Transforming Research Evidence into Teaching Practices: Teacher Educators' Perspectives on Evidence-Based Teaching

Practicum' refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the 'extended practicum' into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers.;These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.

Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed.

This article explores the praxis of critical education theory among teacher educators in Thailand’s contemporary education reform movement. Using qualitative methods, including semi-structured interviews and classroom observations with fifteen teacher educators from ten institutions, the research examines how critical pedagogy is implemented in teacher preparation programs. Four key themes emerged from the data analysis: 1) reconceptualizing “teacher” and “teacherness,” 2) knowledge production and discourse formation, 3) professional development and critical reflection, and 4) contestation, negotiation, and cooperation in implementing critical approaches. Findings reveal that teacher educators are actively challenging traditional pedagogical paradigms, fostering critical consciousness among pre-service teachers, and navigating institutional constraints to promote more inclusive and socially relevant curricula. The study highlights the complex dynamics of implementing critical education theory within a system that often resists change. This research contributes to the understanding of how critical pedagogy can be operationalized in teacher education, offering insights into the challenges and opportunities of fostering a more equitable and transformative education system in Thailand. The findings have implications for teacher education policy and practice, suggesting the need for a more flexible and critically oriented approach to teacher preparation.

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.

IntroductionThis study investigates higher education teachers’ perceptions of active teaching methods—Case-Based Learning (CBL), Problem-Based Learning (PBL), and Team-Based Learning (TBL)—and their integration with digital technologies. These pedagogical strategies are crucial for fostering critical thinking, collaboration, and problem-solving skills among students, especially in the digital age. Despite their benefits, challenges such as resource limitations, time constraints, and insufficient training hinder their implementation.MethodsA mixed-methods approach was adopted, involving 104 educators from various higher education institutions in Kazakhstan. Participants underwent an eight-week training program consisting of 72 h of workshops, collaborative activities, and self-paced learning. Pre- and post-training assessments measured knowledge, confidence, and practical application of active teaching methods. Surveys, feedback sessions, and peer evaluations provided qualitative and quantitative insights into participants’ experiences and challenges.ResultsThe training program significantly improved participants’ knowledge, confidence, and ability to implement CBL, PBL, and TBL. Post-training assessments showed a 4.2-point increase in confidence and practical application scores. Most educators (66.35%) reported moderate adaptability of these methods to their current educational programs, while 27.88% achieved high adaptability. Participants identified resource limitations (43.27%) and time constraints (33.65%) as key challenges. Problem-Based Learning (PBL) was preferred for fostering critical thinking and problem-solving, with a majority (51.92%) favoring it over other methods. Digital technologies, such as Moodle and augmented reality tools, enhanced teaching effectiveness and student engagement.DiscussionThe findings highlight the transformative potential of active teaching methods and digital integration in higher education. Educators across various academic positions and institutions perceived these methods as highly effective, aligning with the Diffusion of Innovations Theory. Challenges such as insufficient resources and curriculum misalignment were significant barriers to broader adoption. Continuous professional development, institutional support, and strategic resource allocation are crucial for optimizing these methods’ impact.

Classroom management practices which teachers apply in their everyday practice are focused on creating positive environment which will enable students to effectively work and learn on a daily basis. Additionally, some practices familiar in the educational theory, known as methods of educational work, can have much bigger impact and contribute toward long-term changes related to student’s overall personal development. Their application influences on developing and strengthening some personal qualities like: positive beliefs and attitudes toward learning and personal improvement, self-control, self-discipline, diligence, responsibility, positive work habits etc. This paper examines the use of the methods of educational work, through the frequency of use of different approaches and strategies in teachers’ everyday classroom management practice, focusing on praise, reward, and training, as a part of the process of developing habits; inhibition and punishment in situation when negative behaviour occurs, and others. The sample includes 364 secondary school teachers in North Macedonia, with different length of working experience in the teaching profession. The application of these methods is seen as an important part of teachers’ practice, and due to this it should be considered as a necessary component of the initial teacher education, as well as teachers’ continuous professional development. The paper stresses the importance of teacher education in this domain, emphasizing that their appropriate or inappropriate use can lead either to long-term positive outcomes or to negative consequences.

One of the most persistent themes in the history of teacher education has been sharp public criticism coupled with ardent demands for improvement and change. Despite many reform initiatives over the years, however, it has been widely perceived that teacher education has been almost impervious to genuine reform (Fullan, 1998; Goodlad, 1990), failing to keep pace with the conditions of a changing society even when they threatened its very existence (Imig & Switzer, 1996). Perhaps it is the combination of a perceived historical failure to change coupled with the unprecedented intensity of current public attention that have prompted so many recent initiatives by prestigious national organizations and foundations that are related to teaching and teacher education, teachers' qualifications, and teacher quality. Although what follows is not a comprehensive list, the remainder of this editorial provides a brief description of some of the most visible current initiatives and reports that are directly related to teacher education; those recently completed are listed first, followed by those currently under way. Center for the Study of Teaching and Policy Research Report on Preparation. Suzanne Wilson, Robert Floden, and Joan Ferrini-Mundy (MSU) authored CTP's recent report, Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations, for the U.S. Department of Education/OERI. The authors examined more than 300 peer-reviewed research reports about subject matter preparation, pedagogical preparation, clinical training, policies for improving teacher education, and alternative certification. Drawing on the 57 studies that met rigorous criteria, the report concludes that the empirical research base for teacher education is thin. It recommends a new generation of research that looks across institutions, examines specific parts of teachers' preparation, and has stronger research designs. Executive summary and full report are available at: http://www.ctpweb.org. Committee on Assessment and Quality Report. The National Research Council's Committee on Assessment and Quality recently issued Candidates: The Role of Licensure Tests in Improving Quality, edited by Karen Mitchell, David Robinson, Barbara Plake, and Kale Knolls. Chaired by David Robinson, the 19-member committee was impaneled by the National Academy of Sciences at the request of the U.S. DOE to examine the appropriateness and technical quality of teacher licensure tests and the merits of such tests for holding states and higher education institutions accountable for the quality of teacher education. The report concludes that initial teacher licensure tests fall short of the intended policy goals for their use as accountability tools and as levers for improving teacher preparation and licensing programs. Complete report is available at http://www. nap.edu. Educational Testing Service's Studies of Quality and Education. ETS' work on teacher quality and teacher education is not a single initiative but an emphasis in several of their centers. Along these lines, Harold Wenglinsky's study linking students' achievement in math and science with teacher qualifications, professional development and classroom practices, concludes that classroom practices matter most. His study on teaching teachers explores the links among the characteristics of teacher education institutions, their programs, and teacher effectiveness as measured by scores on licensure exams. Drew Gitomer, Andrew Latham and Robert Ziomek's study on the academic quality of prospective teachers concludes that prospective teachers' academic ability varies widely by type of licensure sought. For information on these and other ETS studies, consult: http://www.ets.org.research/. AERA Consensus Panel on Education. The AERA Consensus Panel is an 18-month initiative intended to provide a synthesis of existing empirical and conceptual research related to the preparation of new teachers. …

The teacher education programs are important in determining professional competencies that are needed to practice effectively in the classroom in the modern educational contexts. With the current upheaval in the education systems across the world, following technological changes, services of professionally competent teachers, globalization, and competency-based education systems, the need to have professionally competent teachers has been heightened. This research article focuses on the correlation between teacher education programs and teacher professional competency development, including pedagogical knowledge, subject mastery, classroom management, assessment literacy, digital competence, inclusive practices, and reflective teaching. The research design it assumes is a mixed-method research which includes surveys, structured interviews, observation in classrooms, and a review of documents among the selected teacher training institutions and practicing teachers. Quantitative data were evaluated with the help of descriptive statistics and correlation analysis, and qualitative data were evaluated with the help of the thematic analysis. The results show that there is a positive correlation between the quality of teacher preparation programs and classroom performance of teachers which is significant. The programs with a high focus on practicum experiences, structured mentorship, reflective teaching, collaborative learning, and competency-based assessment showed greater results in the development of professional competencies. Nevertheless, the integration of technology, training of inclusive education, and the correspondence of theoretical courses and classroom realities were found to be deficient. The research findings conclude that teacher education needs to be changed to the models of content transmission to competency-based, practice-based models based on school contexts. It has policy suggestions of reinforcing school-university associations, incorporating online learning, increasing inclusive education courses, improving mentoring platforms, and setting competence-based examination criteria. The results have significant implications on policy makers, curriculum developers, teacher educators and accreditation institutions that want to improve classroom performance by introducing thorough teacher preparation reforms.

The learning opportunities for teacher educators should respond to individual professional needs, but also prepare educators for new developments in (teacher) learning, (teacher) education and the teaching profession (Smith, 2003). To communicate the needs of society, the professional development and the lifelong learning of teacher educators are essential. This article aims to discuss the different approaches to the professional development of teacher educators, an overview of the European policies and country-specific studies, and observe and analyse professional development (PD) activities for teacher educators that create strategies to ensure quality education in Myanmar. It is found that compared to some European countries, it should provide opportunities for international professional networks and research projects to promote positive research culture. Moreover, sufficient financial support for developing a practical knowledge base for Myanmar teacher educators is needed. Finally, we present some suggestions for effective professional development pathways for teacher educators in Myanmar.

This study examines the implementation of differentiated instruction in mathematics learning at SMAN 1 Indramayu, focusing on how teachers design and apply differentiation in terms of content, process, and product, as well as its impact on student engagement. A qualitative descriptive exploratory approach was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis of lesson plans and learning materials. The data were analyzed using an interactive qualitative analysis model involving data reduction, data display, and conclusion drawing, supported by triangulation across data sources to ensure credibility. The findings indicate that teachers successfully implemented differentiated instruction, particularly by adapting learning processes and products to students’ readiness levels and interests. This implementation led to increased student engagement across behavioral, emotional, and cognitive dimensions. Behavioral engagement improved through more active classroom participation, emotional engagement increased as students showed greater enthusiasm and enjoyment, and cognitive engagement strengthened as students demonstrated improved problem-solving and analytical abilities. Additionally, differentiated instruction promoted inclusivity and collaboration, aligning with the objectives of the Merdeka Curriculum. Despite challenges such as limited preparation time and technological constraints, differentiated instruction proved effective in enhancing classroom dynamics and learning outcomes. Continuous professional development and institutional support are recommended to sustain its implementation in mathematics education.

Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators’ professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators’ professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c) hindrances to fulfiling developmental needs. The differences between different occupational groups were also discussed. The survey was distributed in May 2019 to all eight Finnish universities that offer teacher education. The final sample size was 354. Using scale development techniques, we succeeded in generating items to all three inventories. We also tested the psychometric properties and the construct validity of the inventories. Our study revealed that teacher educators are not a homogenous group. Different occupational groups have different professional development interests.

BackgroundThis case study examined the consequences of a literacy initiative designed to improve writing instruction for a high school under pressure to increase standardised test scores or face government oversight. Realities of underperforming schools, such as interruptions to instructional time, a focus on formulaic essay writing and decontextualised grammar skills, high teacher turnover, and a disproportionately large percentage of students with low ability levels, impact the implementation and sustainability of research‐based practices. Thus, we embarked on a school‐university partnership designed to overcome these barriers. We co‐constructed research to determine the effectiveness of an instructional framework designed by the school's instructional coach (a teacher educator hired by the school district responsible for enacting literacy reform and providing professional development) and her work with four ninth‐grade and tenth‐grade English teachers (Years 10 and 11) in the United States. This engaged scholarship process empowered teachers and the instructional coach to make changes in their approach to writing instruction.MethodsOur case study used the following data sources: teacher and student interviews, professional development and classroom observations, student writing attitude surveys and analyses of student writing. We utilised grounded theory to determine changes in classroom practice and students' academic growth.ResultsOur study revealed strengths of the professional development regarding classroom management and student writing dispositions. Yet it also illuminated problems such as continued emphasis on reading instruction, limited opportunities for student choice and lack of writing strategies that transferred to composing extended text.ConclusionThese results raised critical questions, which aided the instructional coach in refining professional development for writing instruction.

This article investigates teacher educators’ self-understanding by asking how they explain their professional identities as teacher educators, based on socialisation and further professional development. Teacher educators facilitate learning from the initial teacher education phase to in-service teachers’ further professional development. The data consists of thirteen qualitative semi-structured interviews and two focus-group interviews with teacher educators from two universities in Norway. Using Bryman’s four-stage approach of analysis, 15 categories were re-organised into three main categories: (1) Recruitment and socialisation, (2) Professional identity, and (3) Professional development. The findings illustrate that teacher educators have different understandings of being a professional. For some, their identity is rooted in the discipline in which they were educated. However, others have built identities as teacher educators supplementary to their primary careers. This knowledge has implications for how universities can and should support teacher educators in the development of their identities. This can apply to educational strategies, institutional leadership and the role of teacher educators themselves. Their further professional development can be facilitated by a clearer understanding and appreciation of this profession reflected in educational policy. Norsk sammendrag Norsk tittel: Den skjulte profesjonen? En intervjustudie av lærerutdannere og deres profesjonelle identitet Formålet med denne studien er å studere lærerutdanneres selvforståelse med problemstillingen: Hvordan uttrykker lærerutdannere sin profesjonsfaglige identitet basert på sosialisering inn i rollen og sin videre profesjonelle utvikling? Lærerutdannere er definert å være de som underviser lærerstudenter og lærere både i grunnutdanningene og i videreutdanningene. Profesjonell identitet beskriver utviklingen av personlig identitet knyttet til utøvelsen av en profesjonell rolle. Datamaterialet består av intervjuer av lærerutdannere fra to universiteter i Norge. Tretten kvalitative semi-strukturerte forskningsintervjuer er gjennomført og to fokusgrupper er modellert. Datamaterialet er analysert i fire trinn. Gjennom analysen ble 15 kategorier arbeidet frem. Disse ble så i iterative prosesser samlet til tre hovedkategorier. De er (1) rekruttering og sosialisering, (2) profesjonell identitet, og (3) videreutvikling av profesjonsutøvelsen. Funnene viser at lærerutdannerne har ulike forståelser av det å definere seg tilhørende en profesjonsgruppe. Flere hadde fremdeles sin identitet i den fagdisiplinen eller profesjonen de først ble utdannet til. Studien fant at noen i utvalget hadde utviklet en sterk identitet som «lærerutdanner». Denne kom da som et supplement til deres første karriere. Studiens resultat har implikasjoner for universitetene og på hvilke måter lærerutdannere blir støttet i sin utvikling av identiteter. Det kan gjelde både utdanningenes strategier, dets ledere og lærerutdannerne selv. For lærerens videreutvikling, er det behov for en tydeligere utdanningspolitisk forståelse og verdsetting av det er å være lærerutdanner.

ABSTRACTDespite the growth of research on teachers’ professionalism, little is known about writing teachers’ emotion(s) and agency in professional development courses. The present study addressed this gap through a two‐stage project that first explored seven English language teachers’ emotion and agency construction in a teacher education course centering on argumentative writing and then followed these processes post‐course in relation to their writing instruction. Analyses of semi‐structured interviews, reflective journals, classroom observations, and post‐class discussions in different study stages revealed that the teachers experienced initial emotional apprehension and assumed agency, emotional tensions and challenged agency, and enhanced agency through developing emotionality. The findings identify the multiple phases of the writing teachers’ agency development from assumed to challenged and to enhance agency, with emotions playing a key mediating role in the process. These findings offer implications for teachers and teacher educators on how to leverage writing emotions and agency to elevate the quality of writing instruction.

Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.