Why should I care? Using contract grading in an introductory education class

Kristin Rae Harty, Dawn Turkovich, Philip Kanfush

Empowering Pre-service Teachers: Leveraging Field-Embedded PLNs for Enhanced Literacy Instruction and Multilingual Learner Support

Shannon Maura Kane, Loren Jones, Margaret Polizos Peterson

Supporting Collective Teacher Efficacy in Small-Group Reading Interventions

Stephen Joel Winton, Diane Morris Miller, Norbertha Chacon Zavala

A Self-Study of Early Childhood Faculty Social Emotional Learning and the Impact of Pedagogical Development and Delivery

Brandy Smith, Allison Barness, Allison Pattee

Transforming practice through self study: Enacting inclusive literacies with preservice teachers

Deborah Florence Toope

Navigating HyFlex Design and Practices: A Self-Study of Teaching Practices and Inclusivity in Graduate Teacher Education

Abby Cameron-Standerford, Bethney Bergh, Christi Edge

Cultivating a Curriculum of Flourishing

Elizabeth Hope Dorman, Jane Emily Dalton

Learn from someone else’s experience? Potential of a preservice teachers’ training in educational intervention in the context of ethnocultural diversity in Quebec

Geneviève Audet, Véronique Grenier, Gina Lafortune, Mélissa Goulet, France Dufour, Josée Charette

Papering the cracks of diversity: Moral Education implementation in a Scottish case-study primary school.

Chantelle Boyle

Diversity in the future of teaching - Views of student teachers

Lauri Lantela, Ville Pietiläinen, Suvi Lakkala

Disrupting the old and re-conceptualising the new: Towards equity in Australian education

Wendy Moran, Samantha Hyde, Madelaine Dawes

Advancing Equity with a Culturally Responsive and Diverse Teacher Workforce

Saroja R Warner, Maria Hyler, Sean S Warner, David Lopez

Researching Teaching Quality in International and Comparative Perspective

Matthew A.M. Thomas, Rhona Brown, Michele Schweisfurth, Lisa Bradley, Perry Mia, Clara Fontdevila, Sarah Anderson

The ISATT community collaborative projects for reimagining teaching for a more equitable world Part 1

Stefania Kifor, Daniela Crețu, Daniela Roxana Andron, Heidi Flavian, Maria Assunção Flores, Agnieszka Kamyk-Wawryszuk, Sally Wai-Yan Wan, Magdalena Kohout-Diaz, Marie Christine Deyrich, Marie-Anne Châteaureynaud, Franck Tanguy, Chinwe Ogunji, Jiri Kropac, Martin Strouhal, Albina R. Drozdikova-Zaripova, Gulnara D. Gutorova, Rosa Valeeva, Loredona Perla, Laura Sara Agrati, Arianna Beri, Annamaria Di Grassi, Stefania Massaro, Daniela Savino, Ugo Lopez, Maria Teresa Santacroce, Quinter Migunde, F. Sehkar Fayda-Kinik, Bilge Kalkavan, Duygu Yalman, Stefinee Pinnegar, Stravoula Kaldi, Panagiotta Diamanti, Dorota Werbińska, Joana Romanowski, Outi Kyrö-Ämmälä, Million Chauraya, Cheryl Craig, Małgorzata Ekiert, Rachel Romanowski-Müller, Tara Ratnam

The importance of the voice of pre-service teachers within Initial Teacher Education in Scotland and their perception of their role as Teacher Leaders.

Julie Isdale

Exploring Teachers' Experiences in Traditional and Alternative Teacher Training Programmes in Nigeria.

Chidubem Precious Ezurike

Developing Leadership Literacy in Initial Teacher Education: Fostering Equity and Inclusion for a Resilient Teaching Workforce

Daniela Acquaro, Amanda Samson

Exploring the Transferability of Non-Formal Education Train-the-Trainer Practices to Academic Development

Alexander Vaniev

Teacher-led Learning Circles on Formative Assessment: Developing Teacher Leadership and Teaching Practice to Improve Students’ Learning

Carol Campbell, Christopher DeLuca, Danielle LaPointe-McEwan, Martin Henry

Exploring the Connections - Teacher Presence and Student Flourishing

Theresa Meikle, Kim Smith

Role of monitoring to conduct effective review meetings to increase student learning outcomes in primary schools

Parmod Kumar, Arpit Upadhyay

Cohort Analysis of Pupil Equity Funding in Scottish Urban Primary Schools from 2017/18 to 2020/21

Kerr Mark Lumsden

Leadership for Inclusive & Equitable education systems

Mandeep Bhullar, Manpreet Bagga, Jaspreet Kaur, Navkiran Kaur

Teacher professionalism and professional development as a basis for quality teaching: Examining the models of Linda Evans

Linda Evans

Outdoor Learning and Play: Supporting Educator Confidence through Professional Development

Greg Mannion, Claire Ramjan

Journaling for Change: Teachers’ Perceptions of Self-study Instruments in Professional Development Process

Malgorzata Wild, Christina Berg Tveitan, Elizabeth Grassi, Tina Louise Buckholm, Natali Segui Schimpke

Creativity and Aesthetics in Chinese Music Education: Teachers' Perspectives on Quality

Xiaowen Ge

Enhancing Literacy through Music: Phonological Awareness and Equity in Scottish Primary Schools

Ailsa Ansell, Martin O'Neill

Navigating to Develop: The Evolution of Professional Identity among Chinese Pre-service English Teachers during Australian Internships

Juyan YE, Qiong WU

How Master Teacher Studios Foster Quality and Equity in Regional Education in China from the Perspective of Teachers' Professional Capital

Jiaoyang Du, Qiong Li, Xu Liu

The Four As Model: Minority Ethnic Teachers’ Professional Identity Construction

Khadija Mohammed

Conceptions of well-being and stress of teachers on first practicum placement according to executive function profile

Jeffrey MacCormack

Teacher anxiety versus well-being for quality education

BİRSEN TUTUNIS, TANER HOSSEINI

Towards agentic health and wellbeing -critical thoughts to extend curricular physical literacy from school to home

Alison Morag Murray, Pamela Murray, Kristy Howells, Brian Johnston, Joe Cowley

Back to the classroom: Can a teacher educator go home again?

Lauren Amanda Angelone, Jody Googins

Moving Goalposts: Unknowables, and Anxiety in Tenure and Promotion

Mark Diacopoulos, Ruth Monnier

Deepening Practice: A Collaborative Self-Study on Deep Learning in Teacher Education and Educational Leadership

Christine Beaudry, Jane Cooper, Leslie Gauna

Collaborative perspectives in physical education teacher-researchers education (PETE): a self-study based on (auto)biographical narratives in undergraduate and postgraduate courses

Luiz Sanches Neto, Rodrigo Fuentealba, Tom Russell

Mindfulness, Creativity, and Well-Being: Seeking Balance in the Teaching Life

Jane Emily Dalton, Elizabeth Hope Dorman

Leading Socially Just Learning Environments: From Rhetoric to Transformative Change

Utkun Aydin, Ann Lopez, Alison Mitchell

The Invisible Labor of Field Supervisors

Monica Renee Anthony, Amy Mungur, Wyatt Hall, Michael W. Krell

First Generation Academics: A Self-Study of University Leadership Through the Lens of Class

Adam W. Jordan, Tracey Hunter-Doniger, Kevin Eakes, Kasey H. Jordan, Spencer Ward

Cultivating self-awareness in teacher education: Engaging in collaborative self-study through a Community of Practice

Joanne O'Flaherty, Dylan Scanlon, Cassandra Iannucci, Brighid Golden, Tracy Galvin, Mary Fitzgerald

Draw an Elephant with Your Eyes Closed: Critical Conversations about Play, Assessment, & Equity

Stephanie Autumn Baer, Chrissy Ann LaMaster

Teachers and Truth-telling Pedagogies: a global perspective

Jessica Maree Gannaway, Emily Dobrich, Helen Knowler

Exploring School-University Partnerships Committed to Educator Learning, Access, and Equity

Alinda van Luijk, Wilke van de Molen, Inge Huttinga, Helena Eriksson, Jennifer Snow, Jennifer Jacobs, Janna Dresden, David Hoppey, Christian Winterbottom, Diane Yendol-Hoppey, Eva Garin

Mentoring for Quality Teacher Retention: International Perspectives

Maria Assunção Flores, Lily Orland-Barak, Juanjo Mena, Eline Vanassche, Carmen Montecinos, Macarena Salas Aguayo<msalas1@uc.cl>

What Should Be Part of An Initial Teacher Education Curriculum? An International Comparison

Kaili C. Zhang, Lindsay Gibson

The Shadow Curriculum of English ITE

Mandy Pierlejewski

Equitable Partners in Designing the Learning Environment of an Online Course

Petra Menz, Joanna Niezen

Exploring the Challenges in the Broad General Education to Senior Phase Transition in Scotland’s Curriculum

Jonathan W. Graham

A Q Methodological Exploration: Early Childhood Teachers' Attitudes Toward Equitable and Inclusive Practices Underpinned by Universal Design for Learning Unveiled

Siobhan Canavan

Primary School Teachers Confronting Racism: Overcoming Denial to Transform Educational Practices

Gina Lafortune, Fasal Kanouté, Philip Howard, Genevieve Audet, Evens Mensah, Marc Donald Jean-Baptiste

Fostering inclusion in early childhood education and care through the development of interprofessional learning communities

Anna Katarzyna Wozniczka, Edda Óskarsdóttir, Hafdís Guðjónsdóttir

The role of teachers' practices in the construction of their students' identity

Imane Sahraoui, Gina Lafortune

How do we recognize the complexity and the layers with identity to engage in difficult conversations?

Nance S Wilson, Wendy L. Gardiner, Amy Tondreau, Kristin White, Tess Dussling, Elizabeth Stevens, Tierney B Hinman

Teaching for Meaning - a collaborative self-study

Richard Bowles, Anne O'Dwyer

From "I as a Teaching Specialist" to more: Unraveling the multifaceted teacher identity of novice teachers through Dialogical Self Theory

Ruidan Zhang, Juyan Ye

Teacher identity tensions and the need for new roles: Insights from Poland

Małgorzata Ekiert, Dorota Werbińska

An ethico-political conceptualisation of teacher identity: incorporating prospective teachers sense of being into teacher education processes of becoming

Desmond Carswell, Paul F Conway

Why Professional Learning is Worth Government Investment

Glenn Savage, Larissa McLean Davies

Beyond the gears of the mechanism. A study on teachers professional learning effectiveness

Laura Sara Agrati, Alessia Scarinci, Arianna Beri

Unpacking mentoring in teacher preparation: Practices, goals, and outcomes in different preparation tracks

Tal Carmi, Rinat Arviv Elyashiv, Eran Tamir

Preparing Teachers for Inclusive Education: Challenges and Best Practices

Manpreet Kaur Bagga, Balwant Singh

Preparing Transformative Teachers Through Community-Focused Learning

Brianna L. Kennedy, Sinead Gormally, Helen Martin, Claire Ramjan, Tore Sorensen

A Blueprint for Designing Systems to Support Educator Preparation

Carole Basile, Nicole Thompson, Tanya Pinkerton

Factors impacting on the long-term outcomes of a mentoring training program for teachers

Denise Ann Beutel, Donna Tangen, Chrystal Whiteford, Leanne Crosswell

Mentoring Narratives to Support Best Practices for Non-Traditional Students: Practice to Theory

Gauna Leslie, Jane McIntosh Cooper, Christine Beaudry, Gayle Curtis

Urban STEM Mentors and Mentee Development: Exploring Self-Efficacy through Storied Experiences in Mentoring and Induction

Paige Evans, Karen E McIntush, Karla Adelina Garza, Amanda Campos