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.

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.

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.