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.

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 examines how social justice teacher leaders can support diverse students and colleagues in Ontario schools. It employs a qualitative research design, wherein I conduct semi-structured interviews with ten experienced social justice teacher leaders. The majority of these leaders belonged to minoritized groups in Southern Ontario schools and held informal leadership positions. Using the constant comparative method, I identified codes and themes grounded in the literature on social justice and teacher leadership. Results revealed how participants were committed to creating inclusion in their classrooms and schools. They described a variety of inclusive practices, such as empowering student voices, engaging in critical conversations to examine power and privilege, and guiding students in exploring and understanding their social locations and identities. Participants identified several strategies to develop themselves as leaders, raise the critical consciousness of colleagues through collaborative activities; and advocate for students and colleagues at the school. The working conditions also influenced their leadership and social justice work. This study expands the scope of teacher leadership studies by highlighting the crucial social justice work that teacher leaders do within their classrooms and schools.

This study examines the perceptions of ideal and actual curriculum leadership among young primary school teachers (aged 25-34) in Hong Kong. The study was guided by three research questions: (1) What is the perception of ideal curriculum leadership among young teachers? (2) What is the perception of actual curriculum leadership among young teachers? (3) What can be learned from a comparison between the perceptions of ideal and actual curriculum leadership?

Eleven young teachers participated in a voluntary-based teacher development program that aimed to help them reflect on and refresh their understanding of curriculum leadership. The study involved pre-workshop activities, where participants shared photos and captions representing their ideal and actual experiences of curriculum leadership, and an on-site workshop where they discussed and categorized the shared images.

The key findings indicate a stark contrast between the ideal and actual images of curriculum leadership. The ideal was strongly associated with positive personal qualities, shared power dynamics, and effective curriculum management. In contrast, the actual experiences were characterized by negative power structures, imbalanced power distribution, and challenges in curriculum execution.

The study identifies three major types of curriculum leadership: personal qualities, power dynamics, and curriculum management and execution. Discrepancies between the ideal and actual images reveal valuable insights for empowering young teachers and enacting curriculum leadership effectively. These insights can inform decision-making and facilitate positive changes in teacher empowerment and curriculum leadership practices.

The study provides a nuanced understanding of curriculum leadership from the perspective of young teachers, highlighting the importance of aligning the ideal and actual experiences to foster a supportive and collaborative environment for curriculum development and school improvement.

This paper presentation focuses on the characteristics of quality teaching and learning as demonstrated in a doctoral program leadership course that enrolls students that in professional leadership roles. In particular, we feature three major areas of Servant Leadership that underscore our students' professional experiences, and the strategies that we adopt for this course. These include flexibility, empathy and compassion, and conceptualization and awareness. Northouse (2022) underscores that the model of Servant Leadership, "emphasizes that leaders be attentive to the concerns of their followers, empathize with them, and nurture them. Servant leaders put followers first, empower them. And help them develop their full personal capacities" (p. 253). In this sense, servant leader is aligned with several qualities that overlap with an educational profession, as well as student-centered missions that drive higher education. It also underscores tensions that arise in a student-leader position, particularly when introspection and growth in a certain area is needed.

To further explore pedagogical practices that help support a Servant Leadership mindset, we adopt a practitioner lens to engage in reflexive practice in our roles to design and deliver curricula that support students' growth in their application of leadership theories and practices in their academic and professional roles (Del Carlo et al., 2010; Miller et al., 2020). In analyzing our own practices and student engagement, we find alignment and misalignment to these three major areas of focus and offer implications and lessons learned for their development into effective learning strategies. Through this, we speak to practices that support quality teaching at the postsecondary level that support adult student education, continued lifelong learning, and the skills necessary to become leaders in their respective field.

Nurturing effective leaders for social justice is crucial for transforming the landscape of education as effective leadership draws collaborative inferences from and for people of different race, gender, ethnicity, religion, caste, culture for social justice. As schools face challenges of demographic shifts, equitable and socially just practices reflected in people's behaviours are critical aspects of an inclusive institution’s environment.

This research studies the role of leadership in addressing challenges of the diverse educational landscape, and in developing learning environments that support student learning with inclusive and equitable instructional practices (Harris, 2009). The paper critically appraises experiences of Indian School Principals through a qualitative study conducted on 15 leaders selected from Government and Private Public schools of Punjab district in North India that collected data through interviews and focus group discussions.

Research questions of the study are-

What role does leadership play in creating inclusive and equitable education systems?

How can effective leadership be developed to lead socially just education systems ?

The results show that effective leadership practices that foster inclusive learning environments included practices like recognizing social identities, integrating conflicting ideas and overcoming stereotypes and creating workplace settings compatible with effective instructional practices. The study emphasizes need for leadership development programs that link theory to real field problems, provide mentoring and encourage collaborative professional learning.

The study highlights the pivotal role of school heads in driving change in diverse and complex educational settings as well as positively influencing equity in education ( Pont, 2017) and the importance of investing in developing leadership talent to create socially just education systems.

References

Harris, A (2009), 'Against the odds: Successful leadership in challenging schools'. In AM. Blankstein, P. D. Houston and R. W. Cole (eds), Building sustainable leadership capacity. Thousand Oaks: Corwin Press.

Pont, Beatriz. (2017). School Leadership for Equity: A Comparative Perspective. 10.1108/S1479-367920160000031007.

Many schools and educators are working in communities that are contending with educational inequity while students are presenting at school with significant unmet learning and social-emotional needs (Stokes & Brunzell, 2024). This trend has only been exacerbated during COVID-19 with socio-economic inequalities being further entrenched in communities experiencing disadvantage. The aim of this research is to understand how professional learning in, and implementation of trauma-informed positive education (TIPE) can assist schools to address social inequity and create a socially just learning environment through enabling all students access to education.

Drawing on research in trauma-aware practice and wellbeing science, TIPE was developed as a model of pedagogical practice in classrooms (Brunzell and Norrish) 2021. The aim is to build self- regulatory capacities for children and young people, while supporting them to build relational capacity and experience belonging at school through identifying and building on their strengths (Brunzell et al, 2015).

This paper will explore professional learning for teachers and school personnel in TIPE delivered in a low socio-economic school over a period of five years. Through the provision of professional learning and subsequent implementation of TIPE processes and practices, leaders, teachers, and support staff worked with students to enable them to be ready to learn.

We will draw on evidence from interviews with school personnel, and students as well as departmental surveys conducted with students and teachers from 2019-2023 to outline the professional learning process based on an action research approach and the impact this professional learning had on pedagogical practices and development of non-punitive behavioural management approaches. Through the data we show the positive change in wellbeing and learning environments for all students. This research identifies that, with support from targeted professional learning, schools can over time support their most vulnerable students to be ready to learn and engaged in school.

Research Aim

Teachers are traditionally underprepared to utilize child-centered guidance and depend on rules and consequences (Milner et al., 2018). This study sought to answer the question: What happens when a teacher educator uses trauma-informed teaching strategies to facilitate preservice teachers’ becoming child-centered educators?

Theoretical Framework

Trauma-informed teaching practices support preservice-teachers’ educational development by allowing them to work through the effects of childhood trauma and adverse experiences (Perfect et al.,2016).

Methods

The study was conducted in a Guiding the Young Child’s Behavior class with four undergraduate preservice teachers and a teacher educator. In class, students shared emotional memories and reflected on child-centered guidance strategies. Data included participants’ reflections, teacher educator’s field notes, and a post-class meeting. The constant comparative method of analysis was used to code data (Merriam, 2009).

Findings

First, the study found that teacher-educator vulnerability and a safe space facilitated preservice teachers unpacking trauma. A preservice teacher shared, “When you (teacher educator) told us about your childhood, I could open up about my abuse. Class now feels like group therapy. We support each other through hard conversations.” (PT reflection, Fall 2023). Secondly, emotions as learning tools were essential to unpacking trauma and constructing knowledge (Forgasz & Clemans, 2014). I wrote, “After raw conversations, the group was eager to learn (TE Field Notes, Fall, 2023). Lastly, healing was essential to the preservice teachers’ learning process. It occurs through sharing, receiving support, validation, and envisioning possibilities. One preservice teacher said, “When I interact with my nephew, I know he deserves better than my childhood. I try out the new strategies” (PT reflection, Fall 2023).

Relevance to the Conference

The study is relevant because it documents a quality teaching practice and highlights the importance of centering trauma-informed teaching to reconcile the tensions between some preservice teachers’ experiences and educational practices.

Recent narratives surrounding education policy in Scotland have sought to prioritise the wellbeing of young people. Indeed, health and wellbeing is officially the ‘Responsibility of All’. Getting it Right for Every Child (GIRFEC) is the national approach to which all who work with children should adhere. More recently, the independent review of the care system in Scotland has resulted in the series of reports entitled The Promise. Following this, Scotland’s workforce is tasked with transforming their practice in order to fully support children’s needs. The crucial role of all education professionals within this is recognised if social justice is to be achieved.

This presentation seeks to explore the role of attachment-aware, trauma-informed approaches within the education in Scotland, in particular how we educate our student teachers on this. Given the increasing awareness of the impact of early adversity and enhanced understanding of ‘trauma’, educating our future teachers on these areas has become essential. Current local initiatives reflect this journey towards a new ‘way of being’.

Using data from questionnaires and focus groups, we present the early findings of a scholarship project carried out with student primary teachers at the University of Glasgow. We will explore their evolving understanding of what it means to be ‘trauma-informed’ and ‘attachment-aware’ and how their exposure to content in this area is impacting their practice on placements as they progress through their degree programme.

Discourse in Scotland mentions Adverse Childhood Experiences, trauma and nurture amongst other concepts while in neighbouring England there remains considerable vocal support for a ‘zero tolerance’ approach to challenging behaviour. The objective of this project is to explore to what extent ‘attachment aware’, ‘trauma informed’ content is a useful underlying approach to use with our student teachers in the drive towards improving the life chances of our most disadvantaged young people.

Research aim. This mixed-method study aims to explore adolescents’ experiences of social adversity (i.e., discrimination, traditional and cyberbullying victimization, school unsafety, lack of school democracy) and social polarization, and how these experiences are associated with support for violence in high school.

Theoretical framework. We rely on the General Strain theory (Agnew, 1992), which postulates that experiences of discrimination and victimization contribute to increase one’s perceived personal injustice (i.e., the feeling of being treated unfairly or of having a disadvantaged position in society compared to others) justifying the use of violence as a rightful corrective response to fight the perceived injustice.

Methods. A total of 1911 students (M_age = 15.7; SD_age = 0.98; 49% girls; 73% Canadian-born) responded to an online survey and four focus groups were conducted with 17 adolescents. Regression and thematic analyses were conducted on quantitative and qualitative data, respectively.

Findings. Experiences of social adversity were very common and associated with more support for violence. Adolescents reported multiple grievances, feelings of injustice and conflictual communication at school. Youth expressed the need to voice their emotions and experiences and to gain some agency. Our findings question the present application of principles of equity, diversity and inclusion in educational institutions. Prevention efforts need to promote democratic dialogue among and between students and school staff and to promote youth’s agency in their school environments.

Relevance. Social polarization, social adversity and violence are three interconnected phenomena presently on the rise, impacting youth’s environments, including schools. In our increasingly diverse and globalized schools, teachers struggle to maintain social cohesion and peace within their classrooms. Our findings shed light on appropriate teaching and class management strategies to address hate and violent incidents in schools, as a way to reconcile tensions in our increasingly polarized schools.

This study addresses the persistent gap between the longstanding research focus on creativity and its limited integration in schools. Despite broad consensus on creativity's importance in education, significant implementation remains elusive. Our research examines teachers' perceptions of creativity to understand existing and potential classroom expressions of it, focusing on how teachers define, detect, and foster creativity in various educational contexts.

Grounded in Beghetto and Kaufman's (2007) concept of mini-c creativity, our study explores small-scale expressions of creativity in classrooms. We employ a qualitative approach, utilizing interviews with 22 teachers and 41 classroom observations across diverse disciplines and age groups.

The research findings reveal a dichotomy between theoretical perspectives and practical applications. While teachers struggle with abstract definitions of creativity and perceive tensions between creativity and academic achievement, they confidently provide examples of creative moments in their teaching practice. Analysis of these moments yielded three core principles of creativity in education: pedagogical anchor (educational context or objective), unique personal expression (students expressing themselves in their own manner), and novelty (creating something original relative to the learner).

These principles form the basis of this research integrative model of creativity in education. It maps educational events according to the mix of these components, with their combination, forming the core of creative moments. It also describes how teachers dynamically use these components through dosing, balancing, and combining strategies.

The model contributes to defining creativity in educational contexts. It aligns with accepted creativity definitions while emphasizing unique personal expression as a fundamental, often overlooked component. This framework can help teachers conceptualize, analyze, and improve their pedagogical processes to foster creativity more effectively.

By bridging theory and practice, our research offers valuable insights into realizing creative potential in educational settings, contributing to the development of quality teaching practices and the broader discourse on creativity in education.

This study investigates student perceptions of skill assimilation in 43 asynchronous self-paced online courses at a large Israeli teacher education college, focusing on the implementation of 'Skillabus', a novel component that emphasizes skills and competencies within course syllabi. The 'Skillabus' approach features a standardized opening unit across all courses, introducing and detailing targeted skills such as productivity and time management, mental resilience, self-directed learning, research and discovery, and digital pedagogy. Implementation strategies include setting clear deadlines, integrating digital planning tools, promoting peer feedback and reflection, offering open-ended tasks, and incorporating AI and other digital tools. Although each course also covers content-specific skills, these are not the focus of this study. Grounded in theories of self-directed learning, digital competence, and skill-based curriculum design, the research draws on online learning, teacher education, and 21^st-century skill development. A quantitative approach using a self-report questionnaire administered to students upon course completion assesses their understanding of changes compared to non-Skillabus courses and their perceived skill improvement. The study also explores whether awareness of the skill emphasis contributed to improvement and students’ understanding of skill integration into their future classrooms. Data analysis uses descriptive and inferential statistics to identify patterns in perceptions and skill development. Preliminary results indicate that students more readily identify improvements in hard skills than in soft skills and do not easily connect skill enhancement with their learning process. These findings underscore the need for explicit links between course content and skill development in teacher education programs. This research contributes to the discussion on preparing future educators for the digital age by exploring innovative approaches in teacher education through self-directed learning and digital pedagogy and emphasizes the importance of aligning education with labor market demands by focusing on skill assimilation rather than just knowledge acquisition.

In 2022, immigrants and refugees made up over 16% of Norway's population (Green & Vaag Iversen, 2022; Statistisk sentralbyrå, 2022), presenting new challenges for teachers in increasingly diverse classrooms. While newly arrived students receive specialized Norwegian language instruction, most classroom teaching occurs in inclusive environments where linguistic diversity is a significant factor. Immigrant students typically achieve lower academic results than their peers (Statistisk sentralbyrå, 2023), often due to instruction that is either too advanced or insufficiently adapted to their language needs (Lødding et al., 2024). Skrefsrud (2018) suggests that the key question is not how multilingual students can be integrated into the existing school system, but rather how a new classroom approach centered on student self-reflection can be developed. The Sheltered Instruction Observation Protocol (SIOP) method offers potential for supporting multilingual students, but little is known about its use or teachers' perceptions in the Norwegian context.

This study examines teachers' perceptions of the outcomes of the SIOP method in promoting participation and inclusion for multilingual students in Norwegian middle and upper secondary schools. The research aims to explore how SIOP can help bridge educational gaps by fostering engagement and participation. Grounded in self-study and educational design frameworks, the study also incorporates methodologies for examining teacher beliefs. Teachers participated through reflective journaling on their instructional experiences with the SIOP model, supported by collaborative reflection groups with researchers (Samaras, 2011; Feldman, Paugh, & Mills, 2004). Preliminary results suggest that SIOP implementation enhances student engagement and improves linguistic competence, as perceived by teachers. These findings indicate that SIOP may contribute to reducing disparities in participation and performance among diverse student populations. This research aligns with the conference theme, “Research on equitable teaching practices,” by highlighting how inclusive instructional methods like SIOP can promote equity and inclusion for multilingual students in diverse classrooms.

In recent years the role of the university in England, in relation to teacher education and teachers’ professional learning, has been under attack. Ongoing reforms have led to teacher education becoming a state endeavour, characterised by enforced compliance and fidelity to government-set curriculum design, content and delivery (Ellis and Childs, 2024). As experienced teacher educators we have borne this radical policy implementation and are provoked to move from a position of ‘creative compliance’ to developing a more robust counter-response that reimagines the place and space of university-based teacher education in England.

In this paper we describe how opportunity to leave England and engage with ITE colleagues in Denmark led us to ‘fight familiarity’ (Delamont, 2010) and speculate how we might reposition our university-based teacher education programmes to invoke more creative, critical and transformational teacher learning (Griffiths & Nuttall, forthcoming). The work of Lefebvre (1991) prompted us to interrogate physical, conceptual and lived experiences in both familiar and unfamiliar university settings. Engaging with principles of autoethnography and self-study we came to consider multiple perspectives, uncovering and examining beliefs, assumptions and taken-for-granted ways of being and knowing in teacher education. Outcomes from this work centre around relationships between physical, conceptual and affective dimensions, underpinning our possibility thinking about how we can embed equality and sustainability across our provision. We explore potential in an ‘ontological turn’ (Aldridge, 2015) in teacher education, where we endeavour to situate our [student] teachers and ourselves in a complex ecology of transformative learning, cultivating ‘self-full’ practices (Higgins, 2015) and promoting belonging.

Outlining challenges and tensions inherent in achieving our vision, we conclude with a call to action that asks the sector to consider what can be done to shift teacher education beyond homogenised, marketized and instrumental approaches and instead become a site of transformation and flourishing for all.

Conference Theme Alignment: Addressing social justice by leveraging technology and innovative approaches

Abstract:

Research Aim: This study aims to propose an innovative citizenship education practice by investigating the existing educational programs within three Indigenous organisations dedicated to cultivating participants’ citizenship. The research aims to explore how Indigenous communities define and implement citizenship education, focusing on recognising the contradictions within this education, reflecting sustainable values, and amplifying Indigenous epistemologies. These elements are seen as crucial for promoting social justice and providing educators with opportunities to evaluate and reflect on the intrinsic curriculum and their teaching practices.

Theoretical Framework: Utilising the world anthropologies framework (Restrepo & Escobar 2005), this research takes a collaborative and dialogical approach by examining how Indigenous knowledge holders and non-Indigenous collaborators transmit knowledge, social responsibilities, environmental sustainability, and justice-oriented values. This framework supports recognising atypical citizenship education learning approaches and critiquing dominant narratives.

Methods: The study employs a qualitative approach, including participant observation and in-depth interviews, to gather data from three organisations. The data collection process highlights the uniqueness and strengths of Indigenous approaches to citizenship education. It underscores the role of non-traditional educational practices—such as storytelling, rituals, and community engagement—in reinforcing citizenship cultivation.

Findings: The study's significant finding proposes innovative citizenship education approaches based on Indigenous epistemology. Such approaches are vital for addressing tensions in citizenship education and reimagining a more inclusive social contract that honours and integrates Indigenous knowledge systems, contributing to ongoing cohesions in this field.

Relevance: This research proposes innovative citizenship education approaches by amplifying Indigenous voices and recognising the importance and values of Indigenous educational practices.

This research aims to explore how environmental citizen science can contribute to lived eco-citizenship in young people while they are in formal schooling. Young people are taking increasingly public and overtly political action in response to environmental concerns. There is a need for schools to support young people in navigating current environmental challenges, however, the capacity for schools to do this can be inconsistent. Research is needed to better support schools and young people in confidently responding to contemporary and evolving environmental issues.

Hayward (2012) suggests that young people have different experiences of environmental or eco-citizenship than adults. Emphasising the everyday experiences of young people, at home, in school or with their friends, rather than ‘adult’ experiences like voting or environmentally-conscious consumerism, offers a way of realistically understanding eco-citizenship in young people. Kallio, Wood and Hakli (2020) describe lived citizenship in a way that explores the reality of citizenship in everyday situations rather than relying on the formal, legal status of citizenship. This analysis draws upon that conception, placing the embodied experiences and acts of eco-citizenship in the daily life of young people at its core.

Using a qualitative, in-depth, multi-method, case study approach, exploring the experiences of school-based participants (n=74, pupils, teachers and scientists) across three different school-based citizen science projects, and a small number of pupils who had no citizen science experience in schools as comparison.

A major finding is that environmental citizen science experiences offer opportunities to connect pupils with scientific research practices in a way that connects them with authentic eco-citizenship not ordinarily available in schools. Supporting teachers and citizen science providers to work together in building such opportunities into formal education provision can strengthen school responses to local and global environmental challenges.

This study investigates the ‘purposes of education’ and 'equitable teaching' through the philosophical underpinnings that inform different schooling types. A critical content analysis (CCA) of school documentation reveal the espoused purpose of education and the type of citizen each school type aimed to graduate. The CCA deductively aligned the findings to the four traditions of education (epistemological, curricular, organisation, pedagogical) and domains of learning (cognitive, affective and psychomotor). The findings locate power in the social practices of schooling and uncovered understandings and transforming conditions of inequity of learning evidenced within the varying contexts. The study revealed the ‘future citizen’ being shaped by each school type in terms of learning domains and the espoused policy into measurable outcomes. Although the range of schools are increasing, for many students, schooling remains a choiceless choice and inherently inequitable.

There is increasing responsibility on headteachers to challenge political and social constructions that reinforce marginalisation and oppression. Accordingly, political acuity is a necessary characteristic of contemporary headship, and a critical aspect of leadership preparation and development (Mitchell, forthcoming).

Research Aim

The aim of this study is to problematise the professional learning → practice transfer from an Enhanced Political Awareness (EPA) programme in Scotland. EPA is offered to aspiring headteachers through a partnership between a university and an education authority (EA) to augment participants’ political acuity in their leadership practice.

Theoretical framework

The study draws on intersections between Feminist and Marxist theories (Madhavi & Rao, 2024) as a lens to explore EPA participants’ Critical Leadership Praxis (CLP) in their contextual sites of practice, with an emphasis on their agency and capacity to challenge neoliberal hegemony and systemic oppression.

Methods

The researcher conducted semi-structured, one-to-one interviews with EPA participants to explore factors that supported or undermined the application of their learning from the university programme in their respective sites of practice within the EA. The inductive analysis of the interviews followed a sequential framework (Braun & Clarke, 2006) to identify significant themes in the data, from initial reading to synthesis and reporting.

Findings

The study found that factors around professional authenticity, capacity, agency and safety, were key determinants of the extent to which participants’ felt empowered and supported to enact political acuity through CLP in their respective contexts.

Relevance

The conclusion draws on the findings to propose a three-way social contract between the LA, the University and the participants, to support CLP for equity and social justice in education. Further it highlights implications for practice-based leadership preparation programmes, specifically the need for such professional learning to take cognisance of the challenges of professional learning → practice transfer in participants’ unique contexts.

The Partnership Model of School Experience used at the University of Glasgow has been in place since 2011. The model was reviewed and scholarship activity exploring its evolution has been carried out. The overarching aim has been to develop and strengthen our model for the support and assessment of student teachers on school placement with an emphasis on equity and inclusion. This paper will discuss the themes and understandings about partnership as a concept emerging from the data while also providing an overview of our response. This work is placed in the context of the unique characteristics of teacher education in Scotland, and how these provide both opportunities and constraints.

Several research methodologies have been used to record the voices of the partners in the model, expert interviews, focus groups and questionnaires. Nominal group technique and appreciative enquiry were used in student voice data collection. 

Analysis of data from practitioner expert interviews allowed key themes to be identified.   Relationships and communication, identity, teacher learning, and challenges featured strongly. Student voice, focussed on appreciative enquiry, which allows us to identify the positive attributes of school experience and university-based preparation for placement to inform future practice.

For student teachers, experience in schools is hugely significant to their progress as learners and to the development of their teacher identity. Lofthouse and Thomas (2014) have referred to school placement as a ‘vulnerable workplace learning practice’ and student teachers report increasingly variable experiences. The Partnership Model was developed to help mitigate negative placement experiences by providing a dedicated university-based teacher educator to support the student and develop partnerships with the teacher mentors. This study seeks to understand the extent to which this aim has been achieved and what needs to be done to ensure that the student experience is consistent and positive in future.

Teacher shortages and access to authentic professional formation are pressing issues in the Australian education system, particularly in under-resourced and rural schools. These challenges not only affect the quality of education but also hinder the development of pre-service teachers, limiting their exposure to diverse teaching environments and their ability to form strong professional identities. Additionally, universities face difficulties in creating meaningful partnerships with schools to provide authentic learning experiences, while schools struggle to alleviate workforce pressures and provide equitable educational opportunities.

In response to these challenges, our study investigates the role of UniConnectED, a technology-enabled platform designed to foster equity, inclusion, and professional formation among pre-service teachers by facilitating effective university-school partnerships. UniConnectED aims to bridge the gap between campus and career by connecting pre-service teachers with schools, regardless of location or sector, lessening the future impact of praxis shock, as well as the current cost of living needs. Through this platform, pre-service teachers gain authentic work experiences in a variety of school settings, addressing both the disparity in educational opportunities and the national teacher shortage.

Our 2024 trial study has seen a steady increase in user profiles on the platform since its launch mid-year. There has also been a strong upward trend in direct partner reach outs to pre-service teachers. Through a mixed-methods approach involving quantitative surveys and qualitative analysis of open-ended responses, this research offers insights into the platform’s impact on user experiences, professional identity formation, equity and employment.

By promoting reciprocal relationships, this study highlights the platform’s potential to transform university-school partnerships through providing equitable access to diverse educational experiences, fostering professional growth, and promoting workforce sustainability. UniConnectED has the potential to addresses some of the most pressing issues in education today and aligns with the broader goal of fostering quality teaching for a more equitable world.

Research Aim: To understand how university - school partnerships can leverage practitioner enquiry to improve equity and quality in education provision.

Conceptual framework: Conceptualizations of research-practice partnerships (RPPs) support and inform this research (Chapman et al., 2016; Farrell et al., 2022; Henrick et al., 2017). Focussed on co-production of knowledge and educational improvement and transformation, this study explored professional learning and practitioner enquiry at the boundaries of partner organizations, intermediary outcomes, research, and practice.

Methods: The research is an Exploratory Sequential mixed methods design (Creswell 2017) to engage with four different types of relevant data to understand the effectiveness of the RPP in leveraging practitioner enquiry to improve quality and equity in education provision: A) Surveys (n=53), B) Social Network Analysis (n=53), C) Interviews (n=12), and D) Document Analysis (n=51).

Findings to be discussed: The impact of practitioner enquiry on a 'learning culture', staff collaboration, and building confidence in teaching practices; ways in which practitioners engage with research; areas of strengths and challenges when engaging in enquiry; structures and practices which support or hinder school improvement efforts; and a demonstration of how co-production of research with teachers and university staff can be realized.

Relevance to conference themes and strand: The expectation that all teachers in Scotland have a depth of knowledge and understanding of “practitioner enquiry…to challenge and inform professional practice” (General Teaching Council for Scotland, 2021: 7) is embedded within the professional requirements for teachers, as Scotland strives to tackle inequity and, in particular, the poverty-related attainment gap in Scotland’s schools. The local secondary school in this partnership is committed to improving educational attainment by supporting teachers to develop as enquiring leaners through collaboration with the University of Glasgow’s School of Education.