Explore the vast range of titles available.

In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations.

Over the past few years, there has been a significant increase in the utilization of artificial intelligence (AI)-based educational applications in education. As pre-service teachers’ attitudes towards educational technology that utilizes AI have a potential impact on the learning outcomes of their future students, it is essential to know more about pre-service teachers’ acceptance of AI. The aims of this study are (1) to discover what factors determine pre-service teachers’ intentions to utilize AI-based educational applications and (2) to determine whether gender differences exist within determinants that affect those behavioral intentions. A sample of 452 pre-service teachers (325 female) participated in a survey at one German university. Based on a prominent technology acceptance model, structural equation modeling, measurement invariance, and multigroup analysis were carried out. The results demonstrated that eight out of nine hypotheses were supported; perceived ease of use (β = 0.297***) and perceived usefulness (β = 0.501***) were identified as primary factors predicting pre-service teachers’ intention to use AI. Furthermore, the latent mean differences results indicated that two constructs, AI anxiety (z = − 3.217**) and perceived enjoyment (z = 2.556*), were significantly different by gender. In addition, it is noteworthy that the paths from AI anxiety to perceived ease of use (p = 0.018*) and from perceived ease of use to perceived usefulness (p = 0.002**) are moderated by gender. This study confirms the determinants influencing the behavioral intention based on the Technology Acceptance Model 3 of German pre-service teachers to use AI-based applications in education. Furthermore, the results demonstrate how essential it is to address gender-specific aspects in teacher education because there is a high percentage of female pre-service teachers, in general. This study contributes to state of the art in AI-powered education and teacher education.

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.

This book gives you smart, pragmatic guidance backed by evidence-based research on how to engage and inspire in your teaching. It looks at both how you can influence and shape the learning that goes on in your classroom and how you can apply key lessons to your own professional development as a teacher.

Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on \"NNEST\" preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze \"narrative portraits\" of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.

The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers in an educational process; (b) To describing their digital competences by examining artefacts designed by pre-service teachers based on DigCompEdu framework. Holistic single case study was employed in this study and the course was examined as a single unit. The study group consisted of 40 pre-service teachers. A 14-week course has been designed to develop the digital competencies of pre-service teachers based on the DigCompEdu framework. The e-portfolios and reflection reports of 40 pre-service teachers who participated in the study were examined and evaluated according to the indicators presented for each competence within the framework of DigCompEdu. Pre-service teachers' digital competences were assessed as folows: mostly C2 level in digital resources; mostly C1 level in teaching and learning, and mostly B2 level in assessment and empowering learning. An education process that blends theoretical and practical assignments for the pre-service teachers' digital competencies to be improved was conducted in this study. It is expected that the steps that were followed in the study in the process of training pre-service teachers be directive towards researchers who wish to study this subject. It is important that contextual and cultural qualities are taken into consideration in the interpretation of the findings in the study. This study contributes to the literature in terms of evaluating the digital skills of pre-service teachers based on reflection reports and e-portfolios, instead of self-report surveys.

With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century.

In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers’ situational interest. Overall, results demonstrated that preservice teachers’ professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit.

Background: Community health workers (CHWs) can play vital roles in increasing coverage of basic health services. However, there is a need for a systematic categorisation of CHWs that will aid common understanding among policy makers, programme planners, and researchers. Objective: To identify the common themes in the definitions and descriptions of CHWs that will aid delineation within this cadre and distinguish CHWs from other healthcare providers. Design: A systematic review of peer-reviewed papers and grey literature. Results: We identified 119 papers that provided definitions of CHWs in 25 countries across 7 regions. The review shows CHWs as paraprofessionals or lay individuals with an in-depth understanding of the community culture and language, have received standardised job-related training of a shorter duration than health professionals, and their primary goal is to provide culturally appropriate health services to the community. CHWs can be categorised into three groups by education and pre-service training. These are lay health workers (individuals with little or no formal education who undergo a few days to a few weeks of informal training), level 1 paraprofessionals (individuals with some form of secondary education and subsequent informal training), and level 2 paraprofessionals (individuals with some form of secondary education and subsequent formal training lasting a few months to more than a year). Lay health workers tend to provide basic health services as unpaid volunteers while level 1 paraprofessionals often receive an allowance and level 2 paraprofessionals tend to be salaried. Conclusions: This review provides a categorisation of CHWs that may be useful for health policy formulation, programme planning, and research.