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Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa's typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.

Technology-enhanced language learning has exerted positive effects on the performance and engagement of L2 learners. Since the advent of tools based on recent advancement in artificial intelligence (AI), educators have made major strides in applying state-of-the-art technologies to writing classrooms. In November 2022, an AI-powered chatbot named ChatGPT capable of automatic text generation was introduced to the public. The study tried to apply ChatGPT’s text generation feature in a one-week L2 writing practicum. The study adopted a qualitative approach to investigate students’ behaviors and reflections in their exposure to ChatGPT in writing classrooms. The developmental features in learning activities and reflective perceptions were triangulated for the piloting evaluation of the impact of ChatGPT on L2 writing learners. The findings revealed the affordance and potential applicability of the tool in L2 writing pedagogy. Additionally, the tool also showcased an automatic workflow that could maximize the efficiency in composing writing. However, participants generally expressed their concern with its threats to academic honesty and educational equity. The study impelled the reconceptualization of plagiarism in the new era, development of regulatory policies and pedagogical guidance to regulate proper utilization of the tool. Being a pioneering effort, the study accentuated future research directions for more insights into the application of ChatGPT in L2 learning, and the establishment of corresponding pedagogical adjustments.

This practice report describes the development and first implementation of a SWOT-Guided Reflection Design (SGR-Design) that re-engineers a mandated SWOT section in practicum reports into a practice-first reflection and reporting regime. The SGR-Design repositions SWOT from a single, end-of-placement matrix to a three-stage architecture that threads reflection across the practicum: a pre-placement diagnostic SWOT of readiness, weekly in-placement reflection loops anchored in concrete practice episodes, and a post-placement synthesis that draws together trajectories of learning and next-step plans. The model was developed in a Vietnamese English-major practicum after a meta summary of 376 reports exposed how conventional SWOT sections invited generic claims with little evidence, weak links to employability, and limited usefulness for mentoring. Drawing on genre-based pedagogy, reflection-as-pedagogy frameworks, and employability learning literature, the redesign integrates prompts, artefacts, and mentoring routines so that students must convert episodes into evidence and evidence into warranted SWOT claims. Early implementation with one cohort suggests that the SGR-Design supports more specific, evidence-based, and forward-looking accounts of practice that are legible to students, mentors, and external stakeholders. The practice report concludes by outlining principles and design choices that make the SGR-Design portable to other practicum and work-experience settings where reflective writing is required but under-designed.

Online learning is an educational process which takes place over the Internet as a form of distance education. Distance education became ubiquitous as a result of the COVID-19 pandemic during 2020. Because of these circumstances, online teaching and learning had an indispensable role in early childhood education programs, even though debates continue on whether or not it is beneficial for young children to be exposed extensively to Information and Communication Technology (ICT). This descriptive study demonstrates how a preservice teacher education course in early childhood education was redesigned to provide student teachers with opportunities to learn and teach online. It reports experiences and reflections from a practicum course offered in the Spring Semester of 2020, in the USA. It describes three phases of the online student teachers’ experiences–Preparation, Implementation, and Reflection. Tasks accomplished in each phase are reported. Online teaching experiences provided these preservice teachers with opportunities to interact with children, as well as to encourage reflection on how best to promote young children’s development and learning with online communication tools.

In the published publication [...]

To identify the prevalence of mental health problems and sleep disturbances among nursing students during the COVID-19 pandemic. As a future professional workforce, nursing students are expected to play a role in controlling the COVID-19 pandemic; however, physical and mental health problems may hinder their willingness to stay in the nursing profession. Evidence of the prevalence of the health problems among nursing students related to COVID-19 may allow educators to manage their students’ health problems and make them feel more positive about their future careers. Systematic review and meta-analysis. This study was prospectively registered with PROSPERO. Databases, including CINAHL, Embase, PubMed and Web of Science, were searched for all related journal articles, from database inception to June 29, 2021, published between 2020 and 2021. This review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using a PICOS search strategy. A DerSimonian–Laird random-effects model was used to estimate the prevalence and potential heterogeneity among the selected studies using the Cochran Q statistic and I-square test. Publication bias was assessed using the Egger intercept test. Seventeen studies were included in the meta-analysis, representing 13,247 nursing students. During the COVID-19 pandemic, the prevalence of four health problems and sleep disturbances were identified. The health problem with the highest prevalence in nursing students was depression (52%). Other COVID-19-related health problems were fear (41%), anxiety (32%) and stress (30%) and sleep disturbances (27%). The findings from this study showed that strategies are necessary to manage nursing students’ teaching and learning during the COVID-19 pandemic or similar future situations. Our results suggest that preparing modified distance learning might reduce the prevalence of health problems related to the educational process. In addition, providing regular mental health assessments or online mental health services to students may improve their mental health and increase their well-being. Nursing education policies regarding clinical practice remain to be formulated to ensure the achievement of competencies to support future careers while considering the mental readiness and safety of students.

PurposeThrough the present study, the authors investigate whether online practicum in teaching, with fellow teacher-candidates acting as students, can be effective and whether the teacher-candidates actually developed skills useful for their future teachings, through this form of practicum, which is necessary when, out of necessity, like in the case of the COVID-19 pandemic, there is no other option for universities.Design/methodology/approachThe method selected was qualitative research through in-depth interviews, since the present research question and the research topic in general have not been examined in the past. The authors gathered 45 teacher-candidates' journals on this experience, and, then, they interviewed them through semi-structured interviews.FindingsThe findings indicated that the teacher-candidates got acquainted with new technologies in education to a great extent. Moreover, they developed skills that will be proven useful for their future teachings, like adaptability, flexibility and handling of students' interaction in online settings.Originality/valueThe present case study consists of a paradigm of international value, since it fills in a gap in literature on an online alternative of practicum in teaching in cases of crisis, like the COVID-19 pandemic. Valuable insights are gained for researchers, practitioners and policymakers and best-practices for online teaching practicum have derived for future use.

This article reports an investigation of a professional development program to enhance elementary teachers' ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers' facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.

This practice report describes the development and first implementation of a SWOT-Guided Reflection Design (SGRDesign) that re-engineers a mandated SWOT section in practicum reports into a practice-first reflection and reporting regime. The SGR-Design repositions SWOT from a single, end-of-placement matrix to a three-stage architecture that threads reflection across the practicum: a pre-placement diagnostic SWOT of readiness, weekly in-placement reflection loops anchored in concrete practice episodes, and a post-placement synthesis that draws together trajectories of learning and next-step plans. The model was developed in a Vietnamese English-major practicum after a meta summary of 376 reports exposed how conventional SWOT sections invited generic claims with little evidence, weak links to employability, and limited usefulness for mentoring. Drawing on genre-based pedagogy, reflection-as-pedagogy frameworks, and employability learning literature, the redesign integrates prompts, artefacts, and mentoring routines so that students must convert episodes into evidence and evidence into warranted SWOT claims. Early implementation with one cohort suggests that the SGR-Design supports more specific, evidence-based, and forward-looking accounts of practice that are legible to students, mentors, and external stakeholders. The practice report concludes by outlining principles and design choices that make the SGR-Design portable to other practicum and work-experience settings where reflective writing is required but under-designed.