Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study…

Competency-based learning (CBL) is a grading strategy that emphasizes the mastery of content. At Middle Technical College (MTC), success rates in the college algebra class have decreased. This study will answer two questions: how will a CBL approach to learning affect student perceptions of their success and what are student perceptions of after…

This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian "Professional Digital Competence Framework for Teachers," which…

Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally…

This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers' assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29…

The present study investigated how student teachers and mentor teachers in a one-school-year teacher practicum in Germany interacted in an 'egalitarian' way despite their experience-based gap in expertise, status and power. Our study is embedded in a participatory research context to involve the agents of change. The sample consisted of 57 student…

Initial teacher education programs in Australia require all preservice teachers to complete a mandated teaching performance assessment. This places significant performative pressure on preservice teachers undertaking their final teaching placement. This paper reports on an action research project that aimed to co-construct a series of workshops…

This study explored the impacts of a creative drama course on pre-service teachers' beliefs about teaching skills. The participants kept weekly reflective journals and were observed in micro-teachings during the drama course. They were also interviewed four times over a period of two years. The results revealed positive perceptions about using…

Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple…

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551…

This cross-cultural study examines the inclusion of global competences (GCs) in the curriculum of teacher education programs across three Baltic Sea countries: Latvia, Lithuania, and Poland. Using van den Akker's (2003) substantive approach to curriculum analysis, the researchers analyzed official documents and course descriptions of Daugavpils…

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate…

Competency-based assessment plays an important role in the development of learners' education as it enables them to demonstrate their expertise and readiness for professional life. The competencies of 'KRU RAK THIN' scholarship recipients in remote and underprivileged areas reflect the learning outcomes that teacher education institutions should…