2026-03-17
Sue Thompson et al.
The importance of effective classroom management practices in schools has been well-documented in the literature. However, at a time when research points to the importance of engaging student voice across teaching and learning practice, student voice has not been a focus of behaviour management practice, particularly in mainstream classrooms. This paper reports on a study exploring teachers’ understandings and experiences of incorporating student voice into behaviour management practice at one Australian primary school. Survey data collected from 14 teachers were analysed using simple descriptive statistics and thematic analysis. While teachers were generally supportive of embedding student voice in behaviour management practice, they held misconceptions about what constituted effective strategies for authentically incorporating student voice. Further, teachers were inconsistent in their focus on student voice over time, identifying several barriers to implementation. Findings have implications for policy and practice that seek to elevate the place of student voice in mainstream classroom management .
2026-03-17
Rolando B. Magat Jr
This study examines the journey of preservice mathematics teachers (PMTs) in the Philippines from lesson planning to classroom practice, focusing on fostering conceptual understanding. Using a case study approach, data were gathered from 15 PMTs in Metro Manila through semi-structured interviews, classroom observations, and lesson plan analysis. Findings reveal that PMTs face challenges in deep content knowledge, effective instructional strategies, and real-world application, often prioritizing procedural knowledge over conceptual depth. Additionally, engagement strategies and resource integration were key themes influencing lesson planning. To address these gaps, the study proposes Project M.A.S.T.E.R (Mathematics Application and Strategy Training for Enhanced Readiness), a structured training program aimed at strengthening PMTs pedagogical skills, differentiated instruction, and inquiry-based learning. The study contributes to teacher education reform in the Philippines by identifying critical areas for improvement and integrating Cognitive Load Theory and constructivism into teacher training, advancing global efforts to develop more effective, student-centered mathematics instruction.
2026-02-10
Francois Niyongabo Niyonzima et al.
This study investigates the current level of using the atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. The study used a sample of 54 chemistry teachers randomly sampled from a list of all eligible teachers in Gasabo . An explanatory sequential research design was adopted to collect and analyze the data. The quantitative data collected through the Likert scale questionnaire were analyzed by using Excel 2016 and the Social Package for Social Science (SPSS). The qualitative data were analyzed by using interpretive and thematic analysis. The study revealed a substantial difference based on teachers' working experience and school type, favoring the most experienced teachers and those in boarding schools. Key issues mentioned include a scarcity and inadequacy of atomic model kits, insufficient skills on how to design these kits, and classroom size limits. The study recommends that chemistry teachers receive targeted training on the design and effective use of atomic model kits, supported by educational stakeholders such as the Ministry of Education, the Rwanda Basic Education Board (REB), school administrators, and teacher training institutions. These stakeholders should prioritize continuous professional development programs that build teachers’ practical and pedagogical competencies, aligning model-based instruction with the Competency-Based Curriculum. Such training would enable teachers to integrate atomic model kits more effectively, fostering interactive, hands-on learning and deeper conceptual understanding in chemistry.
2026-02-10
Xuanyi Eliza WU et al.
Drawing on the self-determination theory, this paper focuses on two factors that are essential for individuals to be motivated, namely the psychological needs of autonomy and relatedness. We implemented three different iterations of an online PD course, entitled Chat with Children. While content was identical, the designs of autonomy and relatedness varied. Participants of this exploratory study were 417 in-service Hong Kong kindergarten teachers. We analyzed teachers’ enrollment, participation, and completion in the three iterations, and also interviewed teachers to explore their experiences of different autonomy and relatedness designs. We found that participation and completion were significantly higher in the iterations that fostered autonomy and relatedness, although enrollment was lower, and that certain aspects of the design of the PD were central for the participants’ experience of autonomy and relatedness. These results provide new insights for PD designers and teacher educators. Implications, limitations, and future research are discussed.
2025-10-31
Odet Moliner et al.
Th is study examines the integration of inclusive and intercultural education principles in the Bachelor’s Degree in Early Childhood Education at three Universities located in Spain, France and Colombia. An analysis of 116 course syllabi is conducted to identify the specific references to Universal Design for Learning, accessibility, inclusion, diversity and interculturality. A second content analysis was conducted to categorize the units of meaning into four categories and determine the predominant underlying approach to the use of the term 'inclusion' in each degree program. The results indicate that the concepts of accessibility and UDL are the least represented, followed by interculturality; and regarding inclusion, the curricular approach prevails.
2025-10-31
Elly S. Thomson
This article presents an autoethnographic examination of how my professional experiences inform and resist the cultural swing towards over standardisation in Initial Teacher Education (ITE) over the past twenty years. This has been articulated through five ‘turning point moments’ as reflective narratives from my professional journey. Drawing on epistemic reflexivity, this study highlights the risks of homogenising the teaching profession, arguing for an equity-focused approach that values diverse pathways and fosters inclusive classrooms . From this perspective, the paper critiques the current trends towards standardised, one-size-fits-all ITE entry requirements and conforming curriculum. The findings suggest the potential risks of such homogenisation and uniformity of the teaching profession that fails to reflect the diverse needs of modern classrooms. The paper recommends an equity-focused inclusive approach that embraces learners of all representations to qualify for entry into teacher programs.