Volume 19, numéro 5, 2025

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This study explores the perceptions of language-teacher candidates regarding their own English-language learning experiences during primary school, and how they intend to utilize these insights to enhance their instructional practices. Grounded in Lortie's (1975) concept of the apprenticeship of observation, which highlights how teachers’ beliefs are shaped by their own experiences as students, this study aims to elucidate how these past student experiences influence their future teaching strategies. The sample comprised 54 English-teacher candidates from southeastern Türkiye, all of whom attended public primary schools. All of the participants were Turkish native speakers or bilingual in Turkish and English, with an average of 13 years of English-language learning experience and a B2 proficiency level in the Common European Framework of Reference for Languages (CEFR). Data were collected through a Likert-type survey and semi-structured interviews. The survey provided quantitative insights, analyzed using descriptive statistics, while the interviews contributed qualitative data, which were analyzed thematically. Findings revealed that the teacher candidates were critical of their past language education, particularly because it relied on traditional, grammar-focused instruction with limited communicative activities. They advocated for a balanced approach to language skills, incorporating interactive and age-appropriate activities. The candidates emphasized the need for updated resources and continuous professional development, though perspectives varied on whether these should be institutional responsibilities or personal initiatives. Additionally, they highlighted effective classroom management and student engagement as essential components of successful language teaching. This study underlines future English teachers' varied perspectives and aspirations, as they draw upon their own learning experiences to refine their professional development and teaching effectiveness.

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This quantitative action research investigates the effectiveness of a flashcard-based intervention in enhancing French vocabulary acquisition among Sri Lankan undergraduate learners. A sample of 60 beginner and intermediate French students was selected through convenience sampling. The study employed pre-test and post-test design, including a control group, with data analyzed using paired-samples t-tests and ANOVA. Over four weeks, participants engaged in a structured flashcard program incorporating French words, English translations, and visual aids. The results demonstrated a statistically significant improvement in vocabulary knowledge, affirming the efficacy of flashcards as a language-learning tool. The action research approach allowed for iterative refinement of the intervention, ensuring its relevance and applicability in real-world educational settings. Additionally, a positive correlation was identified between students' attitudes towards flashcard use and vocabulary gains. These findings contribute to the ongoing development of practical strategies for vocabulary instruction, with implications for language educators seeking to enhance student outcomes through evidence-based practices.

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Digital competence, beyond core content knowledge, is a key skill for many teachers in this day and age, and several frameworks for this have been proposed internationally. In Canada, some provinces and territories are currently implementing rules and guidelines regarding the digital competencies of teachers. However, only Quebec has an actual one that is linked to teachers, with specific dimensions integrating critical knowledge and attitudes. This interpretive study examines Quebec’s teacher reference and digital-competency frameworks by exploring their integration into teacher-education programs. Two qualitative data-collection methods, namely, semi-structured interviews and document analysis, were used in this study. The sample included seven university professors from the education departments at different Quebec universities and 34 descriptions of digital technologies courses in Quebec’s teacher-education programs. The main results indicate that digital competence is included in at least one course in teacher-education programs, and that instrumental elements are prioritized over critical and ethical digital dimensions. The findings also highlight professors’ awareness of the importance of further developing these less prominent dimensions. The challenges associated with this integration are acknowledged, and the need for future research to develop pedagogical strategies that promote the acquisition of these competencies is emphasized.

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As education shifts into the digital age, technology, especially artificial intelligence (AI), plays an increasingly vital role in improving teaching and learning. This meta-analysis investigates how AI impacts the development of Technological Pedagogical and Content Knowledge (TPACK) skills among pre-service teachers. By reviewing data from various studies published between 2010 and 2023, we explore how AI can help integrate technology into educational settings. Our findings reveal that AI interventions generally positively affect TPACK skills, although the extent of these effects varies significantly across studies. Factors such as sample size, duration of the intervention, and the quality of AI tools used all contribute to these differences. Importantly, larger sample sizes and well-designed AI applications lead to more significant improvements in TPACK skills. However, challenges still exist, particularly the need for adequate training and institutional support for pre-service teachers. This research highlights the necessity of establishing the best practices for incorporating AI into teacher training programs. By addressing the gaps in current literature, this study offers valuable insights into the effective use of AI in enhancing TPACK skills and advocates for further investigation in this critical area of educational technology.

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In recent years there has been a growing trend of academics and teachers collaborating in complementary associations. This is often achieved through engaged scholarship projects such as those which aim to enhance learners’ reading skills. A comprehensive review of the literature underscores the importance of pedagogical support in cultivating effective reading skills, with numerous engaged scholarship relationships focusing on reading-related support, in an effort to meet this need. This study investigated the essential role of engaged scholarly relationships in advancing pedagogical approaches to the teaching of reading. A qualitative participatory-action research approach was adopted, which enabled the researchers to interview thirteen (13) primary school language teachers who were purposively selected for their experience and expertise in this field. Through interviews, the researchers investigated the pivotal role of engaged scholarship projects in supporting the teaching and learning of reading. The findings are relevant in that they bear testimony to the success of implementing engaged scholarship projects for improving the teaching and learning of reading. The researchers conclude that engaged scholarship projects enhance the teaching and learning of such skills, provided that certain challenges are addressed, and strategies are implemented to support their progress.

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Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students' daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers.

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The study aimed to identify the views of prospective biology students on the field-trip experience as an outdoor learning activity in both educational and social contexts. It employed a qualitative phenomenological analysis method. Participants included 38 prospective biology teachers in an education faculty in the Marmara region in Türkiye. The field trip was held at İzmir Bird Paradise, Natural History Museum and Botanical Garden in İzmir, Türkiye. Data was collected by an open-ended question form before and after the field trip. Content analysis techniques were used to analyze the data. The results of this examination showed that the students were mainly content with the social activities, courses, İzmir Bird Paradise, the Natural History Museum, and the Botanical Garden, respectively, after the field trip.

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Teacher education should provide pre-service teachers with the opportunity to use pedagogical approaches aligning with 21st-century skills, such as cooperative learning. This present, mixed-methods study aims to examine how cooperative learning may promote (or not) the development of the abilities that are needed for this era (i.e., collaboration, creativity, interest, engagement, and self-regulation), according to the participant pre-service teachers who attended a general-didactics course, completed a survey, and carried out a SWOT analysis. The quantitative results show that each of the 21st-century skills was developed, but to a different extent. The qualitative data, along with its integration with the quantitative data, provided a more comprehensive understanding of how and why each of the aforementioned proficiencies was developed, either confirming, or further explaining, the quantitative results. In conclusion, cooperative learning may foster the development of 21st-century skills, which are essential in the pursuit of quality education. Although no claims are made regarding the generalization of the findings, this study supports the idea that integrating cooperative learning in teacher education may promote relevant abilities and competencies among pre-service teachers, while providing them with experiences that may shape their future teaching practices.

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Education following the COVID-19 pandemic is characterized by teacher stress, burnout, and turnover, leaving U.S. schools desperately short of teachers required to produce quality educational outcomes for students. This study aims to unpack current drivers of teacher stress and to provide options for educators looking to support K-12 teachers. A mixed-methods approach was utilized in surveying K-12 teachers (N = 295) within multiple school districts throughout Western Pennsylvania. Results show that time management, student discipline, and increased workloads are primary drivers of teacher stress, with insights that changes in student motivation, the volume of teachers’ work, lack of administrative support, and teachers’ struggles with mental health, led to increased stress. Suggestions for ways to support teachers experiencing stress are presented.

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This book review discusses Ramón Espejo Romero's latest publication, a volume that surveys the educational crisis that Spanish public education currently faces. The review situates the book in a larger trend of publications that have recently emerged to contest the current state of affairs in Spanish primary, secondary, and higher education. It provides an overview of the volume's contents, highlighting its contributions to the current academic debate and its approach to the challenges that beset public education not only in Spain but also in the broader Western world. In so doing, the review underscores the volume's interest for a wide international (albeit Spanish-speaking) audience--an audience concerned with the gradual deterioration of academic standards in public settings, and committed to the need to reclaim a high-quality, affordable, and all-inclusive public education for all.

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This review examines An Educator’s Guide to Project-Based Learning: Turning Theory into Practice by Fey Cole (Routledge, 2024), a timely contribution to the literature on student-centered pedagogy. The book introduces Project-Based Learning (PBL) as a transformative approach that integrates theoretical insights with practical strategies across diverse educational contexts, from early childhood to higher education. Organized into thirteen chapters, the text explores themes such as cultivating PBL culture, teacher professional growth, learning environments, scaffolding, and sustainable frameworks for practice. Case studies and illustrative examples make the book accessible and inspiring, particularly for educators seeking to foster creativity, collaboration, and authentic learning experiences. At the same time, the review highlights several underexplored areas. Structural constraints, including rigid curricula and limited resources, receive relatively brief attention, and the discussion could be enriched by more cross-cultural perspectives and non-Western examples. Despite these limitations, Cole convincingly positions PBL as a viable and transformative pedagogy capable of equipping learners with the skills, confidence, and agency required to thrive in the twenty-first century. This book will therefore be of value not only to teachers and practitioners but also to policymakers and educational leaders committed to advancing meaningful and sustainable learning.

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This paper proceeds from the presupposition that stories could play a significant role in making children global citizens. I draw on Nussbaum’s (2008) theorization of narrative imagination to argue that telling children stories is one of the most appropriate ways to develop the values that would help them become global citizens. I argue that stories equip children with the appropriate dispositions to make meaningful contributions to the societies in which they find themselves. I also argue that stories offer teachers a viable method for making their classrooms culturally responsive. I conclude by suggesting that the ambiguity regarding which values to emphasize can be clarified by incorporating more stories into the classroom.

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The Ontario Human Rights Commission's 2022 Right to Read report called for significant shifts in how reading is taught, emphasizing systematic, explicit instruction in foundational skills alongside meaning-focused objectives. The Commission's call to action has reverberated across Canada, prompting provinces and territories to reconsider curriculum, assessment, and teacher preparation. This paper surveys the recent history and current status of reading reforms in Canada, asking: How have curriculum, pedagogy, and assessment changed? Who are the key drivers, and what challenges remain? We analyzed governmental reports, policy documents, and personal communication with educational leaders to craft profiles of each province and territory. Findings suggest that while reforms are underway in many jurisdictions, implementation varies depending on resources, professional learning infrastructure, and political culture. We argue that sustainable change requires enhancing teacher knowledge, affirming professional autonomy, and integrating culturally responsive and equity-oriented approaches with structured and systematic instruction. Ultimately, Canada’s unique policy context presents both challenges and opportunities for literacy education that ensures all children's right to learn to read.

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The twenty-first-century university faces unprecedented complexity, uncertainty, and diversity, driven by social, technological, and cultural transformations that demand the preparation of professionals capable of addressing both global and local challenges. This article examines how the integration of research on teaching and learning can serve as a strategic axis for higher education institutions to respond to these challenges. Adopting a conceptual and analytical approach, this study synthesizes evidence from the Scholarship of Teaching and Learning (SoTL) and the Science of Learning to explore their complementary roles in shaping effective pedagogical practices. The findings indicate that research-informed teaching strengthens reflective competencies, promotes pedagogical innovation, and supports teachers’ professional development, while also informing curriculum design and fostering inclusive, adaptive, and collaborative learning environments. For students, this integration leads to deep and meaningful learning, fostering critical thinking, collaboration, and self-regulation skills. The significance of these results lies in the fact that aligning evidence-based teaching and learning strategies with institutional goals enables the university to operate as a dynamic ecosystem where research informs practice and learning, in turn enriching inquiry. This approach safeguards against misinformation and shallow learning, prepares graduates to navigate complex professional and social realities, and positions the university as a resilient and socially relevant model.