This research is a report on the experience of scholarship holders from the Institutional Program for Teaching Initiation Scholarship In Brazil (PIBID) of the PIBID-English subproject at the Federal University of Ceará (UFC), based on a "Series Club" developed for high school students at the Federal Institute of Ceará (IFCE). In this context, the aim of the research is to reflect on the activities designed through active methodologies using audiovisual resources, with the goal of providing contextualized and meaningful learning. The activities were also designed considering the principles of interaction and motivation proposed by Brown (2007), aiming to create an environment where the student is the protagonist of their learning process (DIESEL et al, 2017). This research will describe the pedagogical strategies adopted in each meeting of the club offered at IFCE, highlighting activities such as storytelling, role-playing, and dubbing. Through the analysis of the reflective journals of the scholarship holders, the evaluation form of the club, the students' testimonies, and their dubbing productions, it was possible to verify that the use of active methodologies and audiovisual resources in English teaching stimulated students' interest and motivation. It is concluded that active methodologies and audiovisual resources can foster a more interactive and participatory classroom environment. Furthermore, sharing this research internationally through ISATT would be beneficial to highlight the importance and universality of active methodologies adapted to different cultural contexts, as well as to integrate Brazilian undergraduate students into the process of teaching and teacher education advocated by ISATT.

This study examines the use of virtual field trips (VFT) as a means to foster equitable curriculum in primary and secondary grades. Virtual field trips consist of place-based learning experiences at educational sites that are conducted virtually over the internet, or through the use of some other technological streaming or recording device, so that students can learn from experts around the world without leaving their classrooms (Zanetis, 2010). Virtual field trips allow students to access learning experiences that otherwise would be too far away, or too expensive to obtain without appropriate funding or planning resources.

The theoretical framework used for this study consists of constructivist learning theory. Constructivist learning theory argues that students acquire new knowledge by connecting new information or experiences to their prior knowledge. Through the use of virtual field trips, students will gain insight to other cultural capitals.

The methods used for this study consisted of a qualitative content analysis. For 21st century learners, the content analysis revealed that while virtual field trips provide students access to learning sites around the world. They often lack background information and expert commentary that are needed to construct a well-rounded understanding of the intended cultural capital under investigation.

Experiences for learners unable to travel beyond the classroom are valuable lessons that can be enhanced through the use of VFT, if they are afforded the proper learning opportunities to include context beyond the VFT guide.

This study is relevant to the curriculum design for equitable teaching strand as it provides outside opportunities for student learning when field trips may not be financially or readily available.

Extant literature on K-12 teacher evaluation fails to consider the multifaceted complexities that impact teacher instructional decisions and student learning outcomes. When faced with the realities of increasing student diversity (Kane, Kerr & Pianta, 2015), student opportunity gaps connected to racial background (Andrew et al., 2019), and the political focus on school accountability (Kraft et al., 2020), a teacher evaluation system built on accurate, dependable measures that center evidence-based research and equitable teaching practices are imperative. Current teacher evaluation practices at our institution include an analysis of student achievement, teacher research, and teacher observations. However, these sporadic observations lack the consistency, frequency, and clear purpose to produce quality feedback.

“Real improvement requires quality measurement” (Rogers, 2021, pg. 1). We seek to reimagine a high-quality teacher evaluation tool centered on 1) examining culturally sustaining and universally designed teaching practices (Waitoller & King Thorius, 2016), 2) high-quality teacher feedback cycles for improvement, and 3) multiple data points for student success metrics. The intersection of these factors yields important results for teachers and students, including the expectation of embracing students’ variabilities while communicating to them that they are worthy of our greatest attention and effort, flexible pathways to clear goals with high expectations, and ensuring educational equity is provided to all. We propose that these indicators, supported by quality feedback and reflection, have a direct impact on student outcomes.

Through this roundtable discussion, we will share how our Teacher Evaluation Leadership Team (TELT), responsible for the creation of our teacher evaluation tool, revamped our educator evaluation process with intentional changes to teacher observations, curriculum design, and professional learning. We are seeking constructive feedback to improve our evaluative rubric, specifically as it relates to measuring teacher quality and equitable teaching practices.

This round table session will begin with a brief report on a research project carried out by, and with, UK based teacher educators, and published in Teachers and Teaching (Hoult et al., 2024). The project utilised an online survey to explore teacher educators’ views of their role and professional identity.

The research project analysed qualitative data from a national survey, within the context of Elizabeth Povinelli's (2013) critique of late liberalism. Findings included identification of benefits to higher education of hosting teacher education departments. However, teacher educators did not always manage to recognise or articulate these benefits, and often felt marginalised within the dominant structures and systems in the modern university. The project has continued by investigating the backgrounds of senior leader in UK universities, to identify which of these have come from a teacher education, or related, discipline.
This interactive, round table session will invite discussion from teacher educators, around the globe, to deepen and broaden knowledge in this area, to identify common ground, and recognise opportunities to learn from each other. Specifically, this roundtable will aim to address the question: What contribution can teacher education make to leading higher education on the global stage.

E-Pal Study Guide, (EPSG), a student-centered learning platform that focuses on students’ commitment to learning, employs metacognitive philosophy, emphasizes positive values, and constructive use of time management. EPSG is an interactive program functioning as a virtual assistant specifically designed for first year college students at Bergen Community College, *Success 101. Course Learning Outcomes: “Focus on the strategies, habits, and behaviors necessary for students to empower their own academic and personal growth. Emphasis will be placed on self-assessment, goal setting, written and oral communication, critical thinking, self-management, and study strategies.”

As a tool to enhance students’ success, EPSG seeks to answer the following: (1) Can educators use a customized ChatGPT to reshape learners from instructor-directed to autonomous? (2) Specific to content/discourse, are there activities that educators and learners can create and co-create to transform unreflective thinkers to novice? (3) Is it possible for a ChatGPT such as EPSG to be used to motivate learners to develop a sense of personal commitment that leads to an understanding of the lasting impact of learning, faith in their own abilities, and belief in their self-worth?

An investigative empirical study, mixed-methods research methodology is being used to answer these questions. Intensive cross-sectional studies—descriptive cross-sectional and analytical cross-sectional studies will be used for data collection. Students will be observed extensively, electronic surveys/questionnaires will be used to collect data from learners and educators, interviews, and readings from experts on Artificial Intelligence will be analyzed, synthesized, and integrated in the study.

Since students will create and co-create; hence the opportunity to contribute to academia. Besides adding to the existing body of knowledge on Artificial Intelligence and ChatGPT, results from EPSG will show this platform as a strong tool that empowers educators and learners while engaging with interdisciplinary discourse.

Research aim: This roundtable aims to explore the intersection of education policy and teacher education innovation, focusing on creating greater capacity for engaging in global policy development. Participants will discuss the relationship between these two areas and apply the concepts of complexity theory, systems thinking, and "deliberative policymaking" to their national contexts. The goal is to examine how education policy can be redesigned to support innovative, equitable, and inclusive teacher preparation practices.

Framework: Grant's (2024) recommendations on deliberative policymaking will be juxtaposed with the four design principles of the 'Teacher Development 3.0' framework (Ellis et al., 2017; Ellis, 2024). These principles include: a lifelong teaching profession, schools, universities, and teachers at the heart of communities, education as cultural and societal development, and a continuum of learning.

Methods: The roundtable will use a participatory format, including presentation, small group discussions, and a shared discussion. Participants will discuss education policy trends, innovative teacher education practices, and successful policy interventions.

Findings: The current state of education policy and its impact on teacher education, challenges and opportunities for innovation, the role of human-centered design and deliberative policymaking, and potential future structures for teacher education programmes.

Relevance: This roundtable session directly aligns with the conference theme by exploring how education policy can be leveraged to support quality teaching and promote a more equitable world. By fostering innovation, collaboration, and inclusion within teacher education, a stronger foundation for high-quality teaching practices that benefit all learners can be created. Findings are situated to influence provision of teacher education and assessing novice teachers’ skills for equitable and democratic classrooms during preparation.