Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

The Coronavirus disease (COVID-19) state of emergency has brought about a radical change in the way of teaching. In a questionnaire, we asked 120 teachers from Italian Primary, Middle and High Schools about the advantages and disadvantages of online teaching, the students’ conduct during lessons and the methodologies applied to students with special educational needs. Primary School teachers most strongly reported an increase in boredom and distraction, and disagreed that online teaching helps students’ learning and that it makes them more active. The main advantage of online teaching was the technical and methodological innovations, while the main disadvantage was the lack of relationship with students. In the case of students with special educational needs, many teachers reported that they used simplified procedures and personalized meetings. Overall, teachers appear to think that online teaching has many drawbacks, though it also has some positive aspects that need to be appreciated and exploited.

This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study.

Lesson planning is considered to be an important and efficient tool for effective teaching and learning process. Preparations of effective lesson plan requires teachers to be competent in the pedagogical content knowledge (PCK). This study investigated how the mathematics teachers’ PCK impact their competences on designing effective lesson plans. Twelve in-service mathematics teachers from public secondary schools in Unguja-Island (Zanzibar) of Tanzania were involved. The data were collected using the reviewing of the teachers’ mathematics lesson plan documents and teachers’ interview. The data were analyzed in both quantitative and qualitative mode based on the lesson plan framework guideline (LPFG) and the criteria for better planning of the sections jointly with PCK abilities indicators. The percentage average of occurrence of the sections in the teachers’ designed lesson plan (DLP) and the percentage of occurrence of different category within the sections of the DLP in relation to the criteria were determined. Also, the challenges faced by the teachers in their DLP were identified. The result of the analysis revealed that the PCK competences of mathematics teachers are not good enough to impact their DLP, as some of their designing lesson plan sections were occurred inconsistently. Also, the implementation of PCK competences for effective mathematics teaching found to be at developing stage, as some criteria related to it were not clearly observed in their DLP. The study recommends the demand of in-service training for mathematics teachers on the implementation of teachers’ competences particularly PCK in the lesson plan designing for effective classroom practices.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

The onset of the Coronavirus disease COVID-19 crisis has forced pedagogical institutes to adopt online teaching/learning as an urgent strategy to cope with the pandemic. Utilizing the theories of social capital, knowledge sharing, and mobile learning constructs, this research aims to investigate the association among these constructs in one of the higher education institutes in the context of developing countries. Additionally, to improve our understanding of the mediation effect of mobile learning on this relationship, the author used the structural equation modeling technique to analyze the data from questionnaires administered to undergraduate students attending classes during the pandemic. Results revealed that the relationship between social capital factors and knowledge sharing is significantly positive. Results also showed that there is a partial mediation to back up the correlation of social capital factors and knowledge sharing.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.

The increase of English language learners (ELLs) in the United States of America (USA) public school classrooms and the diversification of the global education landscape urges initial teacher preparation programs to equip mainstream teachers with appropriate skills, knowledge, and dispositions to teach ELLs. This paper reports findings from a focus group study on elementary teacher candidates' (TCs') field experiences with ELLs. Based on interviews with four groups of TCs who completed their two practicums with ELLs, the study illustrates how mainstream TCs perceive their field experiences as future teachers of ELLs. The findings suggest that TCs recognize dissonances and develop care toward ELLs through their engagements in ELL-specific field experiences. The study also demonstrates how the recognition of dissonances led to changes in TCs' beliefs and values, which was observed through their imagination. Informed by their field experiences with ELLs, TCs began forming professional agency as future teachers by imagining specific teaching strategies, methods, and approaches they would like to implement with ELLs. Implications and future directions of teacher education programs are also discussed.

The embodiment of teacher leadership has currently shifted onto the practice of teacher collaboration due to its potential to solve students’ problems such as low critical thinking skills. Accordingly, this study quantitatively aimed to examine the effect of teacher collaboration on educational management students’ critical thinking skills as well as their critical thinking retention. Subsequently, it qualitatively investigated the students’ perspectives on teacher collaboration. 60 students selected randomly took part in the experimentation, in which 30 students were taught with teacher collaboration, and other 30 students were taught with individual lecturing. 10 students taught with teacher collaboration were further selected purposively to be interviewed for the qualitative investigation. Descriptive statistics alongside paired and independent t-tests were deployed to analyze the experiment results, and an interactive model was adopted to analyze the qualitative findings. The experiment showed that teacher collaboration had a more positive and significant effect on students’ critical thinking skills than its counterpart did. The students taught with teacher collaboration enjoyed good retention of critical thinking skills as well. The students perceived that teacher collaboration improved their collaborative skills, awareness, and metacognitive skills in learning. Implication, limitation, and recommendation are discussed.

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students’ common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students’ understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students’ misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features.

Learning by teaching is a technique where students teach an actual class to facilitate active learning. This paper reports ongoing research involving undergraduate students at an established university in Indonesia. The objective of this quantitative study was to find out the effect of this teaching technique in improving students’ 21st century skills. The sample was selected using a cluster sampling technique, where 25 students who were English as a Foreign Language pre-service teachers were assigned to an experimental group, and the other 23 students were treated as a control group. The students in the experimental group were asked to conduct a workshop in groups to students from the same department at a different university. Each group selected one of the topics in their course syllabus. A pre-test measuring the students’ soft skills was conducted before the course started and after it finished. The results show that soft skills, which include accountability, communication, innovation, problem-solving, teamwork, professional working, and networking skills, improved significantly among students in the experimental group, but the improvement was not evident in the control group. Therefore, learning by teaching should be embraced as an alternative teaching technique when soft-skill development becomes a target of instruction.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

This study investigates the inspiring leadership values in building an excellent inclusive higher education, including proactiveness, high-spiritedness, visionary, and humanist mindset. This was a case study where data were collected through in-depth interviews, direct observation, document analysis, and audiovisual material observation. The analysis was carried out by making data transcription, notes, video recordings, and documents; generating ideas, codifying data, designing themes, and interpreting data. Results show that inspiring leadership with a proactive mindset in policymaking can create original ideas, realize them actively and innovatively as well as solve problems creatively. High motivation leadership is seen through its activeness in asking the academic community to work together in building an inclusive higher education such as by attending activities related to special needs students. Visionary leadership is seen from its ability to build clear and measurable vision, mission, and organizational goals. In addition, it is also capable to see opportunities related to inclusive higher education's future development by generating appropriate policies and finding job opportunities for special needs students. Humanist leadership is an ability to manage challenges, conflicts, and resistance often arising during the process to build an inclusive higher education. Regarding the results, this study implies that inspiring leadership serves as one of the key factors to build an excellent inclusive higher education. However, due to limitations of this study, it is required further studies.

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from "small" to "very large," with the "very large" effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants’ geometric thinking.