book chapters from 2010 to 2023, totaling thirteen years. The thematic analysis of the narratives was shared, with the collaboration of two researchers – from Chile and Canada. The evidence points to a complex path in the teaching trajectory with the following themes: the critical friendship between teacher-researchers, (auto)biographical and dilemmatic narrative modes of self, becoming a teacher-researcher permanently, reflective engagement based on action research, collaborative educative processes, knowledge community, transitions from narratives to self-study, promotion of self-education in a network, social (in)justice and ontology of educational practices.

Author Parker Palmer once posed the question, “If we don’t attend to our inner life and value its gifts, how can we be of service to others?” (2017, p. 22). This paper explores how mindfulness and the creative arts act as tools to enhance well-being and sustain high-quality teaching, especially amidst the pressures of high-stakes accountability in the U.S. educational system. As educators strive to cultivate inclusive, equitable learning environments, attending to the inner resilience and creativity of teachers is essential for socially just teaching.

Drawing on Michalec’s (2013) assertion that teachers need inner resilience to prevent burnout, this research explores how mindfulness and creativity cultivate calm, reduce stress, and foster innovative teaching—qualities that support all students, regardless of social or cultural identity. The work is further informed by Stern’s (2004) concept of “present moment awareness” and Caldwell’s (2014) notion of "bodyfulness," which emphasize how mindfulness practices sharpen awareness and creativity, essential for maintaining presence in teaching.

This research uses self-study methodology (LaBoskey, 2004), examining the experiences of two female teacher education professors. Reflective inquiry into their mindfulness and creative practices reveals how these approaches support authentic presence, enhance well-being, and foster creative, equitable teaching. By nurturing their inner lives, the professors find themselves better able to create learning spaces that address the diverse needs of their students.

By linking mindfulness and creativity to teacher well-being and the cultivation of socially just classrooms, this research underscores the critical role of teachers nurturing their inner lives in achieving broader educational goals. In alignment with the conference’s focus on quality teaching, this paper presents a model for fostering both educator and student flourishing in a sustainable, equitable educational landscape.

This symposium brings together researchers from Canada, the UK and Australia to explore truth-telling pedagogies across a range of contexts. Educators are increasingly tasked with addressing historical injustices in the classroom. At a time when the teaching profession is facing unprecedented crises, this symposium underscores the importance of keeping truth-telling conversations at the forefront of educational agendas.

Paper 1

The Final Report of the Truth and Reconciliation Commission highlights the harmful legacy of the residential school system, and the need to work towards reconciliation between Indigenous and non-Indigenous peoples in Canada (TRC, 2015). Drawing on decolonizing discourses of diaspora (Haig-Brown, 2009) this paper shares findings from an educational research project created for immigrant women to connect in reflective discussions to learn more about Indigenous Peoples in Canada and discuss ways to take action to support reconciliation.

Paper 2

In the context of national calls for truth-telling in Australia regarding the colonial violence committed against First Nations peoples, educators assume a pivotal role in fostering historical awareness in their classrooms. This paper presents data from a two-year project about capacity-building for discomfort (Britzman, 1998; Zembylas, 2015) in an ITE subject that directly confronts these histories. This study explores pedagogical approaches to prepare educators who can navigate discomfort and contribute to a more reconciled educational landscape.

Paper 3

The Eugenics Legacy Education Project works with staff and students to develop guidelines, staff resources, and learning opportunities that embed visibility and awareness of UCL’s history of eugenics. A reparative theorisation of education posits that not only should educators recognise institutional harm and injustice in their teaching but should also ask how this should be addressed (Sriprakash, 2022). We outline the tensions of reckoning with these problematic legacies and amplify the transformative potential of student collaboration to develop reparative pedagogies to address harmful histories.

This work presents the "MDH News" project, developed as part of the Institutional Teacher Initiation Scholarship Program (Pibid) in Fortaleza, Brazil, during the second semester of 2023. Pibid enables student teachers to gain early experience in public schools by developing after-school projects, supervised by school teachers, as a hands-on immersion before they encounter teaching practices at university.

This project, MDH News, was a school newspaper written by students in English, covering topics such as art, cinema, sports, school life, and issues relevant to their community. It was integrated into the English classes at Maria da Hora, a full-time public middle school in one of the lowest HDI (Human Development Index) neighborhoods of Fortaleza. The students (aged between 11 and 15 years old) had creative freedom to choose their topics and worked in teams in the school's computer lab.

The project was grounded in Brazil's Common Core Curriculum. Research on teaching across age levels, learning English as a second language, the use of technology as a pedagogical tool, and multimodal strategies to engage students informed this work. I collected data from the Instagram profiles of the Pibid group and MDH News, Google Forms used for student sign-ups, and feedback from students and school staff.

Analysis is ongoing but this project highlights the importance of giving underprivileged students a platform to express their voices, interests, and the challenges they face both at school and within their communities. I will share the students’ major themes and the particular challenges and successes of the project from our perspective as student teachers.

School-university partnerships are increasingly recognized worldwide as critical to enhancing teacher learning, promoting educational equity, and improving student outcomes. Across Europe, Asia, Australia, and beyond, these partnerships serve as vital frameworks for creating professional learning communities, integrating research-based practices, and offering practical experiences for preservice and inservice teachers (OECD, 2019; European Commission, 2015; AITSL, 2017). International organizations like UNESCO and the World Bank advocate for these collaborations, particularly in underserved areas (UNESCO, 2020). This symposium will explore the principles and complexities underlying effective school-university partnerships, focusing on their role in promoting equitable learning environments. It will gather diverse perspectives—from university leaders and teacher educators to school leaders and practicing teachers—to examine how these collaborations support educator learning and access to equitable education. In response to a recent Partnership Research Agenda, the symposium will showcase examples of partnerships in action. The symposium features papers that highlight how specific partnerships operationalize concepts like effective leadership, collaborative practices, and professional development, illustrating their impact on teacher education and growth. By grounding these ideas in tangible examples, we provide insights into how partnerships function, their challenges, and their potential to transform educator learning and promote equity. Eight distinguished institutions from the United States and Europe will present their unique approaches to fostering partnerships that advance teacher education, equity, and access. Together we will discuss innovative teacher preparation practices, professional development models, and inclusive practices. By weaving together diverse approaches and insights from participating institutions, this symposium aims to inspire future research and collaborative partnerships to promote equitable educational practices worldwide.

Mentoring has moved center stage in professional education over the last two decades, and it is now a central component of initial and in-service professional learning in public service professions. Data points to the importance of mentoring for promoting quality teaching and for retaining teachers in the system, given the fact that teacher attrition rates of up to 50% worldwide with a shortage of 69 million teachers ( as of 2023). Mentoring is also a key component of principal preparation. Supporting the professional learning of newly appointed principals as instructional leaders contributes to leadership stability. Stable, effective school leadership is a key factor in teacher retention. Although it is not just a matter of numbers, the declaration of the “right to induction” undeniably has a long way to go before becoming a reality. Added to these troubling figures, many cases of mentoring in diverse socio-cultural teaching contexts around the world lack a formalized system of expert mentor support and guidance within the institution, which can be eventually deterrent to novices’ professional development. Thus, after almost four decades of research, mentoring still needs to earn its due place within the institutional discourse of expert practice in the service of professional learning. There is also a need to reconsider mentoring in the rapidly changing world of work and learning, characterized by immigration, increased mobility of persons and ideas, globalization and digitalization. These have fundamentally altered learning and teaching in the professions, raising new challenges and caveats related to issues of equity, quality and ethics. Drawing on studies conducted in Belgium, Chile, Israel, Portugal and Spain, this symposium addresses the above challenges in response to the diversified demands of particular socio-cultural teaching settings and contexts. Our discussant from Israel will consolidate emergent insights and implications for mentoring for quality teacher retention.

Despite the emphasis on practice-based experiences in educator preparation programs (EPPs), the work of supervision continues to be valued less than traditional teaching and scholarship in higher education. Common practices across EPPs that perpetuate this marginalization include: assigning supervision to graduate students and contingent faculty; perceiving supervision as purely evaluative and administrative; and assigning large numbers of teacher candidates (TCs) to supervisors. These practices work to obscure the labor required to “support student learning with inclusive and equitable teaching practices” (ISATT, 2025 CfP).

This paper shares data from a larger collaborative self-study examining how experienced supervisors’ practices aligned with Cuenca’s (2010) framework of care, thoughtfulness, and tact. While analyzing our data, we encountered evidence of supervisors engaging in emotional labor. Generally, emotional labor is labor expended to alter the emotions of oneself or others (Hackman, 2023; Hochschild, 1979). Our data demonstrates that field supervisors engaged in emotional labor similar to other feminized professions. For example, Allison described being frustrated with TCs but performed patience and encouragement to foster their feelings of self-efficacy rather than defeat. Ralph refers to “harmonizing” and modulating his own emotions in anticipated response to TCs, knowingly altering how he provided feedback, in an effort to manage TCs’ emotions.

We position this paper within the subtheme of “reconciling tensions for a new social contract in education.” Reconciling tensions between supervision and the EPP must begin by recognizing its value and importance and acknowledging the invisible labor of the role. As supervisors expend time and energy attending to the emotional needs of multiple adults across contexts, they risk succumbing to compassion fatigue and burn out (Figley, 1995). Thus, we aim to showcase engaged field supervision, offering suggestions toward reconciliation that both recognize the labor of field supervisors while also addressing challenges of educator preparation.

In this study, Adam and Tracey engaged in collaborative self-study with the help of three critical friends, Kevin, Kasey, and Spencer, who each offered unique levels of critical friendship as co-collaborators. Adam and Tracey are both first generation college students with rural, working-class backgrounds who now find themselves as the associate department chair and department chair, respectively, of a teacher education program at a university in the southeastern United States. This study focused primarily on the question, "In what ways do class and social background impact leadership decisions?" Additionally, this study considered the question, "In what ways do class and social background appear as facilitators of and/or barriers to critical departmental decision making?" Data included notes from weekly conversations with each critical friend with varying foci. Kevin, the associate dean of the same department, offered analysis as a fellow departmental leader invested in departmental outcomes. Spencer, the office manager for the department, offered analysis and insight from the perspective of a department member directly impacted by leadership decisions. Kasey, a colleague and program leader from another department, as well as Adam's wife, offered analysis from the perspective of a different department as well as insight into Adam's longitudinal development as a leader and decision maker in higher education. Additional data included digital communications and reflections from monthly meetings of the entire group. Data analysis and collection are ongoing, rooted in methods common to constructivist grounded theory. Preliminary analyses consider the possibility of self-perceived class incongruence between working class upbringings and the cultures of the academy. These incongruences possibly act as sources of insecurity. However, as a facilitator, the working-class value of consistent work ethic potentially serves to promote perseverance through difficult tasks. Findings are relevant to teacher education leaders considering the role of class in diversification efforts.

Global citizenship education (GCE) has become a pivotal element of initial teacher education (ITE) in Ireland, urging educators to foster self-awareness and social responsibility among learners. This longitudinal study investigates the development, process, and scaffolding of an international Community of Practice (CoP) focused on enhancing teacher educators' (TEs) self-awareness for GCE. The research question driving this inquiry is: How do TEs experience professional learning aimed at fostering self-awareness in the context of critical GCE and social justice education? This question underscores the need for TEs to engage in reflective practices that illuminate their capacities and challenges in integrating critical GCE into their pedagogical repertoire.

The international CoP consisted of six participants: four teacher educators (from primary and post-primary education), one academic practice developer, and an external critical friend who works in psychotherapy. The CoP intention was to engage in collaborative self-study with individuals from different disciplines and professions who have a common interest in understanding the ‘self’ in ‘practice’ with regards to fostering self-awareness in teacher education. Data were collected through cyclical CoP meetings (n=15) and written reflections (n=35).

The findings highlight: (1) an in-depth understanding of the self-awareness development process among TEs as they engage with GCE principles, (2) the identification of effective pedagogical strategies that facilitate self-awareness and its integration into teaching practices, and (3) insights into the cyclical process of reflective practice. Taken together, the three outcomes listed here inform the development of a model of professional learning for cultivating self-awareness in the contexts of critical GCE and social justice education that can be replicated in other educational contexts. The self-study approach sheds light on the importance of providing a space for vulnerability. Drawing on this, we also address themes of safety, belonging, and imposter syndrome, which are vital considerations for TEs navigating the complexities of self-study.

Our study aims to elucidate a self-reflective structure for increasing student engagement and equitable classroom practices as well as assessing teacher and curricular effectiveness. Two researchers with classroom experience from pre-K through college graduates explore their journey of meaningful play and TASK parties in their classrooms. We use our parallel and intersecting experiences and ongoing conversations to make meaning of how productive and consequential TASK experiences can be for assessing effective teaching and learning. This work addresses a gap in play research as it specifically investigates a secondary (high school) context alongside a post-secondary teacher education context, using both the visual art and teacher education curriculum to engage and assess learners. Additionally, we layer our own intersecting experiences as participants in TASK to complicate and deepen our conversation toward curricular change.

Utilizing Herring’s TASK structure (Herring, (2011) as a framework for gathering data on teaching and learning and reflecting as critical friends (Schuck & Russell, 2005), we ruminate through and identify connections in praxis, reflection, assessment, and envisioning curricular structures at all levels to engage play, innovation, and equity at the center. Data sources include individual, collaborative, and student reflections, student feedback and evolving curriculum and teaching identities.

Findings follow trends in art education that highlight the need for more and deeper play experiences in the learning context, especially at the secondary and post-secondary levels. Student and researcher reflections indicate a continuing need for curricular openings where student voice and autonomy are possible, inviting more equity into all classroom spaces. Our layered and varied experiences allowed us to identify broader learner needs like community, authenticity, creativity, and agency. We also uncover various ways to approach assessment within and for play-based structures in the classroom that not only invited learner and teacher reflection, but reimagined assessment to value creative process over product.

Research Aim

This literature review examines the essential components of initial teacher education (ITE) curricula to identify best practices that enhance the quality and equity of teacher-training outcomes. It addresses two key questions: (1) What should be included in an ITE curriculum to foster effective teaching? and (2) What are the best practices for achieving high-quality teacher-training outcomes?

Theoretical Framework

The review is grounded in the Holistic Teacher Education theory, which integrates intellectual and pedagogical development with mindful and reflective practices in teacher education. This model emphasizes cultivating teacher dispositions and beliefs, aiming to bridge the gap between teacher education institutions and schools. It advocates for a comprehensive approach that encompasses moral and spiritual education, fosters emotional intelligence, ethical awareness, and personal growth, and encourages educators to engage deeply in their own development to better support students' holistic growth.

Methods
A systematic review of scholarly articles and policy documents was conducted, with a focus on ITE curricula from leading educational systems. The methodology involved synthesizing existing evidence, identifying best practices, and highlighting gaps in the literature to guide future curriculum development.

Findings

The findings reveal that effective ITE curricula incorporate subject content, pedagogy, and comprehensive assessment strategies, combining with practices that foster self-awareness and ethical development. Successful programmes also highlight the importance of moral and spiritual education, equipping teachers to support students’ holistic development. Key practices identified across countries include competency-based assessments, inclusive pedagogical strategies, reflective teaching methods, and values-based education.

Relevance to the Conference Themes

This study aligns with the conference themes of quality teaching and curriculum design for equitable teaching. By comparing international ITE curricula, the review provides insights into creating effective teaching frameworks. The findings have implications for curriculum development and policy-making in Scotland and offer valuable perspectives from international contexts, including Singapore, USA, Canada, and Australia.

Recent changes to the regulations governing initial teacher education in England have included the requirement for all ITE providers to use a new state mandated core content framework (Department for Education, 2019). Initial analyses of this framework indicate that it is reductive and narrow, emerging from a scientistic model of knowledge focusing on technicist learning (Hordern & Brooks, 2023). This paper aims to analyse the CCF document, asking what kind of curriculum it constitutes. It uses a highly original approach to analysis called doppelganger as method. This approach explores situations of conflict asking where a double or doppelganger emerges and how it functions as a technology of power. It finds that the conflicting demands of the CCF and initial teacher educators’ desire to provide transformative education produce a dual curriculum. An authorised curriculum is established by the CCF, while a shadow curriculum emerges from the aspects which are rendered invisible in the framework. The lack of explorations of why teachers teach as they do is a stark omission from the CCF, along with any meaningful discussion of the impact of context on learning. I argue that teachers in England do not however, exclude these important aspects of inclusive and equitable teacher education from their programmes. Rather, they form a shadow curriculum, one which exists within the ITE classroom but is not recorded on official documentation. The shadow curriculum therefore forms a resistance to the CCF, promoting equity and inclusion despite the tightly regulated framework in operation in England.

Department for Education (2019) ITT Core Content Framework. London: Crown.

Hordern, J. & Brooks, C. (2023) The Core Content Framework and the ‘New Science’ of Educational Research. Oxford Review of Education [Online], 00 (00), pp. 1–19. Available from: <https://doi.org/10.1080/03054985.2023.2182768>.

Curriculum Design for Equitable Teaching is a priority in Scotland. Since the implementation of Scotland’s Curriculum for Excellence (CfE) in 2010, many secondary schools have modified their curricular structure to deliver required pupil entitlements and offer a Broad General Education (BGE) until the end of S3 (age 14-15). The autonomy afforded to Headteachers offers schools significant flexibility in designing their curriculum, which has resulted in a range of curricular structures across Scotland. However, many schools find it challenging to attain a balance between ensuring learners receive their entitlement to a BGE while also supporting progression to the senior phase (age 15–18) (Education Scotland (ES), 2020, 2024).

This paper draws on an empirical study carried out by a Headteacher (Principal) researcher in 2023. It explores underlying reasons giving rise to the BGE challenges, and how the challenges impact on curricular structures. It interrogates policy and examines the curricular structures and organisation of learning in a Scottish local authority’s (LA) (district) BGE curricula, alongside national inspection reports. The researcher employs a Case Study approach (Mfinanga et al., 2019), using the LA secondary schools as case study sites. The study draws from both an interpretive (Cohen, 2018) and a constructivist paradigm, (Cresswell, 2018).

The findings indicate that the wording and expectations in education policy, in addition to the competing demands of CfE and other educational agendas around equity and excellence, have given rise to the challenges reported by ES. The ways in which schools address such demands has resulted in a range of curricular structures and learning experiences in the LA’s secondary schools, particularly in relation to S3. The paper concludes with recommendations for government bodies in relation to practice and policy, to alleviate challenges faces by schools, thus promoting Curriculum Design for Equitable Teaching.

This paper describes the rationale, implementation and assessment of restructuring an online course, where all stakeholders – students, instructors, teaching assistants and a technician – had equitable input throughout the process. The course is designed for post-secondary students aspiring to be elementary teachers. Being offered tri-semesterly, online and asynchronously with students self-led through the material, the course’s learning environment is of paramount importance. Since its creation in Fall 2013, with the advancement of technology, the learning environment of the course has become rich with material offering active and comprehensive learning. However, as the course has grown, its structural complexity grew as well making navigation increasingly intricate. Furthermore, the students taking this course are not only comprised of a variety of ethnic backgrounds in Canada, a multicultural nation, but often identify with disability-related needs (~15%). When student surveys started to indicate that the learning and accessibility of the course were hindered by its navigation, the instructors realized that these undergraduate students needed to be involved in the restructuring process along with the graduate student teaching assistants and the implementing technician. After combining and organizing feedback that was collected both informally and via surveys, representatives from all stakeholder groups met to decide on various design choices and map out a plan to improve the course layout. Undergraduate and graduate students contributed equally to this restructuring plan. Not only were the undergraduate students’ insights thoughtful, but their unique viewpoints were invaluable, leading the discussion as experts in user experience and ultimately guiding many design choices. Moreover, the graduate-undergraduate student relationship that develops within the help centre was leveraged to speak to the common misconceptions that undergraduates face in this course. Student surveys from three subsequent semesters were analyzed. Ultimately, the inclusion of all stakeholders led to a richer and more accessible online learning environment.

In the course of their school careers, students experience and develop many facets of their being, but what about their identity? Like their minds, identities are built and shaped by their experiences, particularly at school where they spend most of their days. The construction of children's sense of identity is influenced not only by their daily social interactions, but also by the content to which they are exposed. Do they recognize themselves in stories or classroom activities? Do they feel comfortable sharing cultural or religious practices at home? The aim of this study is to document teaching practices and how they might support the identity construction of preschool and primary school students. This research is gounded in identity construction theories and critical pedagogy. In order to illustrate some examples of the possible impacts of certain teaching practices that can influence students' identity construction, we will be using data collected as part of an ongoing ethnographic research (Lafortune et al. 2022-2027), as a pilot for this study. While several studies in Quebec have analyzed these issues with racialized minority adolescents and adults (Magnan, Darchinian and Larouche, 2016), very few have focused on elementary-aged students as they experience the construction of their identity consciousness, from preschool to elementary school. We now know that identity is a dynamic process reflected in daily interactions and choices (Dubet, 1994). Identity awareness is a process by which the individual gathers and becomes aware of the different components of his or her identity, starting with individual identity, which takes root from the age of 5-6 (Mucchielli, 2021). Primary-age children are therefore constantly developing their identity awareness, particularly at school, where they spend most of their time. This paper is part of the “curriculum design for equitable education” theme as it explores current teaching practices and curriculum choices.

This doctoral study explored early childhood teachers' (ECT) attitudes towards inclusion-based pedagogical practices to assess their readiness for Universal Design for Learning (UDL) implementation in Irish early childhood classrooms as an effective, equitable pedagogical tool for quality teaching for inclusion and a more equitable world. This research aimed to gain a deeper insight and understanding of the variability in ECT attitudes and opinions about their inclusive practices through the lens of UDL. One key pedagogical approach to promote a fair and equitable education for all children is the UDL framework (Flood & Banks, 2021; Galkienė & Monkevičienė, 2021). However, most research has focused on UDL in higher education, with limited attention on UDL in early childhood education. High-quality early childhood education ensures all children's equal access and participation, including those from socio-economically disadvantaged backgrounds, ethnic minorities, and those with diverse learning needs (Curristan et al., 2023).

Social justice in education guided my theoretical framework for this study as I sought new knowledge regarding equitable teaching practices. Using Q methodology, I combined qualitative and quantitative research techniques to study in-depth, subjective views carefully and systematically. I took a constructivism/interpretivism paradigm in line with the principles of Q methodology to explore and analyse ETC's subjective views (Ramlo & Newman, 2011; Watts & Stenner, 2012). Using Q's unique analysis to identify patterns of responses within the Q sorts, this research found three distinguishing viewpoints on implementing inclusive pedagogical practices in early childhood education underpinned by characteristics of UDL. While there were distinguishing viewpoints, there was also consensus and agreement among teachers about the importance of valuing and honouring all children's preferences, views, and choices within an inclusive child-centred practice, enriching children’s learning opportunities and shaping quality inclusive teaching practices for equity in early childhood classrooms.

According to Icelandic law, the preschool is the first level of the school system and shall be characterised by inclusion and cooperation. Moreover, a new Act on the Integration of Services in the Interest of Children’s Prosperity guarantees the right support for children and their families. With immigrants accounting for 20% of Icelandic population, the focus is on ensuring schools are prepared to respond to the needs of immigrant children. Municipalities have been developing innovative practices to meet this diversity.

The aim of the study was to explore how the collective inquiry between teachers, special education teachers, teaching counsellors, principals and a refugee reception manager in one municipality evolved into an interprofessional learning community and analyse its impact on the inclusion of immigrant children in ECEC.

A professional learning community is a community of peers who share experiences and learn together in a purposeful way with the aim of empowering the children. Leading from the Middle (LfM) endeavours to support those professionals who are closest to the work of teaching and learning so they can collaborate purposefully, responsibly and transparently.

This paper builds on a case study of a multicultural team in a Riverside municipality. The municipality has around 12.000 inhabitants and six preschools with a total of 30 languages spoken. Data included observations, interviews with various professionals and reviewing relevant documents, such as meeting minutes. Data were analysed through thematic analysis.

Findings shed light on the importance of including diverse actors in the development of preschool practices to ensure all children’s well-being, participation and learning. Furthermore, having the authority, expertise, and confidence to implement new strategies collectively to educate all children is crucial for the development of ECEC. The study can inform teachers, teacher educators and policymakers worldwide on how effective partnerships with preschools can promote equity and inclusion.

In 2022-2023, an action research project was launched in collaboration with three schools to document the experiences of black pupils in primary schools in Quebec, Canada. The project has three main objectives: to identify the forms of racism encountered by the pupils; to document the strategies and resources mobilized by those involved to meet these challenges; and to support their agency by working with them to identify, implement and consolidate the most effective resistance strategies and transformative practices.

The project is based on critical and anti-racist theories, with a particular focus on anti-black racism in educational settings. The methodology is based on a two-year ethnographic study within the three schools, involving observations in various areas of the school environment, individual and group interviews with school staff, pupils and their parents, and immersion in certain school activities.
The preliminary findings presented in this communication are based on data collected from 26 teachers through ethnographic observations and individual interviews. These results reveal various forms of racism affecting black pupils and highlight the tensions and discomfort caused by this issue in the primary school context. Situations are often reduced to simple interactions between children, obscuring the systemic issues. Two trends emerge: on the one hand, most teachers deny racism and justify unfair processes and practices; on the other hand, a minority of teachers show a relative awareness of these issues but express a fear of making mistakes and a feeling of powerlessness in the face of the challenges and changes to be made.

This communication will explore these tensions in teaching practice. It will emphasize the need to move beyond diversity- focused approaches to promote far-reaching change, aimed at a genuine quest for justice and equity for all pupils.

In this Self-Study of Teaching and Teacher Educator Practice (S-STTEP), the researchers address a significant gap in the knowledge of one non-Indigenous teacher educator regarding Indigenous History, Culture, Pedagogies, and Ways of Knowing. Grounded in the concept of settler colonial ignorance this study aims to uncover and confront such ignorance within teacher educator practices. The study is part of a broader investigation focused on collaborative curriculum development between an Indigenous researcher and a non-Indigenous researcher, each contributing their distinct perspectives. The emergence of settler colonial ignorance as a theoretical framework prompted a critical examination of how this ignorance serves as a barrier to Decolonization efforts in education. Findings highlight the transformative potential of S-STTEP research in challenging and dismantling settler colonial ignorance. The study underscores the importance of non-Indigenous teacher educators engaging deeply with Indigenous perspectives, histories, and pedagogies to foster educational practices that are inclusive, respectful, and supportive of Indigenous learners. Implications for teacher educator practice emphasize the urgent need for ongoing professional development that addresses and rectifies gaps in knowledge regarding Indigenous issues. By integrating Indigenous perspectives into curriculum development and pedagogical practices, teacher educators can contribute to educational environments that promote cultural understanding, equity, and the principles of Decolonization and Indigenization.

The aim of this research is to understand how teacher educators can engage in complex conversations about race in literacy education settings. Reviewing multiple data points on our self-study research dealing with anti-racist teaching has demonstrated that for multiple reasons, including socialized niceness, power structures at institutions, and norms of white supremacy culture, we often are challenged by the difficult conversations necessary to move toward justice. This research follows 7 cis-female-white teacher educators as they engage in a critical reading of Uncomfortable Conversations with a Black Man (2022) to both learn new perspectives and to better understand the structures of these conversations for their own classrooms. We use the lenses of critical racial literacy, sociocultural perspectives on learning and intersectional positionality to help us to uncover the complexity of socialized niceness in this self-study. Data includes journal entries, recordings of zoom meetings for book discussions, and common assignments/discussions in our teacher preparation courses. Preliminary findings indicate that we are making progress with initiating these conversations, but continue to work on sustaining and/or deepening them and giving teacher candidates (TCs) more access points to join us in the work. We had to get comfortable with our own discomfort to engage in these conversations and the self-study group was a significant support for moving from conceptual understanding and intentions to concrete enactment. We found that examining the world beyond education through the eyes of someone else’s experiences aided in identifying why the conversations were often uncomfortable and thus gave a structure for these conversations with TCs. We entered, negotiated, and retreated from conversations related to justice and inclusion. The group, coupled with the readings, provided simultaneous sources of support, problem solving, knowledge construction, and accountability. Interrupting niceness and whiteness to engage in uncomfortable conversations built critical racial literacy.

This paper explores the challenges faced by teacher-educators in their planning and support for pre-service teachers’ development and learning. Specifically, the authors examined their own capacity to address these challenges while using the Meaningful Physical Education (MPE) approach.

MPE articulates a rationale for teaching physical education, based on the idea of prioritising meaningful experiences, thereby identifying potential and desired outcomes for participants in physical education. MPE is grounded in democratic and reflective pedagogical approaches, with a clear focus on student voice.

Over the course of an entire semester, one of the researchers taught a physical education module on an initial teacher education programme. Using a collaborative self-study approach, written weekly reflections were completed and shared with the second researcher, who was a faculty colleague. The second researcher adopted the role of critical friend, commenting on the reflections and posing questions. The whole dataset comprised eleven written and annotated reflections, and three recorded and transcribed conversations.

The data were analysed thematically, leading to the development of two central themes. Firstly, decisions relating to implicit and explicit instruction were highlighted in the context of the authors’ intention to prioritise the students’ meaningful experiences. It was challenging to retain a clear focus on the creation of a democratic teaching and learning environment, due to the novelty of this approach to the students and, to a lesser extent, to the researchers. The second theme described how the authors balanced teaching a set curriculum, with their intention to teach with a focus on their students’ meaningful experiences. This challenged them to provide enough time and space for sufficient discussion and reflection.

This paper shares how the adoption of a self-study of teacher education practice (S-STEP) approach can support teacher educators’ own professional development, while also scaffolding a positive and meaningful learning environment for their students.

Over the past decade, we have co-written articles on the ways in which we have supported, reflected, and connected with each other as critical friends and teacher educators (Laboskey, 2004). Grounded in the belief that self-study (Hamilton & Pinnegar, 2009), collaboration, and regular critical reflection are essential components to sustaining a teaching career, we have established a research methodology that involves regular check-ins over the phone and penpal-like letters in a shared journal (Authors, 2018, 2020). When the pandemic struck, we struggled to stay in touch and found our work taking a necessary aesthetic turn (Authors, 2021).

In “Watchfulness,” we take our reflective methods to a new place, exploring what it means to co-create a piece of folk art as a dyad. We take turns working on a piece, sending it back and forth in the post, with the trust that there is freedom in the process of co-creation. We have documented our processes and our products through photography and journaling, which will be shared during this presentation, alongside our folk art. Folk art is a purposeful term for us: the “material culture” in which “objects do not exist in a vacuum...[they are] made and used by people, artifacts relate to human values, concerns, needs and desires both past and present” (Jones, 1987, p.4).

We explore how this co-creation, this arts-based research, introduces a new kind of framing for the humanities. Veering away from a positivistic approach towards understanding a phenomena which leads to stability in knowledge-building, arts-based research introduces a kind of “revisiting.”(Barone & Eisner, 2011, p. 16).

We aim for this “watchfulness” – to peer beneath the surface of things, ideas, and practices. What does our craft say about our minds, thoughts, and experiences? In our experiences, teaching during this moment in time, what is true for us?

Changes in today’s required skills for the world and job market necessitate a shift in EFL (English as a Foreign-Language) instruction. Proficiency in English is a crucial tool for developing social networking and communication skills; therefore, quality EFL pedagogy should target communication and authentic language production over traditional aims like accuracy or comprehension. However, teachers often cling to traditional concepts of English teaching that fail to meet the current expectations. This study shows a conceptual change in EFL instruction among a group of practicing teachers.

In a 60-hour professional-development course, we introduced 15 English teachers to the Attentive-Teaching approach (Schur, 2019) by modelling its practice in the course. Attentive-Teaching emphasizes connecting the study material to the personal world of the learner. When Attentive-Teaching is applied in EFL, it promotes communication and authentic language production as learners express their unique views. Thus, this approach addresses deeper learning as it combines mastery, creativity, and identity (Mehta & Fine, 2019).

Examination of participants' products from the first and last lessons, alongside recorded group-discussions and responses to pre- and post-course questionnaires, revealed a conceptual change in teachers' perceptions of EFL instruction. The teachers increased their emphasis on communication goals and authentic student engagement in learning. They viewed their roles more holistically, emphasizing the social aspects of education, and have come to view the classroom as a space for mediation. Thus, the application of Attentive Teaching allowed us to observe a conceptual change such that English teaching is a more equitable practice, where all learners are required to express their personal view regardless of their English level.

By targeting English teaching as a core concept, the conceptual change observed in the PD course enabled teachers to relate their teaching to real-world goals and see themselves as making a difference through education.

One of the aims of UFC's PIBID Letras Inglês Subproject is to introduce undergraduates majoring in English or Portuguese and English into the daily life of public schools, providing them with opportunities to create and take part in innovative methodological and technological experiments and teaching practices. There are three partner schools that act as co-educational centres for teachers in initial training: EEM Adauto Bezerra, IFCE Fortaleza and EMTI Maria da Hora, each receiving groups of eight scholarship students, who are supervised by English teachers at the school, as well as the Sub-Project coordinator. In this context, this study aims to present the intervention actions, such as: the MH News, which focused on the creative production of texts in English; the Movies Club, which addressed the different forms of language through audiovisuals; and the Theatre Club, which valued artistic oral expression to improve English practice and pronunciation. As a methodology, we started with an overview of the actions, according to the specific objectives of each one, analysed the materials created and the scholars' own accounts of their experiences, triangulating this data. As a result, we can see advances in English learning in the partner schools in an interdisciplinary and transdisciplinary way as a result of PIBID's actions, given its potential to transform through didactic dynamics and the reimagining of academic practices. We have seen advances in the quality of English teacher training at UFC and the valorisation of teaching careers in basic education.

Focusing on how a world of possibilities is opened up by language learners themselves, imagination has been regarded as an elusive but indispensable element in second language (L2) education. It also remains uncertain how to harness the power of imagination to prepare L2 English learners for participating in the increasingly fluid, digitalized, and globalized world with greater creativity and productivity. Recognizing such a pressing need, this presentation draws upon a recent mixed-method study that has examined the complex relationship between imagination and informal digital learning of English (IDLE) in the Chinese university EFL (English as a foreign language) context. It starts by theorizing imagination from a psychological perspective and a sociocultural lens respectively by building on notions of international posture (Yashima 2002), the ideal L2 self (Dörnyei 2009), and imagined communities (Norton 2001). It proceeds with the methodological details by showcasing how the quantitative questionnaire data and qualitative interview data were collected from 401 participants from a tier-one university in South China. Then three major findings will be highlighted including 1) students’ international posture can positively influence their participation in IDLE; 2) the ideal L2 self can positively predict participants’ involvement in IDLE and also partially mediate the influence of international posture on IDLE; 3) wielding the power of imagination to invest in IDLE is bound up with EFL learners agentive negotiation of their context-specific learning conditions as well as material and symbolic access to the digital wilds. Finally, this presentation elaborates on how learner-driven strategies (e.g., becoming an ethnographer of IDLE, see Dressman & Lee, 2021) may facilitate and sustain EFL learners’ engagement with IDLE by enabling them to imagine and participate in an English-mediated globalized future.

This article aims to explore novice teachers’ identity in nomadic regions in Tibet involving both initial identity formation and the process of identity reconstruction under the challenges and tensions in Tibet. Drawing on the phenomenological interviews, this research investigated 4 novice teachers from 2021 to 2023. The findings reveal that participants’ initial identity formations are mainly related to their social culture, political discourses and reasons for entry into the teaching profession, such as family background, employment stress and past experience as pupils etc., Challenged by the intercultural teaching, Tibetan students’ features, campus management systems, unsolvable factors of living environment and cultural heritage etc., they all reconstructed or adjusted to a low expectation-oriented identity to “survive” in the teaching profession. In this article, we argue that despite the fact that natural geography poses some unavoidable challenges to teacher identity construction, teacher education programs did not work as well as they should, and equity- and social justice-oriented teacher education programs are sorely needed in China.

From the theoretical perspective of Dialogical Self Theory (DST), this study aims to understand how novice teachers’ teacher identity is constructed in the first year of teaching through a qualitative study in Chinese K-12 school context.In this study, 3 rounds of semi-structured interviews were carried out right after these novice teachers started their initial year at school, in order to track the dynamic process of identity formation. Other data sources such as diaries and daily work schedules were also collected.

The research finds that novice teachers engage in interactions with students, school leaders, colleagues and other significant others, and different interactions prompt diverse kinds of dialogues within the individual's internal self. Through these dialogues, categorized as cooperative, conflicted and introspective ones, teachers constantly reconstructs their answers towards what it means to be a teacher, how to be an excellent teacher, etc.

A pivotal self-position identified is "I as a Teaching Specialist," which is particularly salient during the early stage of the teaching career. Novice teachers often seek to establish their expertise in pedagogy to gain confidence, and such confidence then ensures them to effectively navigate other positions such as "I as a live streamer" "I as a school administrator" or "I as a parental figure", etc.

This study provides a fresh look at the often-overlooked inner world of novice teachers, underscoring the importance of heuristic guidance from teacher educators, supportive culture within teacher community and ongoing self-reflection of novice teachers in shaping strong teacher identity with positive self-positions.

Traditionally, the role of teachers, irrespective of the subjects taught, was, roughly speaking, to instruct, control, assess, organise, observe, and constitute a resource for their students. Yet, the complexity of today’s world, with its changes (i.e. technology, AI), global and local challenges (i.e. pandemic, wars, more and more students in
need of special educational needs) and demands (the ongoing reforms, parental expectations) seems significant enough to reconsider the issue, and redefine who the teacher is (becoming) and what is expected of them. Drawing on a qualitative and interview-based study with 10 Polish experienced teachers, we conducted a thematic analysis of data in the hope of examining the tensions which are gradually building within this group of professionals. It turns out that a lot of tensions result from the conflicts between teachers’ personal values and institutional demands as well as social and structural constraints originating beyond their classroomooms. In addition, the study suggests new understandings of teacher roles that may better respond to the world’s contemporary needs.

Aims: Using a Foucauldian framework (Foucault 1983, 1985; Clarke 2009), the aim of this paper is to understand how prospective teachers construct themselves in ethico-political terms i.e., how prospective teachers construct the relationship that they have with themselves.

Theoretical Framework: Informed by Foucault (1983, 1985) and Clarke (2009), this paper addresses the ethico-political identity formation of prospective Irish primary-school teachers in terms (i) ethical substance i.e., the ways prospective teachers constitute themselves (ii) authority sources i.e., the attributed sources through which prospective teachers comes to know their ethical substance (iii) self-practices i.e., the ethical work that prospective teachers undertake to understand themselves vis-à-vis unfolding experiences and (iv) telos i.e., the mode of being the prospective teacher aspires toward.

Method: Framed within the interpretivist paradigm, this paper draws on interviews (photovoice and semi-structured interviews) with a small sample (n=4) of prospective teachers that took place at three points during the final semester of their initial teacher education. For this paper, we use indicative examples from one illustrative composite case (Seán) using data typical to each case to evidence our claims (Gleeson, 2015; Willis, 2019).

Findings: Findings illuminate prospective teacher ethico-political identity as: (i) ethical substance as the basis for nascent teacher practical knowing-in-action and pedagogical sensitivities, (ii) temporally organised authority sources (iii) dynamic and interrelated self-practices and (iv) telos as form of identity prolepsis that emphasises three major valuational endpoints.

Relevance to the Conference theme and specific strand: This paper is relevant to the conference strand ‘Equity and Inclusion in Teacher Education’ as it evidences the generativity of an ethico-political conceptualisation of identity as a way of incorporating prospective teachers sense of being into objectified teacher education processes of becoming.

1. Research Aim: Globally, education systems are focused on understanding what constitutes quality teaching and its impact on student outcomes. While much attention has been given to pre-service teacher development, governments are now emphasising the need for ongoing professional learning to improve teaching quality, retention, career progression, and system-wide innovation. This literature review provides a synthesis of research evidence on the impacts of teacher professional learning and ongoing investment in professional learning by governments. This review approaches questions of value and worth from a holistic perspective, focussing on the impacts of quality professional learning on students, teachers, and education systems.

2. Theoretical Framework: The paper combines foundational theories of professional learning with research on evidence-informed policymaking to examine how governments and system leaders use research to shape professional learning strategies. This dual focus provides a generative lens for analysing the design, implementation, and impact of professional learning across diverse educational contexts.

3. Methods: The paper is based on a scoping review of global policy and research literature on teacher professional learning. It surveys key studies from various education systems, including OECD nations, identifying trends, gaps, and the impacts of professional learning.

4. Findings: The paper provides evidence that quality professional learning has strong positive impacts on students, teachers, and education systems. It highlights five primary reasons for investing in teacher professional learning: 1. Strengthening quality teaching and improving student learning; 2. Supporting career progression and leadership development; 3. Bolstering retention and job satisfaction; 4. Fostering collaboration and networked learning; 5. Driving system-wide innovation and improvement.

5. Relevance to Conference Theme: The paper strongly aligns with conference themes by emphasising the critical role of professional learning in fostering equitable and high-quality teaching. Professional learning empowers teachers to offer rich educational experiences for students, making it a crucial investment tool for governments.

As part of my on-going doctoral research, the study acknowledges the contested concepts and tensions surrounding teaching and professionalism among teachers. Activist teaching departs from the conventional managerial practices of teaching and teacher education and recognises contextual interventions that shapes the way teachers enact their professional work and identities. These practices align with what Judyth Sachs has described as teachers taking an active stance through “advising, issue and problem identification, spreading ideas, providing alternative perspectives, evaluating programmes and advocacy” (J. Sachs, 2003, p. 69).

The research argues that activist teaching goes beyond teaching. Where standards take precedence over teachers’ actions and attributes, this research takes the position that teaching is a political act and should not fence-sit to support the status quo. In the case of Scotland’s standards for full registration, teachers are encouraged to critique national and policy influences surrounding teaching and contribute to the development of schools. Although this does not explicitly state that teachers should become activists, this subscribes to democratic professional values which encourage teachers to take an active stance on issues affecting them.

This presentation presents these critical debates surrounding activism in the teaching profession. Through a mapping exercise, the study will be able to identify where these activist teachers are in Scotland and what kind of activist work they do apart from teaching. From there, a cohort of teachers will be invited to reflect on their activist work and professional learning and its implications towards their teaching practices and perspectives. The qualitative data will be analysed to develop a conceptual definition of an ‘activist teacher’ in the context of Scotland and how it can support improvements and equitable teaching practices in schools and expanded involvement in their communities.

Reference:

Sachs, J. (2003). The Activist Teaching Profession. Open University Press and McGraw-Hill Education

The evaluation of effectiveness is still to be considered the weak link in teachers' professional learning: it mainly focuses on the satisfaction of teachers (outcomes), not on the change of knowledge, behavior (output) and organizational and actual practice (impact). Teachers' professional learning is a complex and non-linear process, whose cause-effect relationships are difficult to define. The teachers' professional learning evaluation requires comprehensive models of the complex, situated and contextual nature, open to transformative and critical hypotheses of professionalism itself.

The design, methodology and results of a training-investigation conducted in 2024 at the University of Bergamo and aimed at monitoring/evaluating the professional learning of teachers are presented. The study involved 200 teachers enrolled in the secondary school teaching qualification program within the course on school evaluation processes. The research question concerned the effectiveness of the professional learning experience in developing transformative and critical attitudes. It followed a mixed embedded design. The quantitative data were collected through a pre-post intervention 'ad hoc' questionnaire and analyzed with correlational statistical techniques; the qualitative data were collected through documentary reports (tools specifically designed for assessing student learning) and analyzed using MAXQDA software.

The results indicate that the professional learning experience has modified some knowledge and behaviors (output) of teachers: it favored a composite knowledge of school assessment and stimulated less routine and more original methods of intervention. It also had a fair impact on the school organizations to which it belongs given the on-site adoption of the evaluation tools designed during the process (impact).

The study offers some remarks at the debate on professional learning, from a systemic and transformative, non-linear perspective. It helps to discuss on presumed concepts of 'quality' and 'efficiency' of teaching and professional development and to redefine the role of teachers as empowered of development, not mere gears in a mechanism.

Metaphors can clarify meaning in complexity. While a large number of studies about teachers’ metaphors have proven productive as researchers seek to understand the complex processes of teaching and working in classrooms and their professional identities, limited studies have examined that metaphors can act as a tool to promote teachers' professional learning. The purpose of this study is to examine the ways that metaphors constructed by a teacher educator could help describe and make sense of facilitation practices of beginning teachers' professional learning. Drawing on transcribed audio recordings from a teacher training program, interviews with the teacher educator and beginning teachers, and reflective assignments, the analysis identifies two predominant categories of metaphors: organism and non-organism metaphors. Organism metaphors assume the process of beginning teachers' professional learning as growth, while non-organism metaphors employ functional objects such as bridges and lenses to elucidate specific aspects of their professional learning. Findings underscore the multifaceted contributions of metaphors to beginning teachers' professional learning: firstly, by elucidating the dynamic nature of professional learning and rendering abstract concepts tangible; secondly, by fostering the articulation of personal knowledge and the evolution of professional beliefs; and thirdly, by cultivating a community of discourse between educators and novice teachers. This study enhances our understanding of the pedagogical potential of metaphors in teacher education and offers valuable insights for future research in the field.

Aim

To examine student teachers’ (STs) mentoring experience on a large scale and compare two preparation tracks that include different fieldwork and mentor role designs.

Theoretical framework

The global trend towards field-based teacher preparation (Zeichner, 2012) promises to improve multiple aspects of teaching. Mentoring is one of its most significant vehicles for nurturing socially and culturally sensitive teachers (Kent, 2013). School-based mentors are more than just teacher educators (Feiman-Nemnser, 1998); they are experienced teachers familiar with the culture of their school and its community, who help student teachers (STs) attune the knowledge they learn at the teacher preparation institution to the specific needs of their students (Dallavis & Holter, 2014; Efron et al., 2021). However, despite their importance, these issues are rarely examined on a large scale.

Methods

We used a mixed-method approach. First, we constructed a taxonomy that describes high-quality mentoring practices and goals based on field-grounded methodologies (Authors, 2023). We used this taxonomy to design a questionnaire distributed among Israeli STs. We collected data from STs (n=1341) in two different teacher preparation tracks – traditional and practicum-oriented.

Findings

Mentors in the practicum-intensive track provided STs with more opportunities to teach, bolstered by more reciprocal mentoring relationships. Nevertheless, they failed to achieve better results in other mentoring categories compared to mentors in the traditional track. These findings complicate the discussion concerning field-based preparation and its promise to better support novice teachers by providing them with contextually relevant experience.

Relevance to Conference

The study exposes the shortcomings of field-based teacher preparation and mentoring. We do not underestimate their importance, but we suggest not considering them magic bullets for solving the complex challenge of preparing culturally and contextually aware teachers. Moreover, we discuss practices and policy decisions that may better cater for this purpose.

As classrooms become more diverse, teachers are increasingly required to meet the needs of students with varying abilities, cultural backgrounds, and socio-economic status. However, many educators feel inadequately prepared to manage these complexities, underscoring the need for enhanced teacher preparation (Smith & Doe, 2019).

This research explores challenges and best practices in preparing teachers for inclusive education, to identify effective strategies and address gaps in current teacher education programs.

Grounded in the theoretical frameworks of equity, social justice, and Universal Design for Learning (UDL), this study investigates how these principles are integrated into teacher education programs (Rose & Meyer, 2002). The research focuses on a qualitative method, employing semi-structured interviews and focus groups with 8 teacher educators, 12 pre-service teachers, and 12 in-service teachers.

Interviews with pre-service teachers, in-service teachers, and teacher educators revealed the need for specific strategies to incorporate inclusive practices into curricula, such as culturally responsive teaching and differentiated instruction. Focus groups with pre-service and in-service teachers provided a deeper understanding of the challenges they face in implementing these practices in diverse classroom settings, including issues related to insufficient training, lack of resources, and resistance from school communities.

The findings highlighted significant challenges and effective practices in teacher preparation for inclusive education. By addressing these challenges, the study aims to support the development of more equitable and socially just educational environments (Tomlinson, 2014).

References

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.

Smith, J., & Doe, A. (2019). Preparing teachers for diversity: Examining the role of teacher education. Journal of Teacher Education, 70(2), 101-113. https://doi.org/10.1177/0022487118807124

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

In recent Scottish policy, there has been recognition of the need to reevaluate the focus of education to ensure it is a responsive system that includes community and youth workers to work for, and with, all young people (Scottish Government, 2023). Young people do not function in isolation from their local communities and schools are increasingly being viewed as community hubs (Cleveland et al., 2023). Teachers getting to know and developing supportive relationships with community residents and organisations can aid positive knowledge exchange.

Research on social justice-focused teacher preparation has established the importance of pre-service teachers (PSTs) learning about community cultural wealth (CCW, Yosso, 2005) to make relational and curricular connections between school and home. Through community connections, teachers can empower students to take critically conscious action toward social justice in their own lives and in their communities (Benjamin & Arshad, 2020; Zeichner, 2024).

This paper describes a pilot study in one master’s course in which we collaborated across the initial teacher education and the community development programs at one Scottish research university to connect 80 pre-service teachers with community liaisons to study one school community with the goals of: a) identifying the sources and content of CCW; b) giving examples of how social (in)justice is perpetuated in the community and what impact that has on young people; c) learning about funds of knowledge and frames of reference and applying that learning to classroom practice; and d) learning how to develop professional relationships with community members and youth workers. Drawing upon focus group interviews with students, teachers, and community members as well as content analysis of students’ work, we identified specific areas in which students’ dispositions, knowledge, and skills grew through the community study. We also report on challenges faced and implications for future research and practice in teacher education.

Equitable access to high-quality educational opportunities is key for developing health communities for all, with teacher quality being the most important school-related factor influencing student achievement (Goldhaber, 2016). Therefore, how preservice teachers are recruited and then prepared to enter the workforce is valuable to the overall success of the education system and can shape the design of the workforce itself. With this in mind, MLFTC has designed structural shifts to the way we design and implement educator preparation programs. These shifts have focused on five systems (1) workforce design, (2) program design, (3) learner-centered curriculum, (4) professional experiences, and (5) partnerships. Historically, educator preparation programs had been largely guided by requirements from external agencies and organizations regulating and building the educator workforce (e.g., state boards of education, school districts). This resulted in educator preparation programs that were highly structured with limited flexibility effectively reducing access for many potential future eduactors, especially those from historically under-resourced and/or under-represented communities. Understanding the impact of these barriers within the system was the impetus for wide-scale change. Consequently, we redesigned our teacher preparation programs to be accessible, personalized, and transformation for preservice teachers. However, we went even further to create changes in our educator preparation programs that could potentially influence the design of the workforce our students are entering. In this presentation we will share the lessons we have learned from moving away from a traditional approach to educator preparation to designing programs which leverage variance and champion human potential. Further, we will address how we plan to continue growing and developing across these five systems.

This research explored the long-term impact of a mentor training program for teachers. The program was developed as a systemic response to national and state government reviews of teacher education in Australia. Over six years, 4000 teachers participated in the two-day face-to-face program. On completion, teachers were expected to lead mentoring back in their schooling contexts. Government investment in the program was estimated to be more than A$15 million, with a further A$1 million to the university for the design and delivery of the program. Due to the huge investment of fiscal and human resources, long-term impacts from the program were anticipated. As the program was a system-wide initiative, equitable implementation of mentoring in schools across the sector was also expected.

Three years after the program ceased, the trained mentors were invited to participate in an online survey about the post-program impacts. This paper draws on the 112 responses to the open-ended, short response survey question inquiring about factors impacting on mentoring since the program stopped. Responses were analysed using an iterative approach adapted from Braun and Clarke.

The findings highlighted that although the program was a system-led initiative, there were inequities across the sector in the enactment of mentoring with mentoring approaches dependent on school leadership in school contexts. The disparities in the allocation of time and resources for mentoring across schools added to the inequities. An example here was that while schools were given teaching-release funding by the government, schools could use their discretion as to where the money was spent. Often the participants reported that the money was spent on other priorities than mentoring. While the need for organisational leaders to recognise and prioritise mentoring in educational contexts has been emphasised in previous research, further recommendations to address the inequities of mentoring provisions will be presented.

All authors work in Hispanic Serving Institutions (HSI’s) with non-traditional students who have accelerated degree schedules, full-time jobs, are older, have families, take on-line and/or virtual classes, and often are underprepared to navigate curriculum needs or hidden curriculum of the institution, program, and profession. We wondered what a reflective examination of our diverse mentee-mentor experiences could show about improving mentor-mentee relationships within diverse student populations.

Mentoring programs discussed are those in which faculty mentors provide educational, professional, and personal support for students. Relational characteristics of strong mentors for non-traditional students include interpersonal aspects (trust, respect, care, concern, empathy, cultural and individual awareness). While there is much work on characteristics of strong and week mentorship, suggestions on discrete actions or dispositions of mentees are less robust.

We adopted a continuum of care (reciprocal caring) (Noddings, 2012) reframe our mentoring experiences/stories (Russell, 1988). Mentorship narratives supporting socialization in higher education were developed as authors’ personal practical knowledge (Clandinin & Connelly, 2000). Individual/joint journaling further developed our adaptation of the continuum of care over time. Analysis was conducted iteratively in bi-weekly meetings. Axial coding helped clarify, further define, and delineate themes.

Emergent themes became moments along the continuum of care and time with repeated exposure between the mentor-mentee dyad. Moments were named responding, engaging, scaffolding, and co-construction, alliterating the shared knowledge transfer available within the moment. Successful interactions and reciprocity by mentee-mentor pairs in each of these moments leads to continued engagement and deepening of relationship. Successful and unsuccessful practices for each moment are discussed.

Non-traditional students are often vulnerable to the unstated invisible curriculum of institutions, including faculty mentorship. It follows that determining and teaching them promising practices of menteeship and expectations for good mentors, can support socialization within higher educational settings. Implications for mentees/mentors working within non-traditional educational settings are described.

This paper introduces the construct of “organisational creativity” (OC) by exploring its applications in decentralised school systems (Keddie, 2015), with a particular focus on the role of teachers and quality teaching. The Italian context is used as an example, providing useful considerations for school systems with similar characteristics and problems.

The argument is rooted in studies of complex organisations (Merchant & Simons, 2019; Perrow, 2019), in conjunction with theories of equity in education (Griffiths, 2003; Hackman, 2005) and school well-being (O'Brien & Murrein, 2015). Special attention is paid to studies on quality teaching (Bowe & Gore, 2017) and the role of teachers as middle leaders (Lipscombe et al., 2023).

In decentralised school systems, school autonomy institutionalises the use of creativity to design unusual forms of organisation (Hashim et al., 2023; Moultrie & Young, 2009; Puccio & Cabra, 2010), with the goal of equity and improving the well-being of all those involved in school life.

The reflection is based on the literature on these topics and on studies on the Italian school system and the use of school autonomy in this context.

OC consists of developing systemic solutions aimed at changing the usual forms of organisation (times, spaces, class formation, forms of relationship between school and family...). Teachers’ commitment is crucial not only in the classroom, but also at the institutional level: quality teaching is expressed in their role as middle leaders, because they can influence local educational policies to improve school well-being for the whole community.

In Italy, school autonomy allows for OC in all schools, but only a few implement courageous and original innovations without repeating customary patterns far removed from students' needs (Landri, 2019).

The paper aims to contribute to the reflection on quality teaching by highlighting the commitment of teachers as middle leaders involved in OC processes.

Mentor teachers are crucial and considerably influential in teacher development (Goldhaber et al., 2020). We examined the inequitable access to quality urban STEM mentoring for novice teachers. Novice teachers often leave within the first five years (OECD, 2019) with STEM teacher retention even more concerning (Whipp & Geronime, 2017). This study examines the impact of a university-based STEM teacher induction program grounded in culturally responsive pedagogy (CRP) (Gay, 2002; Ladson-Billings, 1995).

Bandura’s (1977) self-efficacy framework (SEF) informs the “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p. 3). SEF guided our research on teacher beliefs and their influence on instructional practices since “teachers’ beliefs, attitudes, and priorities are linked closely to their classroom behavior and practices” (Rimm-Kaufman and Sawyer, 2004, p. 322) impacting students’ learning outcomes (Guskey & Passaro, 1994). Acquiring deeper knowledge is paramount to understanding the impact of induction and mentoring experiences in shaping aspiring STEM teachers’ efficacy in quality teaching practices.

We qualitatively examined the self-efficacy of urban STEM mentors and mentees after a yearlong induction program including the New Teacher Academy (NTA) Conference. The mentors and mentees who attended the NTA participated in voluntary, semi-structured interviews. Interviews were transcribed and coded to identify salient emergent themes (Saldaña, 2021). Themes included Growth, Relationships, and Challenges.

Mentors and mentees experienced growth through participation in the induction program, improving mentoring strategies, and novice teachers solidifying their STEM teaching craft around CRP. Relationships were vital to providing support and safety to discuss resources, interactions, and navigating the start-of-school. Mentors and mentees experienced challenges, such as time and consistency, which varied by their roles. The program benefited STEM mentors and mentees by improving self-efficacy in their teacher identity and confidence as teachers and mentors. Implications regarding challenges will be discussed.

<p>Keynote</p>