This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma college tutors, and a university lecturer from Tanzania. We developed 25 multiple-choice questions for interpreting kinematics graphs. The different steps in the development process used are selecting the topic, setting objectives, constructing questions, validating questions, and reliability testing. We carried out descriptive and inferential statistical analysis by using Statistical Package for Social Science (SPSS) version 22 followed by item analysis for pre-and post-piloting. Findings revealed normal distribution scores with a mean and standard deviation of 39.28±10.893 for pre-piloting and 40.16±8.08 for post-piloting. It also revealed no significant difference between pre-and post-piloting results with a p-value of 0.414.  In addition, correlation coefficients for test re-test reliability were .783 and .878 for single and average measures respectively. Moreover, item analysis in terms of difficulty index, discrimination index, and distractor efficiency agreed with the published standards. Based on these findings, the study recommends the use of developed and validated kinematics graphs concept inventory by physics educators in both research and classroom instructions in the Tanzanian context.

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

Many students have misconceptions about mathematics, so preservice teachers should be developing the skills to notice mathematical misconceptions. This qualitative study analyzed preservice teachers' skills in noticing student misconceptions about algebra, according to three aspects of noticing found in the literature: attending, interpreting and responding. Participants in this study were seven preservice teachers from one university in the capital of Aceh province, Indonesia, who were in their eighth semester and had participated in teaching practicums. Data was collected through questionnaires and interviews, which were analyzed descriptively. The results revealed the preservice teachers had varying levels of skill for the three aspects of noticing. Overall, the seven preservice teachers' noticing skills were fair, but many needed further development of their skills in interpreting and responding in particular. This university’s mathematics teacher education program should design appropriate assessment for preservice teachers’ noticing skills, as well as design and implement learning activities targeted at the varying needs of individual preservice teachers regarding noticing student misconceptions, in order to improve their overall teaching skills.

Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.

The current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

Most Greek primary teachers, not having enough training in learning difficulties, cannot effectively help these students, nor easily include them in the school context. An exploratory methodological approach has been used and an ad hoc questionnaire with four dimensions and 44 items has been designed. In this work we focus on dimension IV: Teacher training. 205 Greek primary school teachers have participated. One of the main results has been that most of the participants consider training in learning difficulties to be important and believe that the lack of training greatly affects the inclusion of students with learning difficulties. Equally important is that the majority of participants consider that training affects their attitudes. It was also found that Greek teachers do not believe they have enough training in learning difficulties, due to lack of time, the cost of training as well as the absence of frequent training activities in this field.

This study investigates whether digital competency and self-leadership influence teachers’ innovative work behavior in Islamic International schools. The participants in the quantitative research were 108 teachers from the Islamic International School, who were selected using saturated sampling. The researchers used a 41 items questionnaire to collect data on the study variables. Quantitative data were analyzed by applying structural equation modeling partial least squares (SEM-PLS) using Smart-PLS 3. According to the study's findings, digital competency has a positive and significant impact on innovative work behavior, while self-leadership also has a positive impact that significantly influences innovative work behavior. Overall, the impact of digital competency and self-leadership simultaneously was 0.584 or 58.4%, while the other variables not tested in this study influenced the other 41.6%. This research emphasizes schools to improve building their teachers’ innovative work behavior and for teachers themselves through training, self-development programs, building knowledge sharing among teachers and school leaders, and open ideas about developing pedagogical and sustainable programs for schools.

Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.

In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.

The study focused on generational differences in teachers’ professional competencies (interaction styles, teaching styles and didactic competencies) and motivation for the teaching profession. A total of 462 teachers (20 students with at least a bachelor’s degree; age: M = 43.36, SD = 11.05) participated in the study. The Questionnaire on Teacher Interaction (Slovak version), the Slovak Teaching Style Questionnaire, the Didactic Competencies Questionnaire and the Scale of Motivations for Choosing Teaching as a Career were administered. Teachers were divided into generations (Baby Boomers, born up through 1964; Generation X, born 1965 – 1980; Generation Y, born 1981 – 1996; Generation Z, born 1997 and later). The main finding of the study was that there were significant generational differences in professional competencies but no differences in motivation for the teaching profession. On the other hand, there were strong preferences for the leadership, helpful, student-teacher responsibility, understanding interaction styles and the supporting teaching style. Baby Boomers were also knowledge-oriented, Generations X and Y also goal-oriented, and Generation Z also preferred a managerial style. From didactic competencies, Baby Boomers were best in self-reflection and the realization of teaching; Generations X and Y were best in self-reflection and maintaining a positive classroom climate, and Generation Z was good in the realization of teaching.

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology in the learning process. Students must have initiative, discipline, responsibility, confidence, motivation for independent learning, and the ability to think critically about the problems presented. This study aims to determine students' autonomous knowledge and critical thinking abilities (CTA) using mobile learning technology (MLT). This research is a quantitative study involving 83 students from four junior high schools in the city of Mataram. The data collection for independent learning and students' CTA was carried out by giving tests and non-tests to students. The test conducted was a written test in the form of a description of 10 questions covering indicators of CTA. The non-test was conducted by giving a student learning independence questionnaire with as many as 15 statements, including five indicators of learning independence. This quantitative research data analysis uses the Rash modeling application with the help of Ministep software. The analysis results show that the learning independence of male and female students in the four junior high schools obtained a percentage of 77.38% in the “good” category. Each indicator of learning independence accepts a percentage above 70%, which is in the excellent category. Meanwhile, the CTA of male and female students from the four junior high schools obtained 75.28% in the “good” category. Each indicator of CTA also gets a percentage of more than 70%, meaning that each indicator is in a good category.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.