The Super Smart Society, in a literal translation of Society 5.0, uses IoT, Augmented Reality, Artificial Intelligence and Robotics, for the development and inclusion of individuals in situations of social vulnerability, in Brazil. The objective is to present the reflections on the teaching-learning process, from the digital information and communication technologies in education (TDICE) combined with the socio-emotional skills for teacher training for an evaluation of meaningful learning and the reflective curriculum that take into account the integral formation of the student in Brazilian schools, through a Teaching Methodology, namely the Fedathi Sequence. This is a qualitative research of exploratory procedures. To this end, bibliographic studies are carried out on documents, articles in qualified journals, theses and dissertations on the Capes platform. The main field of study is in the public school with students and teachers from the elementary school. The results indicate that teachers and students in situations of social vulnerability need to democratize access to TDICE and this involves changes in assessment and curriculum. The relevant themes are considered, and, thus, it is intended to expand the study, for which it is supported by the research support by the Ceará Foundation for Research Support (Funcap), which articulates improvements for education that reverberate in the teaching-learning process.

In teaching and learning processes, error has long been considered negative, hindering its transformation towards more positive and constructivist horizons. Recent studies, however, emphasise its educational value, seeing it as a crucial step in the learning process and in the professional development of teachers.

Indeed, the ability to manage and transform errors is a key competence for teachers' professional development, as highlighted in international education policies promoting equitable assessment and inclusive learning.

The research explores the effectiveness of the "mediation model" in managing error into learning opportunities for teachers in initial and in-service training. The model analyses error by considering content meaningfulness, learner competence and didactic intentionality, offering a multi-level approach that connects learning content with organisational strategies.

Conducted at the University of Bergamo during the 2022-23, the study involved 21 students and 7 internship tutors from the Primary Education Sciences course. The training was structured into three phases: stimulus, case analysis and feedback of the interventions. The research focused on the mediation model’s effectiveness in developing systemic knowledge and a multi-level approach to error. Data were collected through reports and analysed using MAXQDA software.

The results show the mediation model effectively helps teachers analyse errors and manage interventions at multiple levels, promoting an understanding of personal (students' preconceptions) and environmental (formulation of assessment evidence) factors.

This approach reflects the international community's increasing focus on fair and inclusive assessment. Although further research with larger samples is needed to confirm these findings, the study highlights the importance of fostering positive and professionally prepared teacher attitudes towards students' experiences of error in the context of 'for learning' teaching and assessment. The research fits into the "Curriculum Design for Equitable Teaching" strand as it highlights how a constructive approach to error can improve teaching practice and promote greater equity in teaching and assessment.

Research Aim:

This study aims to enhance assessment literacy in the initial training of future teachers. It investigates how formative assessment strategies, such as feedback and peer assessment, can aid pre-service teachers in developing crucial skills like reflective learning and critical judgment. Additionally, the study seeks to adapt and validate an international tool (Lipnevich et al., 2021) for the Italian context to assess feedback receptivity and its impact on learning goals, supporting the development of assessment competence (Andrade, Heritage, 2018; Vinci, 2021; Perla, 2019).

Theoretical Framework:

Grounded in formative assessment, the research emphasizes feedback as a key tool for improving learning (Hattie, Timperley, 2007). Assessment competence is defined as the combination of knowledge, skills, and attitudes needed to design and implement effective assessment strategies (Popham, 2004; Volante, Fazio, 2007). The study also incorporates participatory assessment models (Grion, Serbati, 2021) and the IMPROVe model (Serbati, Grion, 2019), which support complex cognitive skills through structured peer review.

Methods:
The study involves pre-service teachers from the Primary Education degree program at the University of Foggia, engaging them in peer review activities using co-constructed rubrics and exemplars. Although the survey adapted from Lipnevich et al. (2021) is still under development, the research will detail the adaptation process for the Italian context, consistent with prior participatory assessment experiments at Italian universities.

Findings:
The focus will be on the tool's adaptation process and its potential to explore the relationship between feedback receptivity and achievement goals. The study will also investigate how peer review and feedback experiences can help pre-service teachers transition to more formative assessment practices.

Relevance:
This research aligns with the conference theme "Equity and Inclusion in Teacher Education" by highlighting the role of feedback in developing assessment literacy and reflective practices essential for effective and inclusive teaching (Brevik et al., 2017; Agrati, Vinci, 2022).

Teachers play a crucial role in students’ learning and school improvement. Hence, this paper investigates the selection assessments used for teacher selection. The selection assessments and process aim to predict future performance and ensure high teaching quality in schools. This study examined the teacher selection process in centralized education systems. Greece was identified as a case study, since it is a highly centralised system. This study had two key research questions:

a) What criteria and methods assessing teaching quality have been used in Greece for the selection of elementary school teachers?

b) How valid are these assessments for teacher selection?

Analysis of policy documents and legislation in Greece was conducted to identify the criteria and methods that have been used for hiring decisions since 2000. This stydy focused only on state-funded schools because the study was interested in the centralised hiring processes. Furthermore, approximately 95% of schools in the country are state-funded.

This paper will present the different methods and criteria identified. The usual selection criteria identified in policy documents were the subject and pedagogical knowledge, the academic qualifications and the previous teaching experience. A standardised assessments and a hiring process based solely on years of teaching experience were used, whilst now there is a ranking system.

Following the presentation of the results of the qualitative content analysis, an interdisciplinary discussion will explore the validity of these assessments for predicting teaching quality. Evidence both from education research and human resources literature were used to evaluate each of the assessments and selection criteria.

This study recommends that these assessments should focus solely on the important purpose of selection. A combination of different assessment methods and criteria is recommended. Finally, more research is needed to investigate the teacher selection methods and predict future teaching quality.

This research project aims to explore the recommendations of diverse preservice elementary teachers in an urban teacher preparation program in the southwestern United States. Using humanizing pedagogy and research as the theoretical framework, the data includes two focus group interviews, state, district, and programmatic policy documents, and participant-generated artwork that depicts a more inclusive future in teacher preparation policy. Throughout the data, participants discuss the implications for a current professional attributes policy used within their preparation program and imagine what a more humanizing and inclusive policy could be like in the future. Data was analyzed using critical discourse analysis. Three themes emerge in the findings: 1) modeling gendered citizenship; 2) challenging perfectionism; and 3) thinking beyond English-only policies. Modeling gendered citizenship refers to the ways participants expect elementary teachers to socialize their students and model what they believe is culturally appropriate behavior in and out of school. Challenging perfectionism refers to how the participants recommend being able to personalize their teaching craft and adapt their practices based on their students' needs. Lastly, thinking beyond English-only policies refers to how participants imagine a future in teacher preparation wherein they are welcome and encouraged to use their multilingual skills in their teaching to support their students' learning. This research aligns with the conference's theme because of its empahsis on developing an equitable and inclusive future in teacher preparation.

The policy landscape concerning First Nations students in Australia has been increasingly focused on improving educational outcomes, school retention and completion, and student wellbeing. In NSW, this has seen greater attention toward the importance of quality teaching practices that integrate Aboriginal and Torres Strait Islander perspectives and pedagogies across the curriculum. For the intended improvements to be realised, effective policy and quality teaching must advance in tandem.

Teachers implementing the Aboriginal Education Policy (AEP) face a tension between complying with policy mandates, confidently employing quality teaching practices for First Nations students, and striving for authenticity in their approach. Teacher disconnection from policy design, lack of confidence in policy decision-making, fear of making errors in policy enactment, and the system's prioritisation of policy compliance all contribute to this tension. Additionally, the perception that policy is separate from quality teaching threatens the smooth integration of quality, equitable teaching practices.

Grounded in the understanding that both principals and teachers are crucial policy actors, this study utilises Ball’s (2003; 2005) toolbox approach to explore how teachers interpret and enact policies promoting equity and cultural understanding, with a particular focus on the AEP. Using qualitative methods including interviews and document analysis, this research investigates teachers’ perspectives on their roles as policy actors and their efforts to authentically integrate Aboriginal and Torres Strait Islander perspectives and pedagogies into their teaching practices.

While educators acknowledge the import of building genuine relationships with students and communities, and engaging in culturally responsive teaching, they often find it challenging to exercise agency and autonomy in policy enactment within a performance and metrics-driven environment. There is an urgent need to reform and reframe policy and policy enactment as a dynamic, context-dependent process that is synonymous with quality teaching. Only then will equitable educational opportunities for all students be possible.

This paper focuses on Florida’s House Bill 1647: K-12 Education (HB 1467), also known as the Curriculum Transparency Bill. The exploration of different interpretations of educational policy among elementary English Language Arts school teachers of grades 3-5 in Florida, United States, and the impact these interpretations have had on their pedagogical choices was explored. This qualitative case study investigates the varying interpretations of HB 1467 within its real-life context. Data collection methods include in-field observations, semi-structured interviews, and analysis of policy-related documents. This study ascribes to Karl Weick’s (1995) Sensemaking Theory, which connects individuals’ psychological and sociological ideas to make sense of the world around them. Karl Weick emphasized that sensemaking is the ongoing process through which people give meaning to events and experiences to understand them and take necessary action. Teachers collaborate with their peers in education by sharing ideas, insights, and experiences to improve their practices, reduce ambiguity, and adapt to change. How teachers make sense of educational policies determines their pedagogical choices, but what happens when there are many interpretations of the same educational policy? Teachers’ sensemaking of this policy has led to practical and pedagogical variances in classrooms across Florida. This has prompted many teachers to remove classroom libraries, resulting in learning inequities among students across the state. This policy has created a whirlwind of emotions, reactions, and interpretations. Implementing educational policies often leads to diverse interpretations and practices among educators. This study aims to reconcile these tensions by proposing a new educational social contract. This contract, which emphasizes collaboration, equity, and innovation, offers a beacon of hope for the future of education in Florida. It is urgent, as it will help ensure that all students receive a high-quality education, regardless of the specific pedagogical choices made by teachers.

Societal and political shifts influence the field of language education. Political, economic, social, and cultural factors mold language policies and practices. Therefore, the language education policy in Israeli Arab schools is significantly influenced by the specific political and social context of Arab-Palestinian citizens in Israel. This national group remained in their homeland following the 1948 war and later became Israeli citizens. This study delves into the language policy in Arab schools in Israel from 1948 to the present, taking into account the distinctive experiences of the Palestinian Arab minority in Israel, mainly focusing on political and identity-related questions.

Over the years, the linguistic landscape of Palestinian Arabs in Israel has evolved, leading to changes in the status of different languages. In Arab Palestinian schools in Israel, Arabic is the first language, Hebrew is the second language, and English is taught as a third language. This research examines the emphasis on each language in language education, the reasoning behind various language education policies, the pedagogical approaches utilized for each language, and the student's language skill achievements. The goal is to assess the degree of multilingualism in Arab schools in Israel by analyzing the successes, challenges, and difficulties encountered in acquiring these languages. This qualitative study will analyze five components of language education policy: curriculum, learning materials, assessment, interviews, and archives.

Due to the diversity of classrooms, educators face the challenge of making instruction equal and effective for students with unique needs (Du Plessis, 2019). The incorporation of AI-driven tools into pedagogical practices may address this challenge. Prior studies suggest that AI-generated feedback can assist language learners by providing prompt, precise, and unambiguous responses (Escalante et al., 2023; Lee, 2023). The current study investigates the influence of an AI-powered feedback system on the educational experiences and perceived academic development of undergraduate students at a university in Hong Kong. The targeted demographic included students from diverse cultural backgrounds with different expectations of higher education; students displaying a range of academic abilities; and students requiring specialized educational support. Data collection was performed by using qualitative research tools, including students' reflective journals, a survey questionnaire, personal interviews, assignment evaluations, and observations from teachers. Results indicate that the feedback generated by AI offers individual support and significantly enhances student motivation. The system responds to the learning needs of individual students in an overcoming-of-language-barriers and proficiency-level-friendly manner. It contributes to the ongoing discussion related to technology-enhanced inclusive pedagogy.

References:

Du Plessis, A. E. (2019). Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research, 93, 136-152.

Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 57.

Lee, A. V. Y. (2023). Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation. Studies in Educational Evaluation, 77, 101250.

In 2021, a pilot project was launched to develop a writing center for an English Language Centre at an English-medium Hong Kong university. A peer mentoring model was adopted to help undergraduate students receive additional support regarding discipline-specific content, genre, structure and language while developing their general process writing skills. During the development of the model, the project drew upon literature on online writing support (Gherwash & Paiz, 2020, Severino & Prim, 2016, Tan, 2011, Thompson, 2014, & Weirick et al., 2017), community of learners (Akella, 2012, Moser et al., 2015, & Schoonheim‐Klein et al., 2012), and genre-based writing feedback (Kuiper et al., 2017, Munje et al., 2018, & Yu, 2021). Peer mentors were recruited from multiple departments, trained and assigned to mentees from related majors. The writing centre was initially run online through the Microsoft Teams platform while our university shifted from online-only classes to hybrid classes during the COVID-19 pandemic. Eventually, the writing centre began to provide both online and face-to-face sessions. Research was conducted during the 2023-2024 academic year. During each writing centre session, post-session reports from mentors and post-session reflections from mentees were collected. At the end of each semester, an online post-semester survey was sent to mentees and focus group interviews of both mentors and mentees were conducted. Each peer mentor was expected to submit one audio or video recording of their sessions. Initial findings have provided insights into how to best revise our model, develop training packages and support for mentors, enhance the quality of mentor feedback practices, and foster an equitable environment for the community of learners. This project is relevant to the conference theme as we are pursuing a sustainable way to provide alternative opportunities and additional support for students with diverse backgrounds including local Hong Kong, mainland Chinese and international students.

An important citizenship skill is the ability to engage in conversation with people who hold views different from one's own. Schools can help students develop this skill by discussing controversial topics in civics classes. Because controversial issues touch on students' identities, students' backgrounds can be seen as a valuable source of knowledge in classroom discussions. Therefore, this research extends the theory of discussing controversial issues by looking more closely at the power of teachers' recognition of the value of students' backgrounds.

However, including pupils' backgrounds in discussions about controversial issues is not self-evident for teachers. On the one hand, it can help students to put themselves in another perspective. On the other hand, it can contribute to high emotions and reveal possible social divisions between students. This tension creates a dilemma for teachers. We are therefore interested in exploring the practices of teachers who do include students' backgrounds in order to better understand their reasoning.

Our study explores how, why and for what purposes Dutch civic education teachers value and use their students' diverse backgrounds when discussing controversial issues in the classroom. The research takes a qualitative approach, involving in-depth interviews with ten experienced civic education teachers in the Netherlands. These teachers, who are recognised for their expertise in handling sensitive discussions, provide insights into their pedagogical strategies, challenges and reflections on how they approach students' backgrounds as a resource. The presentation will discuss the findings and their implications for teachers' professional development, as well as recommendations for educators seeking to create more inclusive and engaged classroom discussions.

This research aligns with the conference theme by highlighting how teachers can promote equity in education. By valuing and engaging students' diverse backgrounds in controversial discussions, teachers promote inclusivity and respect for multiple perspectives, ultimately contributing to a more equitable learning environment.

Research Aim

Although there have been many studies describing teachers’ espoused beliefs of diversity, less literature, however, examines how these beliefs are enacted, negotiated, and modified in professional learning communities. This study addresses this gap and explores how a group of teachers enacted their beliefs of cultural diversity in teaching and how their beliefs were shaped by lesson study (LS).

Theoretical Framework

This study draws upon research literature on the mulfaceted concept of diversity which often pertains to the categorical differences in race, ethnicity, class, gender, special needs, and language diversities in most mainstream literature (Fine-Davis & Faas, 2014; Gay, 2015; Heng & Lim, 2021). It aims to study how teachers' beliefs about diversity are shaped in practice, particularly within the context of a professional learning community like LS, and poses two research questions: (1) What are teachers' beliefs about teaching diverse students in Singapore? (2) How are these beliefs about teaching diverse students shaped during LS?

Methods

The study is based on qualitative research data including 14 interviews with 11 teachers from two Singaporean elementary schools serving students from lower-income families, and observation of 58 LS discussion sessions and 2 research lessons. The transcribed data were analyzed using N-Vivo 11 software and the "critical incident" technique (Bruster & Peterson 2013).

Findings

The study revealed that teachers often attributed student achievement problems to individual and family “deficiencies”, aligning with Singapore's meritocratic ideology. However, through LS, some teachers began to question these deficit beliefs and reevaluate their teaching practices, particularly after collective analysis of student work.

Relevance to Conference Theme

This research is pertinent to the ISATT 2025 conference theme of "equitable quality teaching," as it examines how teachers' adaptable beliefs about diverse student learning contribute to equitable teaching practices and inclusion in teacher education.

In a time and society where social justice and equity are becoming increasingly important, the moral dimension of teaching comes to the forefront even more clearly, making it essential for teachers to be able to navigate this aspect. Although teaching is inherently moral in nature, many teachers and teacher educators find it quite challenging to incorporate this dimension into their actions. They feel they lack the moral vocabulary and moral skills to adequately address moral dilemmas related to social justice that arise from their practice (Van Stekelenburg et. al., 2024; Sanderse & Cooke, 2019). This lack of moral agency is the main incentive for this paper. Therefore, the main aim of this paper is to offer teachers a practical review of the literature on the conceptualization of teacher moral agency.

A combination of a developmental subject-centered socio-cultural framework of teacher agency and an integrated model of moral literacy guided the search process and analysis of the data in our scoping review on teacher moral agency (Eteläpelto et. al., 2013; Tuana, 2007).

This approach proved valuable in illuminating both the explicit and implicit expressions of teacher moral agency. The combination of frameworks could help teachers gain a clearer understanding of the moral aspects of their practice and encourage them to integrate moral qualities into their professional identity as teachers.

The results indicated that explicit references to the conceptualization and theorization of 'teacher moral agency' were significantly fewer than the implicit, more underlying terms. However, combining both frameworks allowed the concept of Teacher Moral Agency to be better understood when viewed and approached in a professional context from a developmental or learning perspective. This way, teachers can see that they can grow professionally by viewing their own practice and actions in terms of teacher moral agency.

Research aim

This presentation enhances conflict-resolution teaching for Muslim students in diaspora by infusing intercultural pedagogies peculiar to Islamic thought. It draws on Averroes’ philosophical thought to identify instructional strategies to improve Islamic school curricula in diaspora. Born in 12th-century Andalusia (modern Spain), Ibn Rushd, known in Latin as Averroes, was a philosopher, chief judge, and court physician. This presentation proposes Averroism as an intercultural pedagogical model, marked by Rawiyya (intermediacy) and Tadabbur (deliberation). Within the Averroesian context, I posit a deliberative pedagogy, which contributes to conceptualizing a new social contract in education marked by conflict resolution.

Theoretical framework

This presentation introduces the Averroesian curriculum, marked by a deliberative pedagogy. Drawing on Averroes’s philosophical thought, this presentation contributes to deliberative pedagogy, a dialogical form of reasoning whose aim is to find pragmatic alternatives that serve the collective and individual good with attention to the question of utility. Averroism emphasizes intercultural, conflict-resolution competencies through the intermediacy model Rawiyya as a tool of intercultural deliberative pedagogy, and the Islamic notion of Tadabbur, Arabic for ‘to deliberate’ and ‘carefully consider’ the outcomes.

Findings

From an Averroesian point of view, conflict-resolution teaching is measured by its readiness to incorporate intermediacy and deliberation as intercultural pedagogies. For example, addressing tensions entails successfully reconciling the Aristotelian tradition with the Islamic worldview. This act of reconciliation, if achieved, would have significant educational implications.

Relevance to the Conference theme and specific strand:

This presentation resonates with reconciling tensions as it considers how students’ intellectual heritage can be part of the learning process. It provides an opportunity for students to engage with different backgrounds and educational views, which mitigates tension. It also diversifies the dissemination of knowledge and pedagogical practices, paving the way for a socially equitable and diversified classroom.

Research aims

There is very limited research on the impact of poverty on students in further and higher education in the UK. This research addresses the poverty experienced by students in Higher Education, focusing on an undergraduate initial teacher education (ITE) degree programme in a Scottish university.

Methods

Drawing on literature from America, key themes of poverty in higher education emerged: the cost of higher education; housing insecurity; the demands of part time work and food insecurity. In regard to the researched ITE programme the key themes that emerged were clothing poverty, transport poverty, food poverty and fuel poverty. This was revealed by mixed methods research. First, survey responses from 218 students (41%) on an ITE undergraduate programme (total n= 532). Second, follow-up interviews with ten student volunteers.

Findings

Findings demonstrated (1) that the students had a clear understanding of the effects of poverty, (2) the increased cost of living featured heavily in all the interviews and students mentioned how much the cost of everyday essentials had increased and they did not believe that this would improve soon and (3) the distinctive professional nature of the ITE degree programme makes specific demands on students, particularly in relation to clothing and transport.

Relevance

This research has revealed highly original findings that are being disseminated to the ITE community in Scotland and the wider UK, in order to raise awareness and attempt to improve equity and inclusion in teacher education.

This proposal is part of an Educational Doctorate (EdD) that explores the roll of the small rural school in its community in Scotland. Corbett (2015) states that rural schools are embedded in communities and often at the heart of rural communities. The particular focus of the study is to better understand the impact of national education policy on small rural schools ensuring equity of learning and teaching across Scotland. Barret et al (2015) suggests that rural schools remain under-examined relative to their suburban and urban counterparts, and this is relevant when looking at the national drive for equity, excellence and raising attainment.

The research has incorporated ethnography, trough portraiture and will showcase how these methods have captured a wealth of knowledge and experience of the context to provide equity of learning and teaching. The “portrait” created will demonstrate the innovative ways that equity is embedded within these rural schools and captures the unique and valuable contributions to education.

The study will focus on data from the fieldwork carried out in a small rural school. Field notes were often moments in time captured to reflect a particular portrait or memo of the moment or day that included reflection on each of the core elements of portraiture (context, voice, and relationship) Miles and Huberman (1994). Portraits were created by teachers and researcher. This brings a shared understanding of equity and inclusion.

Portraiture methodology was used to interpret data and present portraits to “capture the richness, complexity and dimensionality of the human experience in the social and cultural context,” of the rural school (Lawrence-Lightfoot and Hoffman Davis 1997 p 3)

The outcome of the research work will provide a wider understanding of rural context and implications for policy and future training for teachers through the lens of equity and equitable teahcing practices.

The 2023 World Economic Forum estimates that closing the gender gap in Science Technology Engineering Mathematics (STEM) fields could add $28 trillion to the global GDP by 2025 and studies show that women with STEM-related careers tend to have higher incomes and greater economic stability, thereby reducing their vulnerability to poverty. By empowering young girls in rural communities with STEM education and skills, they contribute to social protection and inclusion by providing them with opportunities for personal and professional development, thereby mitigating the risk of exclusion and vulnerability.

The Sapphires Development Initiative, Nigeria implemented STEMXX Nigeria and STEM4Girls projects to address this. The project aimed to transform 150 rural adolescent girls into strong STEM advocates. Hence, this study seeks to understand the short-term effects of STEM projects on beneficiaries’ agency and leadership potential.

To answer its research inquiry, a pre-and post-interventional study was conducted to explore the short-term effects of these school-based interventions on beneficiaries’ agency and leadership potential. Data was collected through a mixed method to assess the project's impact on the participants' knowledge, skills, attitudes, and aspirations regarding STEM education and careers.

The study findings indicate a significant improvement in participants' knowledge of STEM concepts, increased confidence in their abilities to lead and pursue STEM careers, and a greater awareness of gender stereotypes. They also expressed heightened aspirations to contribute to STEM-related fields and address societal challenges such as climate change and sustainable development. The success of these school-based interventions in rural regions demonstrates the effectiveness of equipping girls with STEM knowledge and fostering leadership skills, thereby promoting inclusion.

This article aims to investigate the pivotal roles that teachers play within the context of cultivating school culture. It constructs a foundational model for the role positioning and practice of teachers' involvement in school culture construction, offering a practical guide for front-line teachers engaged in school improvement initiatives driven by cultural development.

This article synthesizes existing theories, outlining the observable dimensions of school culture and the basics of Role Theory. Employing a qualitative approach, it studies a new group school in a Chinese rural area through interviews, artifact analysis, and semi-participant observation, focusing on primary and middle school teachers. The research identifies stages in the development of teacher roles, explores changes in role practice, and concludes with refined role positioning and practical insights for the construction of school culture.

The research findings reveal a spectrum of roles in the cultivation of school culture. These roles manifest as "practitioners and innovators" of school culture, "organizers and facilitators" of classroom culture, "boundless learners and miners" of knowledge, "reflectors and maintainers" throughout the process, "interlocutors and sharers" of experiences, and practical-oriented "communicators and collaborators". These roles exhibit traits of multiplicity, contextual transcendence, and growth through practice, underscoring the intricate and dynamic nature of teachers' roles in the development of school culture.

This paper examines teachers' roles in school culture construction, summarizing their role patterns from educational practices as a reference to address issues of inexperience and capability among teachers. It seeks to align teachers with societal expectations in modern education and bridge the gap between quality education and high-quality teacher shortage in rural areas. Furthermore, the research presents an ideal role model for teacher to redefine their rights, obligations, responsibilities, and expectations in the new educational ecosystem featuring as sustainable school improvement and high-quality education.