Context: In Quebec, newcomer students who don't speak French when they arrive in the host society can continue their education in a welcoming class, where they learn the language of instruction, and where they get to familiarize with social and cultural aspects of their new living environment. Newcomer students can also join the regular class, where they try to keep pace with their peers and benefit from special support in learning French. However, several studies have highlighted the feeling of overload felt by some regular classroom teachers when they welcome in their class newcomer students who does not speak the language of instruction (Charette & al., 2024; Querrien, 2017).

Research aim: Our research aims to document social representations of 1^st grade primary teachers towards the welcoming of these newcomer students in their class and the practices they put in place to support their process of integration in the classroom and in the school.

Theoretical framework: We propose to analyze our data regarding the theoretical framework of inclusive education (Magnan & al., 2021; Potvin, 2014), which are based on four dimensions: equity: taking diversity into account, offering resources adapted to needs, inclusion: supporting the real participation of individuals and combating discrimination (Charette & Audet, 2023).

Methods: Data were collected from nine teachers working on an urban territory in Quebec (Canada). Two data collection tools were used: free association technique and semi-directed interviews.

Findings: On one hand, our results illustrate a high level of teachers’ mobilization, mainly through equity-oriented practices. On the other hand, they suggest that practices aimed at inclusion are much less invested in by teachers.

Relevance to the Conference theme: Our presentation is fully in line with the conference theme, which aims to examine equity practices deployed by teachers in schools.

The research aims to investigate teachers' representations of student motivation in disadvantaged contexts, characterized by the intersection of economic and social difficulties (Clarke & McCall, 2013) and the presence of the Camorra (Allum, 2001), a criminal organization similar to the mafia.

The hypothesis is that motivation, conceptualized as a "relational" and "dynamic force" (Lewin, 1961), may represent an autonomous area of development, potentially resilient to environmental adversities, especially if supported by targeted educational interventions. Investigating teachers' social representations is therefore important to promote children's motivation by identifying appropriate educational practices. The study is part of a broader project, inspired by a response to intervention approach (Johnson et al., 2006), aimed at promoting children's motivation to study in contexts of deviance and social marginality.

The research focuses on an area of the Campania region (southern Italy) with a high rate of early school leaving (INVALSI, 2023) and adopts a sequential explanatory design. Data collection involves the use of a 1-6 Likert scale questionnaire, aimed at identifying the characteristic aspects of various interpretative models of teacher motivation through an exploratory data analysis (EDA). Subsequently, semi-structured interviews will be conducted and analyzed using thematic analysis (Braun & Clarke, 2006) to explore the relationship between motivational orientations and adopted educational practices.

In line with the objectives of the EU Strategy on the Rights of the Child (European Commission, 2021), it is believed that the research can provide a basis for proposing training programs for teachers working in similar contexts, contributing to the promotion of more equitable and inclusive education.

The proposal aligns with the conference themes, exploring the potential of motivation as a resilience factor in challenging contexts and contributing to the debate on how teachers can foster social change for a more equitable and inclusive society.

This paper examines the Initial Teacher Training (ITT) Core Content Framework (CCF) in England, a mandatory element for all pre-service teacher education. It explores how the CCF reflects and reinforces a narrow, technicist view of teacher education, driven by government policies aimed at educational reform and international competitiveness. The study also investigates how this approach impacts social justice and equity in education.

The study is grounded in critical perspectives on teacher education policy, drawing on concepts of managerialism, performativity, and marketisation in education. It teases out the troubling concepts of 'trainification' and 'pupilification' promulgated by the CCF which constructs simplified, homogenised versions of teachers and learners.

The research utilised content analysis and a 'doppelganger as method' approach. It examined word usage patterns and compared synonyms to reveal 'doublings' of actions and actors. The analysis reveals that the CCF reduces the complex process of teacher education to a technical, content-delivery model. It constructs a 'doppelganger trainee' - a homogenised version of the becoming teacher required to demonstrate 'fidelity' to mandated content and pedagogy, and pupils are similarly 'pupilified'. This approach fails to account for the social, emotional, and intellectual complexities of education, negatively impacting social justice and equity by neglecting the diverse needs of students and communities, and by failing to prepare teachers to address systemic inequalities in education.

By revealing the reductionist assumptions underlying the CCF and their implications for social justice, the findings challenge prevailing policy directions and argue for frameworks that better prepare teachers for the multifaceted realities of education, including addressing issues of equity and social justice. This aligns with the conference themes of enhancing teacher education quality, reimagining teacher preparation for contemporary challenges, and promoting inclusive, equitable education systems.

Great teaching has a positive impact on students’ learning and promotes equity. Defining great teaching is important since it can lead to the specification of areas for preparation and professional development of prospective teachers and current teachers respectively. This study aimed to assemble a framework for great teaching which describes specific indicators of quality teaching for teaching improvement. A review was conducted using well-established bodies of literature about teaching, as well as classroom observation instruments (Coe et al., 2014; Creemers & Kyriakides, 2011; Darling-Hammond, 2000; Dunlosky et al., 2013; Hattie, 2012; Ko et al., 2013; Muijs et al., 2014; Praetorius et al., 2018; Rosenshine, 2010). Based on this literature, there was search backwards (studies they cite) and forwards (later studies that cite them). There was also an additional search using terms about teaching quality and students’ learning on the databases of Web of Science, ERIC and Google Scholar. The results of this rapid literature search identified the areas of great teaching. The results of the review highlighted four dimensions of great teaching related to 1) the content, 2) the learning environment, 3) the opportunities given to students to learn and 4) the activation of hard thinking. This paper will present this great teaching framework. The use of this four-dimensional framework of great teaching can have important implications for prospective teachers’ learning and teachers’ professional development, since it offers specific areas that teachers could focus on for the improvement of their teaching. Based on this framework, a novel, scalable professional development programme has been developed to present and test the framework in diverse educational contexts. A description of this programme will also be presented. Other teacher educators could use this framework and approach for their initial teacher education, whilst teachers and leaders could adopt these to their context.