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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.

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.

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.

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.

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.

PurposeThis study investigates the implementation of the Practicum Lesson Study (PLS) model, which is designed to be used by preservice teachers (PSTs), mentor teachers and advisors during school practicum.Design/methodology/approachEmploying a design-based research (DBR) framework and a multiple case study design, the research in this study evaluated the PLS model through eight distinct cases across two phases of research. In both phases, the qualitative research explored the nature of the stages and steps followed in each case, providing detailed descriptions of the procedural arrangements, teaching sessions and discussion meetings. Views of the participants regarding their satisfaction levels towards the PLS model, its benefits and challenges were collected through semi-structured interviews and a questionnaire.FindingsThe results of the research highlighted significant benefits of the PLS model, such as self-reflection, peer reflection and collaborative practices. These processes notably enhanced PSTs’ abilities to dynamically adjust teaching strategies based on real-time observations and feedback, effectively integrating suggestions from meetings with practical classroom experiences. However, the study also identified several challenges, such as managing diverse opinions and coping with information overload.Research limitations/implicationsBased on the comprehensive exploration of the PLS model, the study offers several implications for practitioners and suggestions for future research such as a closer examination of changes in beliefs and identity over time during PLS.Originality/valueThe study carries the significance of employing a DBR in the context of implementing LS during ELT school practicum.

La Pratica della Pratica di Jonathan Harnum I segreti di una pratica musicale efficace svelati da musicisti di fama mondiale. Quando si tratta di migliorare, il talento non significa niente. La pratica è tutto. Ma esattamente, cos'è la buona pratica? E come crea il talento? Cosa cavolo c'entra una girandola con la pratica? Questo libro si concentra sulla pratica musicale, ma le tecniche e le idee menzionate possono essere applicate a qualsiasi abilità vogliate migliorare. In questo libro troverete strategie e prospettive che non troverete da nessun'altra parte. Imparerete il Cosa, il Perché, il Quando, il Dove e il Chi e specialmente il Come della buona pratica musicale. Apprenderete ciò che le ricerche dicono in proposito, ma soprattutto cosa pensano a riguardo professionisti di molti generi musicali e quali sono le loro strategie e tecniche preferite. Questo testo vi aiuterà a migliorare più velocemente, che suoniate musica rock, Bach o qualsiasi altra cosa. Qualsiasi sia il vostro strumento, La Pratica in Pratica vi aiuterà a trarre il massimo dall'esercizio e a diventare dei veri esperti del progresso musicale. Vi aiuterà anche a essere degli insegnanti più aggiornati e dei genitori più attenti alle necessità dei vostri figli musicisti. Non serve esercitarsi a lungo, ma in maniera più intelligente. Il libro ha 6 sezioni, ognuna delle quali si occupa di un aspetto della buona pratica: Cosa: definizioni ed effetti della pratica sul cervello. Perché: la motivazione è fondamentale. In questa sezione imparerete a tenere la fiamma accesa. Chi: molte persone, inclusi voi stessi, hanno un impatto sulla vostra pratica. Imparate a trarne vantaggio. Quando: in questa sezione scoprirete per quanto tempo e in che momento della giornata sarebbe meglio esercitarsi. Parlerò anche dello sviluppo della pratica nel tempo. Dove: il luogo in cui ci si esercita ha degli ef

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform since 2004 to incorporate practicum. However, the critical role of teacher educators has been overlooked by policymakers, and few studies have qualitatively investigated their practice and vision. The study draws on qualitative data from the Ghana component of the Teacher Preparation in Africa (TPA) research project to explore eight teacher educators' practice and vision of good teaching of primary mathematics. The study found that teacher educators' practice and vision of good teaching consist of the use of teaching and learning materials (TLMs) and small group activities following specific steps without understanding the principles of learner-centered pedagogy that could be applied in a variety of classroom contexts and mathematics topics. The study also identified the hierarchical relationship between teacher educators and school teachers as a major challenge for effective practicum, limiting the opportunity to transform teacher educators' vision and practice of primary mathematics teaching. Recommendations for enhancing professional learning opportunities for teacher educators are offered.