Pedagogical training often aims to solicit changes in teachers’ pedagogical behaviour. However, previous studies have demonstrated that these endeavours are time-consuming and challenging. In the present study, we used the opportunity created by the COVID-19 pandemic to investigate how comprehensive schoolteachers’ approaches to teaching change in response to rapid contextual changes and how these changes…

Teacher support is an essential resource for students learning and well-being at school. This study examines whether teachers’ resources (i.e., perceived social resources in the professional community, work-related stress, and teaching experience) and contextual factors (i.e., class size, school size, and neighborhood socioeconomic status) relate to between class differences in levels and development of students’…

Existing research has independently examined teachers' beliefs, emotions, and knowledge related to technology use, but few studies have explored how these components can be combined to form technological integration competency (TIC). This study employed multilevel latent profile analysis (MLPA) to identify TIC profiles at both teacher and school levels and examineed their associations with continuous…

This article examines two primary questions: characterises the parenting culture of high-SES parents (in terms of income, education, occupation, and residence) whose children are enrolled in an elite high school? Does the parenting culture of parents of elite high school students play a role in cultivating privileges, and if so, how? To answer these questions,…

In this paper, I use the idea of purposes of education, particularly subjectification, and the concept of love to explore long-term teacher activism in Chile. ‘Long-term activism’ is used to describe an ongoing struggle rather than activism confined to specific moments. (pdf)

The paper evaluates the impact of Wales' Foundation Phase, a progressive early years curriculum reform, particularly its effectiveness in reducing educational inequalities for disadvantaged learners. It examines the disconnect between teachers' positive perceptions of its benefits and the modest improvements in traditional academic outcomes for pupils affected by poverty. (pdf)

Lärare kläms mellan politiska reformer och marknadslogik som försvårar ett naturligt samarbete, enligt en ny internationell studie. "Lärarprofessionen behöver få en större plats att påverka hur arbetet organiseras", säger Karolina Parding, professor i arbetsvetenskap vid Luleå tekniska universitet, som lett studien.

To empower early childhood teachers in the digital society, this study introduced 17 early childhood teachers to robot programming and computational thinking through the ‘CT4ECE’ professional development program, which includes three phases: Learn, Practice, and Reflect & Improve.

Despite theoretical knowledge being an important source for well-founded teaching decisions, student teachers often struggle to put this knowledge into practice. One way to close this theory-practice gap could be digital teaching simulation games that enable theory-use in authentic critical teaching situation.