Teacher–Researcher Co-design Teams

Responsible Research and Innovation (RRI) has emerged in recent years, in Europe and across the world, as a model of scientific and technological advancement that is the result of the cooperation of actors that traditionally worked in an autonomous way. Advanced perspectives on RRI suggest how knowledge and solutions should be co-produced by diverse actors working in synergy, including civil society and citizens. This article introduces the notion of co-creation as a framework to operationalize RRI. The article discusses insights coming from ten labs across Europe, where experiments in co-design processes and tools are designing and testing solutions to societal challenges under diverse science, technology and innovation (STI) policies. Furthermore, it compares empirical insights with the debate on experimentation of co-creation practices in STI policy making and on the potentialities and limitations of design for policy. Moreover, the article discusses the restricted focus of RRI, which has primarily concentrated on scientific and technological research and science-based innovation, highlighting the need to include other forms of innovation (like social and human centered innovation) and perspectives to sustain the concrete uptake of RRI in diverse contexts.

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice for pre-service teachers. The nexus between theory and practice is the focus of the model which hopes to inform both teacher education and professional development for science teachers in the primary sector.

The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers’ understanding and learning of NOS, and their orientations towards teaching it. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers’ weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants’ understandings of NOS, were analysed and categorized as either informed, partially informed and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in-service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers’ understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks.

The paper targets to identify the potential of Responsible Research and Innovation (RRI) in the teaching-learning process specific for science education, designed to primary students (3rd and 4th forms). In this respect, a specific case study is analyzed: a unit dedicated to natural nanomaterials, having the objective of increasing the students? awareness related to the existence and usage of such materials. During the lessons, experimental approaches were introduced with the view to emphasize the nanoparticles in natural nanomaterials, but also to establish correlations between their structure and function.The overall objective of the research was to analyze advantages and limitations of the teaching strategy which tried to consider RRI dimensions in science lessons. Specific research objectives are oriented on: analysis of the efficacy of the teaching methods used in the classroom - mostly of the 6E Model: Engage, Explore, Explain, Elaborate, Exchange, Evaluate (OS1), and analysis of the way in which RRI becomes efficiency in the educational process (OS2). The data collection process took into consideration the learning objects proposed by the teaching unit and the semi-structured interview conducted with the primary teachers. The whole analysis and the interpretation led us to the following conclusion: introducing RRI dimensions in the teaching strategy - even from early ages - positively motivates students and stimulates their active participation during the science lessons, determining so an intense process of deep learning of the related scientific content and developing of a desirable social behavior in relation to social and educational environment.

Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science–religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science–religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the generalPUBLIC with regard to religious beliefs to help us further understand our students’ worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach.

Preservice and Inservice Science Teachers' Responses and Reasoning about the Nature of Science.

The professional quality and ability of teachers determines the success or failure of education. It is also a vital mechanism for enhancing the professionalism and lifelong learning of teachers. The key to professional development of teachers is how to improve their professional quality and ability. The professional development of college English teachers is facing new opportunities and challenges with the deepening reform of higher education in China. It is necessary to carry on teaching reflection, expand their visions of teaching field, extend the teaching scope, and improve their professional abilities. Teaching reflection has been looked on as an effective way to improve the teaching quality and to promote the professional development of teachers. Based on the teaching reflection theory, this paper firstly discusses the definition of professional development of college English teachers, and then analyzes the main influence factors on the professional development of college English teachers from the perspective of teaching reflection, such as teaching ideas, teaching modes, teaching methods and teaching environments. Finally, enlightenment of teaching reflection on the professional development of the college English teachers is expounded from five aspects. In order to adapt to the situation of curriculum reform, only by constantly reflecting, and constantly improve their ability of innovation, the levels of professional development of college English teachers could be improved through teaching reflection and English ability of students could be also enhanced.

There is growing recognition that healthcare inequalities faced by people with intellectual disabilities extend to their experiences at the end of life, resulting in calls for more inclusive research to help address these inequities. Our study aimed to address this through the co-design of a toolkit for supporting end-of-life care planning with people with intellectual disabilities. To inform the co-design process, we undertook an evidence review to identify existing tools, resources and approaches that were already being used in practice. Our evidence review comprised three components: (i) a rapid scoping review of the academic literature, (ii) a desk-based search of the grey literature and (iii) an online survey to capture unpublished resources that were distributed to services, professionals, third-sector organisations and family members. A longlist of existing materials was appraised using an adapted version of the AGREE II instrument, resulting in a shortlist that was shared with the co-design team. The evidence review played a critical role in the co-design of a new toolkit of end-of-life care resources for people with intellectual disabilities. However, AGREE II proved to be limited for our purposes. The survey was particularly useful in helping us identify resources, tools and approaches in current use. We identified evidence review processes that served to support co-design team activities and elements that were more problematic. We argue that evidence review practices might be enhanced to better aid co-design activities in health and care research, particularly for studies involving people with intellectual disabilities. This article reflects on an evidence review that was conducted as part of The Victoria and Stuart Project. People with intellectual disabilities were deeply involved at every stage of project design, delivery and dissemination. The project employed people with intellectual disabilities as members of the core research team. People with intellectual disabilities and family carers were members of the project co-design team and the project Advisory Group. The evidence review process itself was led by academic members of the research team with contributions from colleagues with intellectual disabilities via the Advisory Group and core research team. The findings from the evidence review were used by the co-design team to inform the development of an end-of-life care planning toolkit for people with intellectual disabilities.

This theoretical paper introduces the ReCoDe Approach: Recalibrating Co-Design through Positionality-in-Action. ReCoDe is a critical framework to address a significant gap in participatory design: the absence of structured, team-based approaches to positionality. While design education and practice increasingly emphasise reflexivity and equity, most frameworks treat positionality as an individual exercise, overlooking its relational and systemic dimensions within co-design teams. Drawing on existing literature and a decade of intercultural collaboration through the culturalSYNERGY™ global cyber-charette, this study proposes a dynamic model that embeds four interrelated actions: positionality-in-action, communication, mediation, and team-building – throughout the co-design process. These actions are iterative and intersecting, supporting reflexive and justice-oriented design teams. The overarching objective of the ReCoDe framework is power recalibration: the intentional redistribution of influence, authority, and voice within collaborative design processes. By conceptualising positionality as layered (ascribed, intentional, and co-constructed) and fluid, the model fosters shared understanding, trust, and ethical responsiveness in diverse teams. ReCoDe reframes co-design as a reflexive stance – one that embraces complexity, centres relational ethics, and supports more equitable and transformative design outcomes in both educational and professional contexts.

The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers, thereby affecting students’ mathematics learning and performance. Over the years, the PISA test has evolved into the largest and most influential international educational assessment program. This study, based on PISA 2022 questionnaire data, examines the relationship between the professional growth of mathematics teachers and students’ mathematics performance by analyzing samples from sixteen countries/ economies. The research focuses on schools’ support for mathematics teachers’ professional growth, investigating the correlation with students’ mathematics literacy test scores through metrics such as the average proportion of teachers who participated in professional development training courses in the past three months and the average proportion of schools offering different types of in-house professional growth training. Based on the findings, recommendations are proposed, including placing greater emphasis on the professional development and growth of mathematics teachers, as well as anchoring this growth in students’ learning and development. This study provides multinational insights and scientific evidence for educational management related to mathematics teachers’ professional development, offering theoretical support for improving the quality of secondary mathematics education, fostering students’ mathematical literacy, and promoting educational equity.

This qualitative study explores teacher resilience among two Korean EFL teachers during teacher professional development. Although the positive psychology movement has drawn attention to teacher resilience in education, its importance remains undervalued in English language teaching. This research investigates the challenges that one male and one female beginning teachers in their twenties face in maintaining resilience, including those that arise from intrapersonal, interpersonal, and environmental factors. Intrapersonal factors hinder teachers’ ability to bounce back from adversity, while inadequate teaching skills and the burden of emotional labour negatively impact in-service teachers’ resilience. Interpersonal challenges involve interactions with students, parents, and colleagues, and environmental factors relate to the rigid national curriculum and assessment plans. However, this study found that positive self-reflection and support from students, colleagues, and the teaching community can help teachers withstand adversity. This study suggests that to promote resilience, pre- and in-service programmes should offer effective classroom management skills and coping strategies to manage emotional labour and support teachers’ professional growth.

In the age of internet, a series of action plans for teacher education and education information in China have put forward new requirements for teachers, it has also put forward new requirements for the model of teachers' in-service training and professional development. We discuss the Teacher Training and Professional Development under the background of internet from the perspective of in-depth quality evaluation in this paper: To combine the existing evaluation model of Teacher Training and professional development; To summarize the key factors of promoting teacher professional development from the perspective of Teacher Training Project output; To discuss how to make use of the pattern and characteristics of internet to provide support for the key elements of teachers' professional growth. It is expected to provide a good platform for the design and implementation of teacher training and professional development projects under the background of internet.

Teaching practice is a vital phase in the professional development of preservice teachers, helping them bridge the gap between theory and classroom application. However, many struggle with this connection due to the compartmentalized nature of teacher education and the absence of standardized frameworks. As a result, preservice teachers often graduate feeling underprepared, highlighting the need for improved teacher education models. Reflective practice has emerged as a valuable tool for enhancing preservice teachers’ professional growth by deepening their understanding of teaching roles and improving the integration of theory and practice. This study examines the impact of structured reflective practice on preservice teachers’ professional identity and pedagogical competencies during teaching practice, employing a narrative inquiry approach. A qualitative case study design was used, involving all 396 preservice teachers from St. Paul’s University who participated in teaching practice in 2024. Data were collected through structured reflective diaries and analyzed thematically to identify patterns in their evolving professional identities and competencies. Findings revealed varied outcomes: while many narratives demonstrated growth and identity development, others reflected limited reflective skills and weak connections to the teaching profession early on. The reflections also highlighted gaps in teaching knowledge and skills, underscoring the critical role of reflective practice, mentorship, and a supportive school environment in professional development. The study recommends integrating structured reflection into teacher training, along with planned mentorship and quality feedback, to better link teacher education theory with real-world classroom practice. This calls for a review of current teaching practice models.

Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts

This study investigates the role of school principals’ instructional leadership as a predictor of teachers’ professional development. The research sample comprised 304 secondary school teachers and 19 principals in Awka South, Anambra State, Nigeria. The study adopts Hallinger and Murphy’s (1985) Instructional Leadership Model. Data were collected using the “Principal’s Instructional Leadership Practices and Teachers’ Professional Development” (PILPTPD) tool. Correlation analysis was utilized to explore the relationship between school principals’ instructional leadership and teachers’ professional development, while multiple regression analysis was employed to ascertain the predictive capacity of instructional leadership on teacher professional development. The results reveal significant associations between instructional leadership and teacher professional development and growth. Ultimately, instructional leadership emerges as a significant predictor of teacher professional development. This study contributes to the expanding literature emphasizing the nexus between principal instructional leadership and teacher professional development, shedding light on the mediating role of principals’ leadership in influencing teachers’ professional development and instructional practices.