Workshop

Keynote - (Student PreConference)

Workshop

Navigating the academic research culture

Making progress with data (workshop)

Getting published in high-impact journals (workshop)

Sharing the journey – Reflections on our academic selves

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

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

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

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

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

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

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

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

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

Research Aim

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

Theoretical Framework

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

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

Findings

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

Relevance to the Conference Themes

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

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

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

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

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

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

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

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

High-quality teaching is pivotal in addressing the complexities of contemporary education, as it fosters social justice and aligns with Goal 4 of the 17 Sustainable Development Goals (SDGs) which seek to guarantee equitable, inclusive education for all by 2030, including children with special needs such as autism. Achieving this ambitious goal demands teaching methods that cater to the unique needs of autistic learners. Teachers in classrooms with students without special needs can make assumptions about the general teaching approaches for the entire group, but autism students may exhibit different and diverse forms of spectrum, that require applying different teaching methods.

This paper review strategies for autistic learners in inclusive classrooms across two contexts: the United States, and Saudi Arabia. In the US, the Individuals with Disabilities Education Act (IDEA, 2004) mandates the use of Evidence-Based Practices (EBPs) for students with special needs in inlcusive settings, these practices frequently clash with school policies and classroom realities. Guldberg (2019) argue those practises can be applied in the classroom, not all of them were initially conducted and tested within a school setting.

Saudi Arabia, historically lacking an inclusive educational approach, has recently mandated IEPs for students with special needs. The introduction of inclusive education is relatively recent, begun in 2016. The Saudi system has largely adopted aspects of the US model, particularly the IDEA (2004), and incorporated EBPs from the US into its educational framework, including scheduling and IEP strategies. However, adapting these Western practices requires careful consideration of the cultural, linguistic, and religious characteristics unique to Saudi society. Successful inclusive education in non-Western settings depends on culturally responsive strategies and a thorough understanding of local teaching challenges and educators' perspectives. This paper will emphasize the importance of integrating cultural considerations into teaching practices to ensure High- inclusive quality teachin in Saudi context.

Research Aim: This study examines the challenges in training special education teachers in Ultra-Orthodox (Haredi) Jewish schools in Israel, focusing on tradition, modesty, and gender segregation. The research addresses adolescence issues among students with Intellectual and Developmental Disabilities (IDD), comparing teachers' perceptions with families' retrospective experiences to identify gaps and improve training programs.
Theoretical Framework: The research integrates culturally sensitive teacher training approaches with the social model of disability. It explores the intersection of religious norms, educational practices, and inclusive teaching challenges within the unique cultural context, impacting special education pedagogy and practice.
Methods: The methodology employs a mixed-methods approach, including ten in-depth interviews with special education teachers, 20 retrospective interviews with Haredi families (10 adults with IDD, 10 parents), classroom observations, and an analysis of existing training programs. This approach aims to address cultural sensitivities and provide a comprehensive view.
Findings: The study identifies three key challenges:

1. Practical Readiness Challenge: A gap between formal training and the need for real-time adaptive solutions, especially in addressing sensitive issues like sexual behavior of students with IDD in a modesty-centric community.
2. Cultural-Educational Balance Challenge: Complexities arise in developing curricula that balance individual needs with strict cultural-religious norms, such as gender segregation and limited exposure to external content, while meeting educational standards.
3. Value-Educational Mediation Challenge: Teachers must navigate traditional modesty values, modern therapeutic needs, and education system requirements while managing internal conflicts and external pressures.

Relevance to Conference Theme: This research aligns with ISATT 2025's focus on teaching quality and educational equity in diverse contexts. It provides insights into quality teaching in unique cultural settings, equitable practices in conservative communities, and innovative approaches to teacher training for inclusion.

Research aim: As the number of identified neurodivergent learners increases across all educational environments, educators are encouraged to teach through an inclusive lens. Student teachers also include neurodivergent individuals amongst their number. A previous study by the researcher identified that autistic/ADHD student teachers face disproportionate barriers to qualification than even their otherwise neurodivergent peers. This paper (in progress) reports qualitative findings from interviews with autistic/ADHD student primary teachers from seven of the nine Scottish Higher Education institutions offering Initial Teacher Education (primary) programmes leading to professional qualification. It explores their lived experience whilst undertaking the school placements required to successfully complete programmes, identifying ways to reduce barriers and improve the capacity of this cohort for sustained, successful programme attendance and subsequent professional qualification.

Theoretical Framework: Braun and Clarke’s Reflexive Thematic Analysis (RTA) was used with a critical realism phenomenological approach incorporating the lead researcher’s own neurodivergent lived experience as a methodological lens.

Methods: Participants responded to calls for participation shared through their institution email systems. Following participants meeting eligibility criteria established through a short online survey, semi-structured interviews were conducted by the neurodivergent researcher via methods best suited to participant communication needs. Data collected was coded, themed and analysed using RTA.

Findings: Autistic/ADHD student primary teachers can face additional challenges to qualification based on requisite professional placement experiences including being impacted by attitudes to/ignorance of neurodivergence in supporting staff/schools; disclosure reactions; consistency of support; inflexibility of qualification pathways; and peripheral concerns diminishing capacity. Future changes are suggested to improve outcomes for autistic/ADHD student primary teachers and increase positive representation of this community within the profession.

Relevance to conference: The aim and scope of this research is to increase equity of access to professional qualification and opportunity for neurodivergent student teachers.

Strand: Equity and inclusion in teacher education.

Successful accommodation to children with special educational needs and their families is often dependent on collaboration, teamwork and good coordination of services, particulary in the case of children with complex needs. In preschools heads of special education play central role in coordinating services from specialists outside the preschools passing information and support to preschool staff. In later years attenton has been drawn to the fact that in Iceland coordination between the different services and institutions that provide support to children and their families has not always been adequate. Accordingly, new legislation was recently passed stipulating the monitoring, provision and integration of professional services to ensure more effectivity. The implementation of the law is now in process and four municipalities have been selected as pioneer municipalities.

The paper presents the results of two small qualitative studies intended to explore the experiences and attitudes of participants of collaboration and coordination before and after the new legislation.. In the first study six heads of special education in preschools were interviwed before impementation of the law and in the second one six key members of tvo pioneer municipalities. The semi-structured interviews were analysed using thematic analysis (Braun and Clarke) and ecological systems theory of Bronfenbrenner.

Results indicate that teamwork was already well functioning in preschools before the implementation so there was not much change. Heads of special education became contact persons ensuring access to and coordination of support but when the needs of the children were more severe a special coordinator outside the preschool overtook that role.

This inquiry examined the outputs of a working collective consisting of Ethnic Studies (ES) scholars and secondary educators engaged in curriculum-making around local oral histories with the goal of developing community-responsive ES curricular models and guidance. Hoping to better understand teachers’ ES curriculum-making in California, the study’s findings have direct implications for how we prepare teachers to be agentive, racially-literate curriculum-makers.

The study is conceptually framed around a humanizing ethnic studies framework, ethnic studies pedagogies, powerful knowledge from the academic field of ethnic studies, and consideration of additional knowledge(s)/ways of knowing. Tying these elements together is a nuanced understanding of Young and Muller’s (2010) “Future 3” curricular heuristic.

Using an engaged, collaborative, qualitative case study, the researcher not only sought to better understand the work of the Collective for her own research interests, but participated in the facilitation of the Collective alongside an ethnic studies professor. Such a methodology allowed for an advancement of knowledge for the field, but also a direct contribution to the local educational ecosystem.

Findings suggest that teachers working within the Collective could articulate the broad aims of ES. Furthermore, they were able to utilize different sources of knowledge (academic, community, experiential) in their curricular development. However, most teachers possessed an under-developed “toolkit” needed for deep knowledge-work related to the workings of race/racism, curriculum-thinking, and curriculum development, which limited the epistemic quality and emancipatory potential of their lessons.

The inclusion of ethnic studies modes of thinking in the curriculum is in itself an attempt to improve teaching (an innovative approach), as it strives to better address the needs of minoritized students and improve teaching related to race/ism. The findings also encourage a particular understanding of curriculum-making for more socially-just teaching, and have direct implications for advancing equity and inclusion within teacher education.

This paper is concerned with provision for children’s learning of literacy and numeracy in primary education in Uganda. We draw on research we conducted for the Global Education Monitoring Report (GEMR) 2023 Spotlight series on foundational learning in Africa. The analytical framework for the research focused on three elements in the provision of education: curriculum and learning materials, support for teachers and assessment practices and how far these elements were aligned with each other and how far they were being implemented in the classroom. We focus the paper on the classroom implementation element to shed light on the challenges and promise of advancing equitable teaching practices in challenging situations. Primary education in Uganda is in principle compulsory for children aged 6-13 and has a seven-year cycle (P1 to P7). Data for the paper was generated from research in 12 primary schools in four districts in Uganda. The purpose was to gain insights into issues affecting quality and equitable foundational literacy and numeracy (FLN) teaching and learning. Data was obtained from interviews and focus group discussions with district officials, headteachers, teachers, parents and community leaders; and from observations of mathematics lessons in P3 and P7. Responses from the districts showed that many government-funded schools had serious shortages of teachers, classrooms and learning materials, which limited the scope for interactive teaching methods and formative assessment. Evidence from classroom observations shows that textbooks were more widely used by teachers than by learners, since most learners did not have the books. There was also a tendency to whole-class teaching, rather than group work or individualised instruction. Differentiation of tasks was rare. We argue that achieving equitable teaching practices goes hand in hand with supportive policies and practices enabling teachers to adapt their teaching approaches in ways that cater for the needs of each child.

Research Aim: This study explores the potential for adapting Scotland’s Curriculum for Excellence, particularly its senior phase, to the U.S. social studies curriculum, with an emphasis on Pennsylvania. The research seeks to determine the compatibility of Scotland’s curriculum with the NCSS’s C3 Framework, assessing its capacity to enhance historical thinking, civic responsibility, and student engagement in U.S. high school social studies.

Theoretical Framework: Using inquiry-based and project-based education principles, the study is grounded in democratic education and social justice theories. It examines how Scotland’s curriculum can prioritize 21st-century skills alongside civic literacy, addressing the needs of students in underfunded, Title I schools in the U.S. through a curriculum that balances STEM competencies with active citizenship.

Methods: The research consists of three phases:

1. Interviews with Scottish educators and curriculum experts at the University of Edinburgh to gain insights into the senior phase.
2. Observational research in Scottish secondary schools, focusing on methods for teaching social studies and citizenship.
3. Development of a U.S.-adapted curriculum model informed by findings and consultations with local educators for practical implementation.

Findings: Preliminary findings indicate strong alignment between Scotland’s senior phase curriculum and the C3 Framework, particularly in fostering inquiry, critical thinking, and civic engagement. Observations suggest that the curriculum’s interdisciplinary approach can both engage students and foster civic responsibility, offering a model for equitable education practices in U.S. social studies.

Relevance to Conference Theme: This presentation aligns with the ISATT theme of “Promoting Equity and Inclusion through Effective Partnerships with Schools” by showing how international curriculum practices can support equitable, civically focused education in U.S. Title I schools. It also addresses “Addressing Social Justice by Leveraging Technology and Innovative Approaches,” proposing adaptable structures to integrate social studies and civic education in under-resourced contexts, and fostering international dialogue on equitable, civic-centered education.

Social justice issues have recently gained traction as too little support is still given to those who need it. Understanding this problem is crucial for teachers’ development and, even more, for identifying and disrupting unjust practices that discriminate against certain students who do not belong to a dominant group in a given context. The theoretical basis for our study is Seligman and Csikszentmihalyi’s (2000) Positive Psychology theory, which, in its present models (e.g. PERMA, EMPATHICS) fails to explicitly account for social injustice shown through but not limited to such popular social markers as race, social class, gender, disability. We assume that it is through interactions described in authentic incidents that social (in)justices can be understood. Therefore, the aim of our study is twofold: 1) to reflect on the kinds of social-justice incidents and their content, and 2) to address the need for inclusion of social justice topics in Positive Psychology discourse. In the study, we present and reflect on the social justice-related incidents (n=30) that have been collected among higher-education international students (mostly Erasmus+ and migrants to Poland). From the provisional results, it transpires that the participants’ concerns do not originate from classrooms and curricula issues. Instead, they refer to more ‘hidden’ injustices during their staying abroad, such as language barrier, non-nativeness, or unequal access to resources. The study is important in the sense that little research has been done on minoritized students so far whereas the integration of social justice values into the Positive Psychology ethos may be innovative.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5

The research investigated critical incidents related to social justice in the Brazilian educational context, focusing on the narratives of teacher-researchers who work in basic education and are or have been graduate students. The aim was to understand how teacher-researchers perceive and deal with situations of social injustice in their daily practices. The methodology adopted was a cartographic approach (Rolnik, 2014), with data collection based on the narratives of 40 teacher-researchers from Ceará, Piauí, Pará, Maranhão and São Paulo. Paulo Freire is the main author behind the theoretical framework, as his theory offers the perspective that pedagogy cannot ignore abundant poverty and other forms of exclusion, nor adopt a neutral position. Educators in the classroom express points of view and educational options that need to be geared towards a democratic society, according to Freire (1996), especially in an unequal country like Brazil. The thematic analysis of the narratives was guided by this framework. The results reveal the significant impact of the socio-political context on the teachers' narratives, especially in relation to social exclusion. Participants highlighted issues such as the pandemic, violence in peripheral communities, gender inequalities, exclusion due to physical characteristics and motor performance, and internal migration as factors that aggravate educational inequality. The complexity of practice is evident for teachers focused in social injustice. Although inclusive practices were mentioned, the teachers expressed indignation at the difficulty of overcoming social injustices, given the different backgrounds of the teacher-researchers and the Brazilian socio-political context. The research contributes to understanding the complexities involved in promoting social justice in education, suggesting the need for greater integration of critical pedagogical practices. The results underline the importance of preparing educators to face the challenges of exclusion and inequality, reinforcing the role of the school as a space for resistance and social transformation.

This study aims to deeply examine teachers' views on the concepts of social justice, equality and quality education in multicultural education settings. According to Banks (1993), multicultural education ensures equality in education for students from different races and social classes, allowing teachers and students to implement social justice in practice (Nieto & Bode, 2017). A qualitative research method was preferred and a phenomenological design was used. The research group consists of 6 Syrian and 6 Turkish teachers from primary level selected by purposeful sampling. A 4-question semi-structured interview form developed based on the four elements of multicultural education (Banks & Banks, 1995) was used. Teachers stated that they have similar values ​​regarding equality, social justice and quality education. They emphasized that cultural values ​​should be protected and universal cultures should be respected. Teachers stated that they apply the principles of inclusiveness and social integration, but the active participation of the school administration in integration problems is crucial in solving the problems. While Syrian teachers stated that they experience bullying among students due to racial and language differences, Turkish teachers expressed difficulties arising from lack of educational materials and language problems. Different Perspectives: As Syrian teachers have a different perspective on social justice and equality based on their experiences, Turkish teachers stated that they experience professional burnout due to communication problems stemming from language problems. The results of the study show that a comparative examination of Syrian and Turkish teachers' experiences in a broader context can contribute to improving the current situation. Such in-depth analyses to support multiculturalism in education can help develop and improve practices connecting quality teaching and equity through the way for socially just classrooms.

This research is contextualised by Freirean approaches to teacher education, which promote complex arrangements in the organisation of knowledge communities among teachers. Such communities are supportive of teachers’ learning by providing critique to advance socially-just teaching practices. In a previous research, we found that collaboration across different settings allowed a better understanding of the teaching complexities. However, it is uncertain how knowledge communities support and promote teachers’ democratic values and thinking towards social justice. Methodologically, we explore this uncertainty by drawing a self-study on an action research project within a Brazilian physical education teacher education (PETE) Master’s program (ProEF). Participants included teacher-researchers from different locations in the Northeast of Brazil, who were supervised by two teacher educators and co-authors of this article. In this article, the authors used vignettes of one ProEF Master’s student to discuss her own teaching and context. Through a complexity thinking lens, our objective was to analyse collaboratively her teaching intentions and dilemmas towards social justice. We found that critical incidents regarding race, gender and class evidenced intersectionalities and how the teacher embodied democratic values while coping with inequalities. The teacher was aware of the inequalities faced by her students. Despite this, her teaching lacked the full institutional support to address all emerging issues for a more equitable physical education and long term change. The teacher’s advocacy connects to the broad research project aiming to readdress democracy through engaged teaching as an alternative to neoliberal educational guidelines.

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

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

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

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

This research study explored how three teachers of Chinese language and culture negotiated a sense of “who they are” as language teachers during their pre-service teacher education studies in Australian higher education institutions. Drawing on positioning theory and Darvin and Norton’s (2015) expanded model of investment, results from qualitative narrative inquiry, including narrative frame, anecdote writing, and semi-structured interview, reveal the dynamic interplay of identity, ideology, and capital to explain the way in which these pre-service teachers’ identities were being constructed. The findings show that when encountering challenges, particularly concerning legitimacy and competency in university coursework and teaching practices, the pre-service teachers strategically employed different resources from their linguistic, cultural, and educational histories to negotiate a legitimate position as a teacher of Chinese language and culture for the Australian classroom. This research provides insights into the role of “agency” in contributing to teachers’ identity construction and negotiation and concludes with implications for the preparation of language teachers in linguistically and culturally diverse contexts.

Equitable education implies students being able to engage in learning activities on an equal basis, irrespective of their identity and background. To communicate about oneself and one’s family is considered an integral part of beginner competences in foreign languages (Council of Europe, 2020). Thus, autobiographies, illustrations of family trees, and similar forms of self-presentation and presentation of family information, are common genres in foreign language textbooks aimed at beginners. The aim of this research project is to investigate potential inclusive and/or exclusive teaching practices that these genres may generate. Our research questions are: What family structures and potentials for self-presentation are represented in the textbooks? How do the textbooks invite learners to critically engage with the represented knowledge?

These questions call for methodological and theoretical approaches that take into consideration both which knowledge is presented as legitimate in the textbooks (representation), and how learners are engaged with this knowledge (semiosis). We present a critical multimodal analysis of beginner textbooks in the foreign language subjects French, German, Italian, and Spanish in Norway. Informed by queer pedagogy (Nelson 1999, Paiz 2018) and principles of semiotic theory (Weninger & Kiss, 2013), we examine constellations of images, texts, and tasks, with a special eye for potentials for ambiguity and “queer” readings, to understand how the textbooks invite or make possible certain interpretations and language practices.

Preliminary findings suggest that the textbook material reproduces and reinforces traditional family patterns and binary notions of gender and sexuality. This may indicate that the genres are constrained by cultural norms and as such resistant to change. We discuss how more open and inquiry-based approaches can lead to more equitable teaching practices in foreign language teaching and learning, and suggest implications for future development of teaching and learning materials.

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 paper is based on the premise that diverse individuals come together in a classroom community, and that the quality of their learning and holistic development depends on the quality of their wellbeing in the classroom. Classroom teachers have a particularly important role and responsibility in building and maintaining the classroom community. The concept of the classroom teacher's role is conditioned by the pedagogical tradition of each country. Especially in the countries of Continental Europe, the classroom teachers are expected to provide a safe and supportive learning and social environment, to build supportive peer relationships and to provide opportunities for the optimal development of all students, especially the most vulnerable ones.

The findings of a national evaluation research study on the roles and needs of classroom teachers in the management of educational work in Slovenian primary and secondary schools will be presented. The findings concern classroom teachers’ assessment of their competences, such as recognising and accommodating individual differences among students, developing an appropriate climate, acting in accordance with ethical principles, reflecting on their own work and introducing necessary changes. In particular, the paper focuses on what contributes to their competences and in which areas they would need additional training. An online questionnaire was designed with closed and open-ended questions, and Likert-type scales. The invitation to participate in the study was sent to all Slovenian primary and secondary schools, together with a link to the questionnaire.

The collected data was analysed using statistical methods. The findings highlight key areas where classroom teachers need quality education and further training to meet the challenges of the daily practice of very diverse students’ learning together. Only competent classroom teachers who are prepared to reflect critically on their own practice and act in accordance with professional ethical standards can contribute to building a more just and inclusive community.

While initial teacher education (ITE) programs are designed to prepare pre service teachers for inclusive teaching practices, many teachers in service feel they lack sufficient training and skills effectively address the diverse needs of all students. This raises concerns about whether there is a mismatch between what ITE programs offer and their application in practice.

This comparative research aims to enhance knowledge in the field of ITE programs by examining how beginning teachers are prepared for inclusive education. It explores cross-cultural similarities and differences in ITE programs for inclusive education between two distinct contexts: Azerbaijan and Scotland.

A qualitative approach has been chosen as the most suitable method for data collection, utilizing three research methods: document analysis, semi-structured interviews, and focus group discussions. The current study is framed by three theoretical models: Korthagen’s (2004) Onion Model, Goodwin’s (2010) Knowledge Domains for Teaching, and the Comparative Case Study (CCS) framework proposed by Bartlett and Vavrus (2017) and these frameworks guided both the design of the data collection process.

Currently, the research is in its initial stages of data collection, with some preliminary findings already emerging. Although the data collection process is ongoing, all data collection and analysis will be completed before the conference date.

By examining how ITE programs prepare student teachers for inclusive education, my research directly contributes to the conference theme of equity and inclusion in teacher education in a way of exploring how all students at the primary education level, regardless of their abilities or diversities, will be taught equitable and inclusively through the learning prosesses.

Action research (AR) is commonly used in Australian independent schools as a structure for professional learning, with benefits stated as enhanced collaboration, greater understanding of students’ needs, and evaluation of interventions. This paper outlines the findings of a doctoral study through The University of Melbourne which sought to understand teacher-researchers’ experiences of undertaking AR projects in independent secondary schools. The study took a pragmatist standpoint as it sought to answer questions about practical, school-based usefulness. The study’s pragmatist standpoint informed “research design choices which cut across qualitative-quantitative divides” (Foster, 2024, p. 4). Using a sequential exploratory mixed methods approach, the study used semi-structured interviews and a survey, with “collection and analysis of qualitative data followed by the collection and analysis of quantitative data” (Terrell, 2012, p. 264). The study delivered 10 key findings, including that:

• teacher-researchers expressed concern about gathering and interpreting reliable student data
• AR projects must be seen to have support from school leadership
• AR was seen as a mechanism for social support from colleagues and for collaborative construction of knowledge
• AR projects were considered more successful when they were small and focused
• AR was seen as a mechanism for identifying and working towards teacher practice goals
• improved student learning was not considered a direct outcome of AR.

The findings speak to conference themes of ‘Characteristics of quality teaching’ in considering AR as a mechanism for professional learning, and ‘Equity an inclusion in teacher education’ in the resounding finding that teachers see AR as a mechanism for social support and collaborative construction of knowledge. This paper considers these findings and their contribution to the literature about action research in schools. Although the study considered the experience of Australian teacher-researchers, the findings are broadly relevant in other international contexts with similar independent school structures and professional learning approaches.

This study explores the impact of the long-standing divide between mind and body in higher education. Given a traditional dearth of body-centered curricula in universities, the thesis analyzes how Theatre of the Oppressed (TO)—a collection of techniques first developed by Brazilian artist Augusto Boal—can be a useful methodology for implementing embodied education in universities and colleges. Such embodiment is crucial if we want to adequately address diverse ways of learning while favoring a holistic pedagogical experience for university students, thereby stimulating genuinely transformative education.

The research, which arises from a PhD co-tutorship at the University of Bologna and Universidad Complutense de Madrid, involved analyzing the implementation of TO in seven different contexts, as part of workshops from various disciplines and across three universities in Italy and Spain. Through analysis of the fieldwork, this cross-cultural case study finds that TO can be used as an embodied critical-pedagogical strategy to support anti-oppressive, socially just, and emotionally attentive higher education practices.

Informed by Freire’s critical pedagogy, this research concludes that it is necessary to re-evaluate the role of the body in university education and that universities should operate as spaces for students to practice active engagement in a democratic society. The findings suggest how—when incorporated into broader university curricula—TO could be a valuable approach for re-establishing a perception of the body and mind as mutually constitutive entities, fostering teaching practices that cultivate what writer Eduardo Galeano refers to with the term “sentipensante,” the ability to act without separating mind and body or reason and emotion.

We describe an embodied multimedia normative case study on ethical reasoning used in an educational ethics and law graduate teacher education course as well as the processes and experiences of an interdisciplinary design team of educators. In the case study, teacher-candidates (TC) explore the case, examine the situation from multiple stakeholders, reflect on their values, consider and make decisions, connect their choices to their personal and professional identity, and ponder the dynamics and interacting levels of the decisions that stakeholders make. TCs engage with critical discourse and re-reflect upon their values.

This study examines the multi-media collaborative nature of the case study. The content of the written adapted script was translated into spatially oriented representation maps in order to establish a common visual language and represent the embodiment of multimedia content in the active learning space. Maps, copy decks, and other collaborative design strategies are discussed. The initial pilot study will be formatively and summatively evaluated in Fall 2024 to assess TCs' learning experience, growth in ethical reasoning, and professional identity development. Insights from our first cycle and reflections on feasibility and fidelity for future iterations will be shared.

Additionally, we are studying the processes of innovation in curricular design. Conceptualized as a multi-year iterative study, our co-design process is examined through meeting transcripts, reflective entries, and design artifacts to capture the complexities of developing curricular innovations. Our initial findings emphasize the impact of the interdisciplinary nature of the team each bring different disciplinary expertise within education and working from different positions: faculty, administrator, and graduate-student. We note the emotional tone in which the team worked and find the importance of curiosity, wonder, trust, struggle, and creative explorations brought to our inquiry-stance that supported the critical and ethical work of this innovation.

Strand: Equity and Inclusion in Teacher Education

This symposium is interactive and has been organized because of a concern by leaders in the narrative research community such as editors of educational journals and book series (e.g. Journal of Teacher Education, Frontiers Teacher Education, Studying Teacher Education, Emerald Insight) and reviewers for journals, conferences, and books. It focuses on the need for researchers using narratives or story in their research to have stronger skill in analysis. By developing versatility and strength in their analytic skills, researchers will be able to produce more nuanced and trustworthy accounts and will increase the trustworthiness and insights that research based on narrative data can provide. The purpose of this symposium is to enable researchers who are using or desire to use narratives in research new understandings of the variety of narrative analysis tools available or stronger skill in analytic tools they already utilize in their research. The objectives of the session are (1) Participants will engage in hands-on activities that enable them to either hone or strengthen their skill as narrative researchers. (2) Participants will be able to develop or increase strength in analytic skills they may not be familiar with. (3) Participants will have materials that they can use as they design and implement research projects using narrative as data. The session begins with an overview of theoretical underpinnings for analyzing narratives and descriptions tools that can be used. Participants will then engage in two 30-minute (out of six) hands-on workshops (Handouts, and other materials will be provided as well as opportunity for practice). Included are workshops on using visual tools, condensing huge data sets into vignettes, basing studies in narrative beginnings, analysis using literary elements, memory work, multicultural analysis, using serial interpretation. The session ends with an open question forum to examine lingering questions.