The study analyzes how diversity is addressed in early childhood education curricula in Brazil, Chile, and Colombia, investigating how the official documents of these countries deal with issues of social justice and inclusion in educational practices. The research is based on theoretical frameworks from the sociology of childhood and curricular justice, focusing on the intersection of social markers. The research employed document analysis. The documents were read, and software was used to identify the presence and frequency of terms related to diversity. The corresponding excerpts were interpreted and compared among the three countries. In Brazil, the concept of cultural plurality is highlighted. In Chile, diversity is more associated with inclusive education. In Colombia, diversity is approached within the context of human rights and integral development. In all the documents, diversity is associated with positive values such as pluralism and inclusion, but it is treated superficially, omitting conflicts and power relations that structure differences. The term is used to promote a pacifying discourse without critically addressing the implications of these differences in childhood development and educational practices. The research contributes to the strand of equitable teaching by exposing the need for a more critical and inclusive approach to diversity in curricula. It demonstrates how curricular texts are influenced by the neoliberal perspective of diversity, limiting the development of curricula that empower different identities. Although they address diversity, the documents overlook the complexity and underlying social dynamics of childhoods, limiting the recognition of differences and the development of critical pedagogical practices. It concludes that the concept of diversity can be used both to legitimize curricular reforms and to disregard deeper and more structural inequalities.

Context: Effective communication between schools and families is crucial for supporting children’s educational experiences and fostering strong relationships with parents. As children enter preschool, parents quickly realize that they will be expected to engage in communication with the school. However, some families are more challenging to reach due to their unique life context. Research underscores the need for schools to tailor their communication strategies to fit the diverse contexts of families. Such tailored communication should consider the specific needs and expectations of each family, enhancing the understanding of roles and responsibilities to support students’ educational success and accommodating the economic, social, cultural, and linguistic diversity of families.

Research Aim: This exploratory qualitative study aims to document the strategies used by preschool teachers to adapt their communication to the diverse life contexts of families.

Theoretical Framework: We will analyze our data using Graham-Clay’s (2005) theoretical framework on effective communication, which outlines six key strategies.

Methods: Seven preschool teachers were interviewed in a group setting to discuss the challenges they face with families considered hard to reach and the strategies they use to adapt their communication. The material was coded using Nvivo software following Braun and Clarke’s six-step method (2019).

Findings: Our findings reveal several strategies employed by teachers to improve communication with hard-to-reach parents, as well as ongoing barriers. Our analysis highlights the need for structural solutions at the school level to address the needs of these parents.

Relevance to the Conference Theme: This presentation aligns with the conference theme by exploring practices aimed at engaging sub-groups of parents who may be less connected to the school, with a focus on equity.

The relationship of Native American populations with education is complicated by a cultural battle between traditional indigenous values and assimilation into the hegemonic Caucasian society in the United States, with music education being central to these movements. An analysis of literature traces the historical progression of education policy impacting indigenous communities, alongside recent literature advocating for reforms to the educational policies in indigenous schools to address the cultural needs of students. However, recent literature lacks in addressing aspects of reform to music education practices in indigenous communities, and resources have been developed that may be inauthentic to the cultural needs of native students. This study’s purpose was to explore current teaching practices utilized by K-12 music educators in Native American communities and discusses how traditional indigenous music-making could be effectively incorporated into the standardized American music education curriculum. A secondary purpose of this study was to understand how the experiences of K-12 music educators teaching in indigenous communities may better inform equitable teaching practices when instructing culturally diverse populations. Participants were interviewed and asked a series of ten questions regarding their experiences instructing indigenous students. Based on experiences, participants discussed the implications of integrating indigenous cultural music-making into the American music education curriculum, currently based on the Western European model. The implications of this study benefit music educators by better informing equitable teaching practices when working with Native American student populations.

As part of the actions of the Federal University of Ceara’s PIBID (Program of Introduction to Teaching), developed in partnership with the Federal Institute of Ceará, Fortaleza campus, we drew up a survey form with the intention of understanding the students' interests in order to create activities focused on the study of the English as a foreign language. We identified that the students revealed a preference for learning through audiovisual media. Thus, one of the projects proposed to the students was the Cinema Club, which consisted of activities developed based on movie scenes, promoting teaching, learning and exploring pragmatics in the study of English as foreign language in the classroom. With a theoretical foundation based on the article Pragmática: a cultura no ensino de línguas, by Elena Godoi (2005) and the concepts discussed in the book "Teaching by Principles", by Douglas Brown (2015) and the BNCC (2018) - National Common Curriculum Basis -, this work analyzes how the use of movies in the classroom can be an alternative teaching material for working on aspects of language and culture, highlighting alternatives for teaching syntactic, semantic and pragmatic dimensions of a foreign language. For this study, we analyzed the lesson plans, the materials produced during the club and the scholars' reflective diaries. Among the results, we realized that the use of audiovisual productions was effective in teaching aspects of descriptive linguistics, as well as pragmatic overviews in a dynamic and multifunctional way. In addition, the materials used in the project were movies known and liked by the students, promoting an accessible learning process of English as a foreign language and Its cultural aspects to the students of a public high school in Brazil’s northeast.

Despite the mutual benefits of collaboration and inclusion between mainstream schools and supplementary schools (Bhatt et al., 2004), their relationship remains a contentious area (Maylor et al., 2013), promoting their cooperation and inclusion continues to face many practical difficulties (Ainscow, 2020; Nwulu, 2015). This study uses the Communities of Practice (CoP) theory (Wenger, 1998), viewing mainstream schools and supplementary schools as integral parts of a larger community, with the shared goal of student development, and takes a Chinese supplementary school in Scotland as a case study. Data was obtained through semi-structured interviews with the leaders and teachers at this Chinese supplementary school, as well as through participant observation. The results of the thematic analysis echoed existing research, revealing the cooperation between mainstream schools and supplementary schools are limited and not deep enough; Additionally, it was found that the supplementary school in the case study was not keen on cooperating with the mainstream school. This may be related to the fact that the supplementary school in study has a long history. The community school leaders prefer independent development, and the teachers have their own primary jobs, making it difficult for them to have the additional time and energy to establish connections with mainstream school teachers. Even though the possibility for mutual inclusion and collaboration exists, there are still many practical challenges, and the CoP theory offers a potential solution for addressing this issue.

Scottish education policy has a clear focus on improving the academic attainment of learners undertaking externally assessed qualifications in the final three years of secondary school (S4-S6). These qualifications are delivered in specific subject areas in state-funded schools at National 5, Higher and Advanced Higher level (SCQF Levels 5-7, respectively). The challenge for teachers is to develop classroom practice that raises attainment within this specific context and promotes social justice by providing all learners with opportunities to achieve. However, there is a distinct lack of research that attends to how teachers can raise attainment, specifically, in Scottish senior phase qualifications. In attempting to address this gap, this poster will share the findings of a practitioner enquiry into effective approaches to raising attainment in these qualifications, with a focus on Religious, Moral and Philosophical Studies (RMPS).

This poster will highlight the motivations for the practitioner enquiry including for learners, colleagues and for creating equitable experiences in the senior phase. It will share the pedagogical and assessment strategies used to provide quality, inclusive learning and teaching. Via analysis of qualitative and quantitative data such as learner reflections, observations and Scottish Qualification Authority attainment statistics, it will offer an evaluation of raising attainment strategies and will share what was learned about improving pedagogy and assessment practice.

This poster aligns with the conference’s theme as it shares how these strategies can reduce the disparity in outcomes between learners with and without additional support for learning needs. In addition, it attends to the conference’s focus on the characteristics of quality teaching by sharing strategies that have been consistently demonstrated to secure learners high-levels of attainment across a three year period.

Equity and inclusion imply being "seen" from multiple perspectives. Emotional labor and identity construction have become new areas of concern in promoting the development of Chinese rural teachers in the new era. These are not only the important dimensions that constitute the current difficulties in the professional life and professional development of rural teachers, but also the critical breakthroughs to solve the hidden problem of "body is there but heart is not" in rural teachers' turnover and to promote the equity and development of rural education in China. Therefore, from the perspective of positioning theory, this study explores what kind of emotional labor rural teachers are engaged in under different positions, and what impact the emotional labor experience has on the identity construction of rural teachers. This study adopts qualitative research methods to collect data through semi-structured interviews and document collection, and summarizes and analyzes the emotional discourse expression and emotional management status of 10 rural teachers. It finds that negative emotional labor, primarily characterized by passive surface acting; positive emotional labor, primarily characterized by active deep acting; and avoiding emotional labor, primarily characterized by natural performance, constitute the subtypes of emotional labor among rural teachers. The tension between external emotional rules and internal emotional experiences in emotional labor becomes an opportunity for rural teachers to further negotiate meaning and construct their identities, promoting moral positioning to recognize "who teachers are", interactive positioning to understand "myself as a teacher", and reflexive positioning to perceive "myself as an individual". Exploring the relationship between emotional labor and identity construction reveals that emotion, as the "glue of identity", is conducive to highlighting teachers' subjective agency and the value of emotion, and promoting the realization of practical goals such as caring for the development of rural teachers and enhancing identity recognition.

Research Objective: To contribute to racial literacy through Education for Ethnic and Racial Relations in the training of Physical Education teachers.

Theoretical Framework: The study emphasizes the importance of antiracist education and curricular policies in addressing inequalities, drawing on decolonial perspectives from authors such as Ailton Krenak, Antônio Bispo dos Santos, Conceição Evaristo, Djamila Ribeiro, Nilma Lino Gomes, Lélia Gonzales, and Paulo Freire.

Methods: This research employs a theoretical and documentary approach with a qualitative methodology.

Findings: At the Federal University of Pampa (Unipampa) in Brazil, the training of Physical Education teachers serves as a platform to combat discrimination, prejudice, and social injustices. The study identified antiracist practices embedded in the teaching plans across all curricular components of the Physical Education degree program. It also highlighted projects within teacher qualification initiatives, such as the Pedagogical Residency Program and the Institutional Program for Teaching Initiation Scholarships (PIBID), as key spaces for fostering a humanizing and emancipatory education. Furthermore, the Center for Afro-Brazilian and Indigenous Studies Mãe Fausta (NEABI) plays a vital role in promoting racial literacy and implementing the National Curricular Guidelines aligned with Laws No. 10,639/2003 and No. 11,645/2008, which seek to dismantle societal structures rooted in racism and inequality.

Relevance: This proposal aligns with the conference's focus on equity and inclusion in teacher education, illustrating how antiracist training experiences, supported by public policies that promote citizenship and emancipation, can help address and overcome ethnic-racial and social inequalities in Brazil.

Research Objective: To understand the importance of gender discussions in schools, within documents and curricular policies, for a more just, inclusive, and equitable education.

Theoretical Framework: To reflect on the role of education and curricular policies in combating conservative and traditional teaching practices that reinforce stereotypes, domination, and discrimination, the research draws on authors from sociology and critical philosophy, such as Heleieth Saffioti, Angela Davis, bell hooks, and Silvia Federici.

Methods: Theoretical and documentary research with a qualitative approach.

Findings: The school is not an institution isolated from society; on the contrary, it is part of it and, therefore, permeated by conservatism, violence, and prejudices, such as racial, class, and gender inequalities. Remaining silent on these issues does not solve social problems; on the contrary, the lack of debate contributes to the reproduction of inequalities and discrimination. In Brazil, the Supreme Federal Court ruled that prohibiting discussions on gender and sexuality in schools is unconstitutional, making it the State’s duty to address these topics in an effort to prevent violence against girls, women, and the LGBTI population, to inform and protect children and adolescents from sexual harassment and abusive relationships, and to combat discrimination and misinformation. Therefore, the school must ensure debate and reflection on the prejudices that plague society, aiming to transform reality.

Relevance to the Conference theme and specific track: Reflecting on and proposing teaching practices that address gender issues in schools, documents, and curricular policies is essential for ensuring an emancipatory, equal, and socially referenced education that envisions a fairer and less unequal world. Thus, this research proposal aligns with the conference theme, particularly the sub-theme research on equitable teaching practices, making it both relevant and necessary.

The aim of this project is to improve standards in Scottish primary and secondary education by producing a toolkit that uses data from the National Improvement Framework Interactive Evidence Report to evaluate school performance. While the NIF Interactive Evidence Report generates data on each key driver of improvement, it lacks an aggregated analysis necessary to drive substantive changes in the ways in which the educational system operates.

The model of efficiency can aggregate all the key drivers and priorities together to create individualised results for each school and the local education authority. The model will automatically find areas of best practice and areas for improvement. We will interview school managers to understand how the Framework is integrated into school practices and use a questionnaire to understand teachers’ perceptions of the Framework. Both sources of information gathered will be used to inform an educational improvement index. To prevent cross-comparisons or league table type rankings, our results will be accessible through a Power BI toolkit, which will include a user-friendly individualised and anonymised dashboard for identifying areas of best practice and potential areas for improvement. The ASG clusters might wish to explore a school-helping-school arrangements to share best practices and improve target areas. This could be achieved through a series of Continuous Professional Development workshops tailored for the users, and reports disseminated to educational stakeholders.

A combination of this data and stakeholder engagement will provide policymakers with new evidence to guide schools in improving performance, impacting all local schools and improving attainment and performance outcomes within Scottish education. For policymakers, DEA provides a robust tool for evaluating the impact of educational policies and funding decisions. By understanding which schools use resources most efficiently, policymakers can replicate these models on a broader scale, driving system-wide improvements.

Research aim:

This study explores the role of school leadership in developing school-family partnership, focusing on the perspectives of parents and school leaders in Saudi Arabia. It investigates the role of head teachers in elementary boys' schools in Dammam City in fostering these partnerships and addresses challenges faced in both national and international contexts.

Theoretical framework:

The study is grounded in theories of collaborative engagement and educational leadership, highlighting the role of school leadership in coordinating efforts and setting a unified vision for effective school-family partnerships. It also considers the socio-cultural dynamics influencing these partnerships in the Saudi Arabian context.

Methods:

A qualitative methodology was employed, involving semi-structured individual interviews with nine head teachers and four focus group discussions with 14 fathers in Dammam City, Eastern Region, Saudi Arabia. Inductive thematic analysis was used to examine the data, identifying key themes related to the challenges and successes of school-family partnerships.

Findings:

The findings reveal that both families and school leaders recognise the value of school-family partnerships for enhancing children's educational experiences. However, head teachers face challenges such as limited authority, high centralisation of the education system, and insufficient training in fostering these partnerships. Meanwhile, fathers encounter obstacles including time constraints, lack of home-teaching experience, and work commitments.

Relevance to the conference theme and specific strand:

This study is relevant to the conference themes of "Promoting equity and inclusion through effective partnerships with schools" and "Characteristics of quality teaching." It offers insights into the challenges and opportunities of school-family partnerships, emphasising the importance of tailored strategies to enhance these partnerships and the crucial role of school leadership. The findings contribute to ongoing discussions on equitable and inclusive education practices, aligning with global efforts to strengthen school-community relations.

Research Aim:

This research sought to investigate the hidden inequity of rurality in the context of a small rural secondary school in Scotland, using situational analysis as a tool to examine key factors contributing to inequality.

Theoretical Framework:

Given my position as Headteacher of the school to be examined, it was crucial to acknowledge my position and experience and their influence in the research. By adopting an auto ethnographical approach, the study was conducted whilst acknowledging my own positionality in the process. As Wall (2006) states this positionality allows for a high degree of personalisation drawing on an individuals’ experience to understand an issue.

This self-directed lens of study enabled for a factual in-context analysis to understand the wider issues of how measures to combat inequity can perpetuate inequity.

Methods:

Situational analysis can be used to problematise and understand the complexity within unique contexts.

Given the multifaceted and complex issues facing the school an approach to situational analysis was needed that allowed for problematisation of all factors impacting inequity. The Political, Economic, Sociological, Technological, Legal and Environmental (PESTLE) model (CIPD, 2024) of situational analysis provided such a framework.

The resultant situational analysis presented a number of significant areas for further focus and discussion.

Findings:

The study highlighted the many interlinked and often cyclical issues facing a small rural secondary school, including systemic and structural factors and how measures used to remove inequality are often not applicable to the rural context, resulting in challenges for school leadership.

Relevance to the Conference theme and specific Strand:

This study highlights that curriculum design is a challenge in the rural sector where economies of scale cannot be achieved and constraints often result in equitable offer for learners, thus necessitating in schools needing to develop partnerships to bridge the gap in provision.

In February 2024, a media education workshop was conducted for technological higher education teachers at a Brazilian state institution. On that occasion, media education was defined as a process that involves media literacy - planning, objectives, strategies and evaluation - to develop media competence, starting from an understanding of what the media is and its interests to problems relating to contemporary mediatization (Pires; Pimenta, 2024). The EcoCine extension project, developed by the University of Sorocaba, was the starting point for discussing environmental aspects, using short films as sensitizing agents. In the workshop, the dynamics and objectives of EcoCine were presented. This was followed by a presentation of the dimensions of this competence (language, technology, interaction processes, production and dissemination, ideology and values, aesthetics). Afterwards, the short film The Turning Point by Steve Cutts was shown. The video generated discussions about the importance of the media in social sensitization and overconsumption. The teachers were asked about the definition of media and invited to reflect on the influence of corporations behind media content. Participants showed interest in media education and its pedagogical practices, recognizing the importance of developing a critical view of the media. The workshop encouraged reflection on environmental impact and the influence of the media on the construction of narratives, enabling teachers to understand their role as mediators in reading and reflecting on media content. In addition, the training articulated the themes of equity and inclusion, which can contribute to training educators who are sensitive to the impact of the media on society, corroborating the construction of equitable and inclusive practices. For the teacher, understanding the personal relationship with the media implies recognizing its impact on raising awareness of environmental issues such as consumption, and the commercial, economic, political and legal interests behind media corporations.

The professional learning and development of teacher educators has received increasing attention the past decade (e.g., Bates et al., 2012; Goodwin & Kosnik, 2013; Ping et al., 2018). This paper draws upon this emerging literature base to propose an ecological framework for teacher educator development. In 1979, Urie Bronfenbrenner first offered his ecological systems theory. According to this theory, which focuses on human’s development, there exists a set of individual and contextual influences on one’s development and these factors operate at multiple, nested levels.

In the field of education, the ecological systems framework has most commonly been used in early childhood education research to understand the development of young children. However, teacher education researchers have used the framework to study aspects of the professional practice of teacher educators. For example, Buchanan (2020) offered an analytical framework that investigated those who supervise and mentor teacher candidates.

In our framework, the teacher educator sits at the center. The microsystems that influence teacher educator development include their relational experiences with family and peers and experiences in teacher training. The mesosystem includes the workplace, both PK-12 school settings as well as departments within higher education institutions. The exosystem includes school and local/state/provincial boards of education and their policies as well as media portrayals of educators and professors. The macrosystem includes national legislation regarding teacher training, and societal beliefs, attitudes, and social norms toward teaching, teacher education, and universities. Finally, the chronosystem includes the contextualized history of schooling and teacher education, and the teacher educator’s development over time.

In order to fully address the tensions that operate in society and shape both policies and practices in schools, we must utilize developmental frameworks, such as the one we are proposing, that attend to the complex interaction of factors across contexts and time.

Code-switching is a common phenomenon that is generally observed in multilingual communities across the globe. A critical look at code-switching literature reveals that mostly code-switching has been studied in classrooms in learning and teaching contexts. In contrast, code-switching outside the classroom in settings such as café, hostels, and so on has been the least explored. The current research investigated the reasons for code-switching in the interactive practices of students and their perceptions regarding the same outside the classroom settings. This paper is the study of the common practice that prevails in the Universities of Sialkot that bilinguals mix two languages when they speak in different classroom situations. In Pakistani classrooms where Multilingual is in abundance i.e. they can speak two or more two languages at the same time, code-switching or language combination is very common. The teachers of Sialkot switch from one language to another consciously or unconsciously while teaching English in the classrooms. This phenomenon has not been explored in Sialkot’s teaching context. In Sialkot, private educational institutes do not encourage code-switching whereas the public or government institutes use it frequently. The crux of this research is to investigate and identify the importance of code-switching by considering its users. The survey research method and survey questionnaire will be used to get exact data from teachers and students. We will try to highlight the functions and importance of code-switching in foreign language classrooms in Sialkot and will explore why this trend is emerging in Sialkot.

The development of the conceptual and theoretical proposition of holomotricity (Souza & Sanches Neto, 2024) recognized human bodily practices as energy flows and conceived the Be-Movement as a manifestation of universal totality based on African ontology (Olodumare). The innovative concept undertaken aligned with the concepts of holomovement — participatory thought (Bohm, 2008), and spirituality (Krishnamurti & Bohm, 1995). Despite the recognition of the conceptual relevance for the constitution of this proposition, the predominance of Asian postulates used in the approximation of these concepts with holistic approaches to address universal unity must be highlighted. This fact reinforces an occidental model of knowledge construction, also present in the academic-scientific field, which perpetuates traces of social injustice. In African philosophies and traditional Afro-descendant cultures, the human being is an integral being, mind, spirit, soul and physical body are an integral part of vital energy connected with the environment. African societies understand that a person is only a person provided he or she is a member of the community, family, and clan with ancestors, plants, and animals (Mbiti, 1969), unifying external and internal times. Thus, this research seeks to re-elevate Be-Movement by performing a rupture to occidental values or views retreat to the ancestry of African-based religions, rectifying the hegemonic use of Asian perspectives. The collaborative task here is to understand the knowledge of African religions regarding the cyclical view of time and life as the paradigm basis for the interconnection between Be-Movement, ancestral spirits, and the cosmos, recognizing the presence of ancestral spirits in all aspects of life. The re-elevation of this wisdom is essential to reconnect human consciousness with ancestral knowledge to contribute to human harmony and balance. The reconnection with the universal flow can then occur through Be-Movement, conscious of the ancestry by African-based religions regarding life, spirituality, and the cosmos.

Teacher educators are challenged to provide quality learning experiences for future teachers within a rapidly shifting technological landscape. Newly embraced online teaching platforms, emerging technologies, and artificial intelligence forge new frontiers yet spawn dilemmas and opportunities for innovation. What are the characteristics of quality teaching with technology? Decades of self-study research of teacher education practice and pedagogy exist and stem from fields of reflective practice, action research, and practitioner research (Pithouse-Morgan, 2022). The purpose of this self study is to explore my own use of technology to support teaching and learning in a graduate ESOL teacher education program. My primary research question is: In what ways have I integrated technology over the span of 12 years in a course that includes Non-Native Speakers of English? My secondary question is: in what ways is my teaching presence influenced by technology? I used the Substitution, Augmentation, Modification, Redefinition (SAMR) Model (Puentedura, 2013) of technology integration and the Technological, Pedagogical, and Content Knoweldge (TPACK) Model (Mishra & Koehler, 2006) to evaluate my use of technology and pedagogical choices in one specific graduate course taught over a 12-year time span. Presence Theory (Lowenthal & Parscal, 2008) comprised of instructor connections to self, students, and subject matter (Pawan, 2016) further informs this study to explore the ways presence was established in a complex teaching dynamic characterized by: integration of both distance and on-campus sections, enrollment of native English speakers and non-native English speakers, and teaching certification requirements for some and not for others. Data analysis of course syllabi, course Canvas platforms, and assignments will shed light on the level and kind of technology use and integration and make connections between these levels, beliefs about technology, learning, and teaching, and growth in presence over time.

The aim of the research is to study how content representation (CoRe) and big ideas can be used as reflective tools for and on teaching in a didactical course for biology teacher students in Finland. CoRe was developed as a tool for capturing and documenting pedagogical content knowledge and has been used in different teacher education contexts to develop teaching skills. In this study it was introduced in a final course of a teacher education program and used by the students with the intent to increase the quality of reflection for and on teaching. CoRe was used in the lesson planning stage as well as a basis for written reflections on their teaching in classrooms. The study was conducted with a self-study approach where the researcher investigated her own teacher education practice. Empirical material was collected during spring 2024 and consisted of reflection assignments and interviews with three teacher students as primary data sources, and lesson plans as a secondary data source. Another round of data collection will be repeated in spring 2025 with a new group of students. The preliminary findings and insights are that teacher students find both CoRe and big ideas helpful when reflecting for and on teaching by helping the students structure lessons and content. It challenged the students to think deeper about how they structured the lesson and how the lesson should be conducted. Careful reflection during the planning phase also led to deeper discussions with supervisors. The study is about developing quality teacher education and quality teaching by the teacher students by combining theory with teaching activities. As the study is conducted in the researchers own practice the theme fits into the S-STEP strand.

In action research, the process of the dialectic action research spiral (Mills, 2016; Mills, 2018) is utilized to work toward an action plan for teaching and learning and features four main elements: an area of focus, data collection, data analysis and an action plan. The dialectic action research lemniscate (Levicky, 2024) refines the dialectic action research spiral as an amended process that represents an intuitive and authentic approach in navigating the complex, dynamic process between the dual roles of teacher/teacher educator and researcher/scholar when studying student learning and one’s own teaching practice.

The dialectic action research lemniscate refines the dialectic action research spiral by offering seven additional aspects of the action research process including: research questions, data impressions, research lessons, teaching intentions, teaching impressions, teaching tensions and teaching questions to the original four elements of the area of focus, data collection, data analysis and an action plan. By conjoining the original dialectic action research spiral elements with the additional aspects of the dialectic action research lemniscate, action research methods can remain rigorous while helping better support the work of teachers as researchers (Kinchloe, 2012) and clarifying process connections and expanded capacities and insights within the dual roles of teacher and researcher.

The dialectic action research lemniscate both separates yet connects the simultaneous, recursive endeavors within teaching, learning and researching. By expanding the dialectic action research spiral from four to eleven points, the dialectic action research lemniscate unifies the processes of teaching and researching through the area of focus. This reflects a change in action research methods meant to support the work of K-12 practitioners and teacher educators alike in creating, applying and refining action plans designed to better teaching and learning, but honors the rigorous process of the dialectic action research spiral by building on existing scholarship.

This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Research aim: As crucial reservoirs for fostering innovative teachers and catalysts for promoting regional educational equity in China, establishing a pre-service teacher education system with indigenous characteristics and world-class standards has emerged as a pivotal support for ensuring educational quality. This study aims to facilitate a comprehensive "scan" of normal students' cognition and behaviors towards innovation and entrepreneurship education (IEE), thereby fostering high-quality and equitable teacher resources.

Theoretical framework: Drawing upon pragmatism methodology and pivotal theories such as creativity and self-concept, the research instruments were scientifically developed through theoretical exploration and expert consultation.

Methods: Employing a mixed-methods paradigm, this study surveyed 1003 normal students from six universities across eastern, central, and western China using questionnaires and conducted semi-structured interviews with 20 normal students.

Findings: 1.Normal students exhibited an imbalanced cognition towards IEE, characterized by a "high external, low internal" disparity. 2.Motivated by "interest-utilitarian" incentives and "cooperative-competitive" approaches, four distinct participation patterns in IEE emerged among normal students. 3.School support and perceived barriers to participation significantly influenced normal students' cognition and involvement in IEE.

Relevance to the Conference theme and specific strand: This study aligns closely with the sub-theme of "Equity and Inclusion in Teacher Education." By examining the cognition and participation in IEE among mainland Chinese normal students, it underscores the significance of nurturing pre-service teachers' innovativeness, which in turn enriches student learning experiences, fosters creativity, and reinforces the role of quality teacher resources in promoting social justice and regional educational equity.

This presentation introduces strategies and conceptualizations to help teachers create physical, social, and academic space within their classrooms for students to connect to curricular content and their peers. Through the lens of Self-Determination Theory, Charlotte will provide an overview of how self-regulated learning aligns with the promotion of inclusive teaching practices across the curriculum. Erin will introduce her work with preservice teachers to outline how teaching strategies grounded in care and empathy can help educators create classrooms for genuine inclusion.

Charlotte’s views the practices associated with SRL through the lens of Self-Determination Theory. It is from this position she advocates for the use of SRL within classroom settings as a means of supporting all students to actively and meaningfully engage within academic and social tasks. Charlotte research is based within her dissertation work examining teacher candidates’ implementation of self-regulated learning practices and her ongoing interest in teacher candidates’ sense of authenticity. To this end, she draws upon multiple case studies analyzed through thematic analysis to present ways that teachers to implement self-regulated learning to create an inclusive, motivating environment within their classrooms.

Erin’s research engages notions of care ethics, radical empathy, and socially-just care to argue for the centrality of compassion as a tool for equity. Her work employs participatory action methodology combined with a normative case study approach to investigate how preservice teachers develop inclusive pedagogical strategies that lead to greater classroom equity.

Together, our research demonstrates how small changes in our pedagogical approach can have a large impact on students’ engagement with curricular content, thus ensuring a classroom that is authentically inclusive and equitable.

This presentation aligns with the overarching theme of “Quality Teaching for a more Equitable world,” and with the sub-themes of equity and inclusion in teacher education, as well as research on equitable teaching practices.

Teacher preparation in teacher education courses requests theory, principles strategies during the process of professional development; therefore, it seems necessary understand ways to improving the construction process during training courses classes target to practicum. Biology teacher training courses are expected to include sustainability and social justice as a preservice knowledge construct in university classes and internship guidelines. It is necessary investigate how support planning classes in practicum in target to these propose. The research is based on elements of constructivist Piaget’s theory to teach focused on the learning process for to be a teacher. The aim is to analyze how some elements of constructivism approach support an elaboration and are expressed in classes of my subjects in the Biology Teacher Education course and also of student teachers, being a strategy for critical thinking about social justice and sustainability. As a professor, two subjects in my responsibility named Teaching Methods contextualizing sustainability in terms of social justice, or one of these themes, depending on the class. Methodology: elements of constructivism were the background to the university classes in Biology Teacher Education course. Topics such global warming, waste generation, causes, impacts in poor population, and others were included, in addition to constructivist approach (as evolution of children thinking). Narratives and documents of planning classes was collected. Results: In classes, student teachers need to think and changes ideas for strategies to organize the class considering constructivist theory and principles, setting that the theory is not directly applied to classes or teaching methods. During the planning, student repaired plane twice by ourselves after supervisor suggestion and read all, one by one. Students teachers gave the lessons at school and then wrote narratives, which show gradations of approach to the constructivist way of thinking in classes. Traditional were present for a half of them yet.