Pre-service teachers’ understanding of Goodwin’s domains of knowledge

Lauren Elizabeth Boath, Cristina Mio

Education for sustainable development in schools and its impact on teachers' professional knowledge: a case study in Senegal

Stefania Rosolen, Magali Fuchs-Gallezot

A scoping review of longitudinal studies in teacher education - the first decade

Paul Conway, Aisling Leavy

Studying teacher educator knowledge through assignment excavation

Celina Lay, Stefinee Pinnegar

Exploring Potentials of Small Groups: Enhancing Self-Directed Learning for Non-Traditional Doctoral Students

Jane McIntosh Cooper, Renee Lastrapes

The Uncertain Teacher: a self-study of a teacher attempting to enact policy in practice

Alison Adams

Equity in Rural Education

Anne Paterson

The role and competences of classroom teachers in creating an inclusive classroom community

Barbara Šteh, Jana Kalin, Klara Skubic Ermenc, Nina Kristl

Initial teacher education for inclusive education: Comparative case study between Republic of Azerbaijan and Scotland

Sevinj Rustamova

Deeper Learning and Teaching in whole areas through the use of Attentive Teaching

Yaron Schur

Tipping the scale: Bringing the disequilibrium to the passive-teaching passive-learning cycle

Lizélle Pretorius, Micheal van Wyk

Beyond the classroom: an exploration of hidden poverty experienced by student teachers in Scotland.

Stephen McKinney, Evelyn McLaren, Lindsay Gibson

Decolonizing pedagogies for social justice in teacher education

Carol Doyle-Jones, Debbie McCleary

Leveraging AI to Enhance Teaching Practices: A Self-Study of the Complexities and Ethical Tensions

Charity Dacey, Lavina Sequeira, Kevin Cataldo

Cross-Institutional SSCoP as Sustainable Faculty Professional Development

Amy D Wolfe, Kaitlin Northey, Nora Krieger, Karen La Paro

(Re)inventing the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in Physical Education Teacher Education: A macro and micro self-study led international learning community

Maura Coulter, Dylan Scanlon, Kellie Baker, Antonio Calderon, Cassandra Iannucci, Carla Luguetti, Jeff Crane, Tony Sweeney

Exploring teacher quality and working conditions: Evidence from Scotland

Michalis Constantinides

A Narrative Perspective on Changes in Teachers’ Professional Practice and Attitudes: Insights from Zimbabwean Teachers’ Experiences

Million Chauraya

The Equity Paradox: Assessing GenAI’s Impact on NNES Students in a Globalised Academic Landscape

Johanna Sandberg, Ryan Hunter, Jessica Xia

Understanding and Supporting University Teachers’ Use of Generative AI

Helen Hint, Djuddah A. J. Leijen

Ikeda Daisaku on Artificial Intelligence and Human Education at the Posthuman Turn

Jason Goulah

The Use of Artificial Intelligence in Elementary Schools and Its Impact on Learning

Grigorios C. Arkoumanis, Ourania Maria Ventista, Alivisos Sofos

Designing Environments for Quality Teaching and Learning from Student-Teachers’ Perceptions

RENATA Čepić, PETRA Pejić Papak

Interdisciplinary Learning: a study of practice within Secondary Schools in Glasgow

Julie Harvie, Jane Arthur, William Corrall

Faculty Collaboration to Support the Implementation of UDL

Tanya Pinkerton

Research Practice Partnerships (RPPs): A Contract to Advance Social Justice and Equity in School Education

Alison Mitchell, Madelaine Baker, Margery McMahon

Implementing Practitioner Enquiry through Research Practice Partnership

Nicola Jones, Thomas Cowhitt, Michael McCarron

Leveraging Technology to Foster Equity, Inclusion, and Professional Identity in University-School Partnerships

Amanda Samson, Eduardo Araujo Oliveira, Jason L Brown

Revisioning School Experience Partnerships

Clare MM Smith, Mary Lappin, Evelyn McLaren, Sarah Anderson, Jennifer Farrar

Inclusive schooling for Deaf pupils in France (DINCLUES project)

Fiona SMYTHE

Quality Teaching Informed by the Expertise of Educators with Disabilities

Amy Tondreau, Laurie Rabinowitz

Shaping curricula to increase accessibility for learners with varying levels of special educational need: Insights from Ireland

Barry Morrissey

The many faces of culture: A grounded theory examination of Special Educational Needs and Disabilities (SEND) provision in an international school in Thailand

Laura Davies, Ashley Casey, Janine Coates, Estelle Damant

Retaining Teachers in the Profession: A Comparative Analysis of Career Progression Strategies in Australia and Sweden

Adam John Taylor, Pauline Wendy Thompson, Sandra Lund

Exploring the motivations and decisions of why rural teachers stay

Hernan Cuervo

The Shortage of Teachers in Estonia: Causes and Suggestions for Additional Measures from the Perspective of Different Stakeholders

Äli Leijen, Liina Lepp, Katrin Saks, Margus Pedaste, Katrin Poom-Valickis

Global teacher shortages: An examination of policy responses

Simone White, Anna Sullivan, Michele Simons, Stuart Woodcock, Neil Tippett, Andrea Reupert, Martin Mills, Terri Bourke, Lisa van Leent, Clare Brooks, Maria Assunção Flores

Enhancing the quality of STEM education to make it ecologically sound, economically viable and socially just

Samuel Ouma Oyoo, Martin Strouhal, Jiří" Kropáč, Cheryl Craig, Paige Evans, Donna Stokes, Gayle Curtis, Tara Ratnam, Monica Šimáková, Karen McIntush, Karla Garza

Diversity in Early Childhood Education: a comparative study of Brazil, Chile, and Colombia

Isabel Porto Filgueiras, Mirvane Dias de Souza

Preschool Teachers and Their Strategies for Communicating with Hard-to-Reach Parents

Julie Poissant, Josée Charette, Ania Maguemoun

“For the Future of Students”: Promoting Mutual Inclusion Between Mainstream Schools and Supplementary Schools as Communities of Practice --- A Case Study of Chinese Supplementary School in Scotland

Shipeng Cui, Yu He

Raising Attainment in Scottish Senior Phase Qualifications: Learning from a Practitioner Enquiry into Effective Strategies for Religious, Moral and Philosophical Studies (RMPS).

Gillian Dunsmuir

Initial Training of Antiracist Physical Education Teachers: An Experience in the Southernmost Region of South America

Mauren Lúcia Braga de Araújo, Jessica Serafim Frasson, Renata de Oliveira Carvalho, Marta Íris Messias Camargo

Por que falar sobre gênero nas escolas? (Why talk about gender in Schools?)

Jessica Serafim Frasson, Hanna Lins Frade De Aragão, Mauren Lúcia Braga de Araújo

Guiding Schools To Improved Performance Using A Data Envelopment Analysis Approach

Claire Andersen

Promoting equity and inclusion through effective partnerships with schools

Saleh Alolayani

"It takes a village to raise a child"; Overcoming the hidden inequity of rurality

Scott Duncan

The knowledge of African-based religions as paradigm to holomotricity: an innovation process to Be-Movement

Maurício Teodoro de Souza, Luiz Sanches Neto, Henrique Cunha Júnior

Self study of Technology Integration and Teacher Presence in Complex Graduate Course Context

Jamie Laura Harrison

Introducing theoretical constructs to biology teacher students to develop quality reflection for and on teaching

Jessica Inger-Maria Sundman

Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda

Charles Muweesi

Innovation-Driven Quality Enhancement: A Study on Normal Students' Cognition and Involvement in Innovation and Entrepreneurship Education

XU LIU, Jiaoyang DU

Creating equitable classroom communities: Teaching practices for authentic inclusion

Erin Mae Reid, Charlotte Brenner, Dawn Burleigh

Bringing together social justice and sustainability: a constructivist approach in Biology Teacher Education course

Vânia Galindo Massabni

A SOCIOLINGUISTIC INVESTIGATION OF CODE-SWITCHING PRACTICES OF ESL STUDENTS OUTSIDE EFL CLASSROOMS

Shehroz Mukhtar