Conference Agenda

Session
10 SES 12 A: Reflections of Teaching
Time:
Thursday, 24/Aug/2023:
3:30pm - 5:00pm

Session Chair: Minna Körkkö
Location: Rankine Building, 106 LT [Floor 1]

Capacity: 80 persons

Paper Session

Presentations
10. Teacher Education Research
Paper

Fostering Final Year Initial Teacher Education Students’ Data Literacy to Inform Their Reflections on Teaching

Stephen Day

University of West of Scotland, United Kingdom

Presenting Author: Day, Stephen

Internationally there has been a shift in educational policy towards evidence-based decision-making within schools (Mandinach, 2012; Schildkamp, Karbautzki, & Vanhoof, 2014; Scottish Government, 2017) to the extent that many Western democracies have implemented laws and policy reforms focused on education and schooling. These reforms are designed to put the child at the centre of the education system and places demands on teachers to use multiple sources of evidence that they have available to them to guide their professional judgments and decisions. Notable examples of these law and policy reforms range from the No Child Left Behind Act (2002) - now superseded by the Every Student Succeeds Act (2015) - in the United States, the European Union's Strategic Framework for European Cooperation in Education and Training (ET 2020), the National Education Plan in France and the Education (Scotland) Act (2016) in Scotland. In recent years, however, there has been an intensification in this trend towards datafication in education. Teachers and school leaders around the world are now encouraged (to varying degrees) to base their decisions on data (Merk, Poindl, Wurster, & Bohl, 2020). Indeed, many European governments have followed suit by enacting educational policies that mandate the increased use of educationally relevant data by teachers and school leaders to drive improvement in educational outcomes for children and young people (Mandinach & Jimerson, 2016). These policies imply that teachers and school leaders ought to be cognisant of, and conversant with the multiple lines of evidence available to them whilst placing the onus on them to be able to make effective professional judgements about students learning and be able to act on those judgements in a manner that facilitates improvements in performance outcomes.

Research suggests that many teachers feel threatened by the concept of data-informed decision making and ill-prepared to engage in a sustained way with educationally relevant data (Dunn, Airola, Lo, and Garrison, 2013a). Research evidence also suggests that many teachers do not systematically use data-informed judgements within their daily practice or if they do, they only trust the data that confirms their intuition rather than using all of the available evidence available to them to shape their professional judgements (Dunn, Airold & Garrison, 2013b; Schildkamp & Ehren, 2013). These findings indicate that many in-service teachers may lack the skills, motivation, or positive attitude towards the use of educational data to support their professional judgements. What is less well understood is how Initial Teacher Education (ITE) student teachers (also referred to as pre-service teachers) are prepared to use the wide range of educationally relevant data available to them and what factors might affect their use of data within their professional judgement.

This study aims to explore how final year ITE students handle, analyse and make meaning from educational data as part of their professional judgment and decision-making processes. This aim is operationalised by the following research questions (1) To what extent can final year ITE students analyse and interpret educationally relevant data as part of their reflective practice? (2) Does final year ITE students’ ability to analyse educationally relevant data differ compared to their programme of study.


Methodology, Methods, Research Instruments or Sources Used
This research reports findings from the quantitative phase of an exploratory, sequential, mixed methods investigation into how final year ITE students use multiple forms of evidence to make meaning and formulate professional judgements about teaching. The final year ITE students from three teacher education programmes – Professional Graduate Diploma in Education (Secondary) [PGDE (S) n=136], Professional Graduate Diploma in Education (Primary) [PGDE (P) n=95] and the Bachelor of Arts (Honours) in Primary Education [BA4 n=104] - within one university division of education were asked to complete a paper-and-pencil data analysis and interpretation activity designed to explore how final year ITE students analyse and make meaning from tracking and monitoring data as well as how they make professional judgments about practice from that data.

The data analysis and interpretation task contained three sections where section one focused on classroom level tracking and monitor data. Sections two focused on school level data and section three focused on school to national level data. The data analysis and interpretation activity scripts were sorted into the three educational programmes, then graded independently by two researchers and cross checked for concordance. All grades were then entered into an Excel spreadsheet and then transferred to SPSS for downstream descriptive and inferential statistical analysis to compare the findings for each programme of study against each other using a Friedman ANOVA, Mann-Whitney test, or a t-Test dependent on the variance of the sample.

Conclusions, Expected Outcomes or Findings
In terms of the final year ITE students’ ability to analyse, interpret and make meaning from educationally relevant data, our finding suggest that BA4 students mean ability score is significantly lower than that for PGDE (S) [mean ± SD - BA4 39.3% ± 10.1% v PGDE (S) 47.9% ± 10.3%]. There is a strong statistical difference (Mann-Whitney U-Test p<0.0001) between the PGDE (S) and BA4 mean scores and the PGDE (P) and BA4 mean score. However, there was no significant difference between the PGDE (S) and PGDE (P) mean scores. Looking at the data relating to item Q1d Reflecting upon the data in Table 2 [table on the activity worksheet], if this were your class, what does this data suggest about (i) pupils’ attainment? (ii) Your teaching? Only 2.9% of PGDE (S), 4.2% of PGDE (P), and 1.9% of BA4 students could give four points about pupil attainment from the data. However, 19.9% of PGDE (S) students, 20.0% of PGDE (P) and 9.6% of BA4 students could give 3 points and 22.8% of PGDE (S), 32.6% of PGDE (P), and 37.5% of BA4 students could give one point. Worryingly, 8.1% of PGDE (S), 1.1 % of PGDE (P) and 35.6% of BA4 students could not give any points. These findings suggest that final year ITE students struggled to reflect on what the assessment data might indicate with regards to teaching practice. This research indicates that more support is required to help final year ITE students make meaningfully interpretations from assessment data to support better pedagogical decision-making
References
Dunn, K. E., Airola, D. T., Lo, W. J., & Garrison, M. (2013a). Becoming data driven: The influence of teachers’ sense of efficacy on concerns related to data-driven decision making. The Journal of Experimental Education, 81 (2), 222-241.
Dunn, K. E., Airola, D. T., & Garrison, M. (2013b). Concerns, knowledge, and efficacy: An application of the teacher change model to data driven decision-making professional development. Creative Education, 4 (10), 673.
Mandinach, E. B (2012). A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice, Educational Psychologist, 47 (2), 71-85.
Mandinach, E. B., & Jimerson, J. B. (2016). Teachers learning how to use data: A synthesis of the issues and what is known. Teaching and Teacher Education, 60, 452-457.
Merk, S., Poindl, S., Wurster, S., & Bohl, T. (2020). Fostering aspects of pre-service teachers’ data literacy: Results of a randomized controlled trial. Teaching and Teacher Education, 91, 103043.
Schildkamp, K., & Ehren, M. (2013). From “Intuition”-to “Data”-based Decision Making in Dutch Secondary Schools? In Data-based decision making in Education (pp. 49-67). Springer, Dordrecht.
Schildkamp, K., Karbautzki, L., & Vanhoof, J. (2014). Exploring data use practices around Europe: Identifying enablers and barriers. Studies in educational evaluation, 42, 15-24.
Scottish Government (2017) National Improvement Framework and improvement plan for Scottish education. (Available online) https://www.gov.scot/publications/2017-national-improvement-framework-improvement-plan/ [Last Accessed 26th Jan 2023]


10. Teacher Education Research
Paper

Strengths-based Reflective Approaches in Teacher Education Course Programmes to Promote Inclusive Values and Attitudes: What do the Student-teachers Think?

Erika Marie Pace

University of Salerno, Italy

Presenting Author: Pace, Erika Marie

Recent worldwide policies and agendas in the field of education and beyond (UN, 2015; World Bank Group, 2015) have made it clear that inclusive education is not a mission that solely regards students with special needs. It also encapsulates issues related to socio-economic backgrounds, ethnicity, gender and sexuality, religion, language, culture and any other factor that may lead to exclusion. Valuing diversity, guaranteeing equal opportunities and quality education for all have, thus, become priorities for action of the community at large, including the school, to guarantee wellbeing, prosperity, and sustainable development (UN, 2022). Against this backdrop, teachers have a fundamental role to play. Besides ensuring student academic achievement, they need to devise ways to facilitate the acquisition of transformative (OECD, 2019) and global (OECD, 2018) competencies. They are requested to be the catalysts of change by challenging the status quo in school communities; they are to embark on a development process that involves all stakeholders in a system-wide, whole-school reform and restructuring of the vision, mission, curricula, pedagogy, classroom practice, assessment and reporting, and extra-curricular opportunities.

The plethora of literature on teacher competency profiling (Caena, 2011) and on the proximal and distal variables influencing the implementation of inclusive practices (Biesta, Priestley & Robinson, 2015; Sharma & Mannan, 2015; De Boer, Pijl & Minnaert, 2011), substantiates the fact that meeting these goals is a complex task which requires careful planning, competent action, and constant reflection. Indeed, Shulman (2005) claims that the three fundamental dimensions for teacher professional development are the head (what teachers know), hands (what teachers do) and heart (what teachers care about). Within a constructivist perspective of the teaching-learning process, planning teacher education course programmes is not a straightforward undertaking, especially when targeting the development of values and attitudes. In fact, it is claimed that the latter often receives far less attention in teacher education (Shulman, 2005; Sharma, 2018). One of the key strategies to educate the heart is engaging in individual and reflective practice as it offers a myriad of opportunities to reflect on beliefs, concerns, opinions, and attitudes related, but not limited, to teacher identity, the profession, diversity and inclusion (Larrivee & Cooper, 2006; Ghaye, 2011).

This paper presents a qualitative study carried out to investigate the course participants’ opinions regarding a study-unit that proposed guided reflective practice using a strengths-based approach. The overarching aim of the proposed study programme was not only to engage in reflective practices but also to shift the focus from deficit-based to strengths-based approaches in order to be able to develop their skills in identifying resources, assets, and solutions even when faced with particularly challenging scenarios. The premise is that wellbeing depends on the individuals’ ability to take cognisance of their inner cognitive, affective, and motivational resources, identify the community’s assets, and capitalise these strengths in a harmonious manner to act proactively and bring about positive change. It is posited that endorsing such a viewpoint not only helps to promote an inclusive school culture, but also facilitates the acquisition of fundamental values and attitudes necessary to bring about change. To this end, the 30-hour programme drew on various theories, models and tools. These included: Antonovsky’s concept of salutogenesis (Mittlemark et al., 2022), Sen’s (1993) capability approach, the domains and indicators in quality-of-life models (Brown & Shearer, 1999; Schalock & Verdugo, 2002), asset-based community development (Russell & McKnight, 2022) and the Index for Inclusion (Booth & Ainscow, 2011). The course participants had the opportunity to reflect on their beliefs, values and attitudes regarding concepts and issues inherent to diversity, inclusive education, teacher identity, and their role as change agents in the school community.


Methodology, Methods, Research Instruments or Sources Used
This study-unit was part of a 750-hour teacher education course programme, offered at the University of Salerno (Italy), for prospective learning support teachers. The unit was delivered between November 2022 and January 2023 in three classes whose number of students ranged between 125 and 176 course participants (N=419). Between April and May 2023, 15 semi-structured interviews will be carried out to collect data regarding the participants’ opinions on the approach used throughout the study unit and the different reflective activities proposed. The participants will be asked to participate on a voluntary basis. Six interviewees will be chosen from group 1 (n=176), five from group 2 (n=125) and four from group 3 (n=118). On the basis of these results, a questionnaire will be developed and administered to all the course participants at the end of the course, in June 2023. The conference presentation will focus on the outcomes of the interviews. These will be transcribed, and the data will be coded and organised using MAXQDA2020. A thematic analysis approach will be used following Braun & Clarke’s (2006) protocol.
Conclusions, Expected Outcomes or Findings
The material produced during the various moments of guided reflective practice on key concepts such as diversity, the relationship between quality of life and inclusion, their narratives on their student encounters during their teaching practice, and their participation during group reflection was evidence of engagement and interest on the course participants’ behalf. Unsolicited oral and written feedback was also very encouraging. The aim of the interviews and the questionnaire at the end of the course is to shed light on the course participants’ opinions regarding the benefits of such approaches. On acknowledging that teachers are the primary agents that make the much-needed difference in schools and future generations, developing effective teacher education course programmes is fundamental. This research provides insight from the receivers’ perspective regarding the use of strengths-based reflective practices in teacher education.
References
Biesta G.J.J., Priestley M., & Robinson S. (2015). The role of beliefs in teacher agency. Teachers and Teaching. Theory and Practice, 21(6), 624­640. doi:10.1080/13540602.2015.1044325.
Booth, T. & Ainscow, M. (2011). Index for inclusion - Developing learning and participation in schools. CSIE: Bristol, UK.
Braun V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. doi: https://doi.org/10.1191/1478088706qp063oa
Brown R., & Shearer J. (1999). Challenges for inclusion within a quality of life model for the 21st Century. Australasian Journal of Special Education, 22 (3), 180­194.
Caena, F. (2011). Literature review teachers’ core competences: requirements and development. Education and Training Hematic Working Group ‘Professional Development of Teachers, pp. 1-28.
Ghaye, T. (2011). Teaching and learning through reflective practice. A practical guide for positive action (2nd ed.). London: Routledge.  
Larrivee, B. & Cooper, J. M. 2006. An educator’s guide to teacher reflection. Cengage Learning. http://cengagesites.com/academic/assets/sites/4004/Education%20Modules/gd%20to%20teach%20refl.pdf.  
Mittelmark M. B., Bauer G. F., Vaandrager L., Pelikan J. M., Sagy S., Eriksson M., Lindström B., Meier Magistretti C. (Eds.) (2022). The Handbook of Salutogenesis (2nd Ed.). Geneva: Springer. https://link.springer.com/book/10.1007/978-3-319-04600-6.
OECD (2018). Preparing our Youth for an Inclusive and Sustainable World. The OECD PISA Global Competence Framework. https://www.oecd.org/education/Global­competency­for­an­inclusive­world.pdf
OECD (2019). OECD Future of Education and Skills 2030. Conceptual Learning framework. OECD Learning Compass 2030. OECD. https://www.oecd.org/education/2030­project/teaching­and­learning/learning/
Russell C., & McKnight J. L. (2022). The Connected Community. Discovering the Health, Wealth, and Power of Neighbourhoods. Berrett­Koehler Publishers. Kindle Edition.
Schalock R. L., & Verdugo M. A. (2002). Handbook on Quality of Life for Human Service Practitioners. Washington: American Association on Mental Retardation.  
Sharma, U., & Mannan, H. (2015). Do Attitudes Predict Behaviour – An (un)Solved Mystery? Foundations of Inclusive Education Research (International Perspectives on Inclusive Education, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 115-131. https://doi.org/10.1108/S1479-363620150000006005.
Sharma, U. (2018). Preparing to teach in inclusive classrooms. In Oxford research encyclopaedia of education.
https://doi.org/10.1093/acrefore/9780190264093.013.113.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://www.jstor.org/stable/20027998
Sen, A. (1993). Capability & Wellbeing. In M. Nussbaum & A. Sen (eds.), The Quality of Life (pp. 30­53). Oxford: Oxford University Press. https://academic.oup.com/book/9949.
UN (2022). The Sustainable Development Goals Report 2022. https://unstats.un.org/sdgs/report/2022/
UN General Assembly (2015). Transforming our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda.
World Bank Group (2015). Incheon declaration: Education 2030 – towards inclusive and equitable quality education and lifelong learning for all (English). Washington, DC: World Bank Group. http://documents.worldbank.org/curated/en/167341467987876458/Incheon-declaration-education-2030towards-inclusive-and-equitable-quality-educationand-lifelong-learning-for-all


10. Teacher Education Research
Paper

Unpacking the Diversity in Teachers' Work: Pre- and in-service Teachers' Conceptions

Sonja Lutovac, Minna Körkkö

University of Oulu, Finland

Presenting Author: Lutovac, Sonja; Körkkö, Minna

A multitude of changes have been observed in teachers’ work, making the profession more complicated and demanding (Räsänen et al., 2020). Alongside of these changes, researchers concerned with initial teacher education have been trying to identify the professional learning needs of pre-service teachers (Livingstone & Flores, 2017) to prepare them for the rapidly changing, complex and demanding future work of a teacher. Research on in-service teachers has focused, for instance, on the new realities of teachers’ work, teacher competence needed (Metsäpelto et al., 2021) and the impact of various working conditions on teacher retention and attrition (Kelly et al., 2019).

Teacher education research has long been concerned with pre-service teachers’ conceptions of teaching and learning due to their impact on teachers’ instructional practices. Various conceptions have been addressed in the research literature, such as pre-service teachers’ conceptions of specific subjects (Lau, 2022), conceptions of assessment (Lutovac & Flores, 2022), conceptions of online learning and digital literacy (Tarchi et al., 2022) and conceptions of self-as-a-teacher (Lee & Schallert, 2016) to name a few. Pre-service teachers’ conceptions have been investigated in relation to personal practical theories and reflection (Körkkö et al., 2016). Concerning in-service teachers, previous research has targeted, for instance, teachers’ conceptions of assessment (Brown et al., 2019) and conception of inclusive education (Sanagi, 2016). Pre-service and in-service teachers’ conceptions of teachers’ work, however, have received lesser attention but may be crucial at the point in time of uncertainty in teachers’ professional lives and work and when the changes in the society and teaching profession have brought forth the need to “(re)think ways of (re)educating teachers for scenarios that are unpredictable and unknown” (Flores, 2020, p. 453). Gaining a deeper understanding of pre-service and in-service teachers’ conceptions of teachers’ (changing) work can contribute to the discussion about professional development of future teachers and other important constructs regarding teachers’ work, such as teacher identity, resilience, attrition and retention. Better understanding pre-service teachers’ conceptions of teachers’ work is also important for elucidating what pre-service teachers learn during teacher education, how prepared they feel when entering the profession, how they respond to change and how these responses impact teacher attrition.

This study aims to examine Finnish pre-service and in-service teachers’ perspectives of teachers’ work today to shed light on diversity in teachers’ work. Moreover, this study aims to better prepare pre-service and in-service teachers to tolerate change, anticipate and respond to it and, more importantly, act as agents of change. In addition to social skills, this level of flexibility and adaptability is emphasized as an important professional skill of the twenty-first century. The research question guiding this work is: How do pre-service and in-service teachers conceive the new realities of teachers’ work?


Methodology, Methods, Research Instruments or Sources Used
This study forms a part of two larger projects - Unpacking and Redefining Changing Relationships in Teachers’ Work’ (RELA) and ‘Pre-service Teachers Navigate Teachers’ Changing Work and Its Relationality (NAVI).

The participants in the study are 22 pre-service subject teachers and 21 primary and lower secondary school in-service teachers. Twenty-two pre-service teachers study various master’s programmes, such as Mathematics, Physics, Chemistry, Music, and Languages (e.g. Finnish, English, Swedish, German) and were invited to participate in the study as part of one course in their teacher education programme. The participants were in their third year of studies, did not have any teaching practicum prior to the course and had during the course received their first formal training in educational studies. As part of one lecture, open question “What it teachers’ work today like?” was posed to prompt the written narratives which pre-service teachers submitted via Webropol survey and reporting tool. Pre-service teachers were informed about the study in detail and the and all provided a written consent for the use of their writings as research material.

Twenty-one in-service teachers’ ages, previous working experiences as well as geographical areas varied. The teachers were recruited via a call to participate in the research advertised on different social media platforms, using the researchers’ personal contacts and the snowball method. The teachers answered to a Webropol survey with an open question “Please tell, what is teachers’ work today like?”. The Webropol survey included all information of the study and its objectives. The participants gave their consent for the study by answering the survey.

Pre-service and in-service teachers’ writings were first analysed separately. Inductive thematic analysis was performed, identifying the common themes that cut across 22 written narratives of pre-service teachers and 21 written narratives of in-service teachers. First, all the writings were read carefully. Notes were made about all the key issues highlighted in each writing. Second, the notes were read carefully and key issues arising from them were clustered into wider themes – pre-service and in-service teachers’ conceptions of teachers’ work today. In the final stage of analysis, the themes emerging from pre-service and in-service teachers’ writings were compared.

Conclusions, Expected Outcomes or Findings
Three central conceptions were identified both in pre-service teachers’ and in-service teachers’ writings: a) the changed role of a teacher, b) increased responsibilities of a teacher and the multifaceted nature of teachers’ work, and c) the challenges and complexities faced by a teacher.

The conception “The changed role of the teacher” displays how pre-service teachers see that a teacher has an important socialization role in the lives of pupils and this role brings forth the increasing need for social and interpersonal skills. In-service teachers refer to their role in socializing pupils through pondering the transfer of educational responsibility from homes to schools and teachers. They highlight the change in parenthood and family life which impacts on schooling.

The conception “Increased responsibilities of a teacher and the multifaceted nature of teachers’ work” brings forth pre-service teachers’ awareness of accountability for the pupils' learning, growth and development into functioning members of society and with these responsibilities evolving fears regarding their future work and a growing sense of insecurity and inadequacy. Similarly, in-service teachers talk about increased work tasks and responsibilities as well as lack of resources which together cause inadequacy and aggravate the possibilities of carrying out inclusive education in the best way possible.

The conception “The challenges and complexities faced by a teacher” highlights pre-service teachers’ pressure to change, the need to meet the needs of individual pupils, and the challenges of communicating with parents and colleagues. Similarly, in-service teachers highlight that meeting the various needs of pupils can overwhelm teachers. Collaboration with colleagues and guardians are also seen as burdening sometimes. In-service teachers highlight the need to set boundaries in their work.

Despite challenges, both pre- and in-service teachers find teacher work rewarding.

References
Brown, G. T. L., Gebril, A., Michaelides, M. P. (2019). Teachers' conceptions of assessment: A global phenomenon or a global localism. Frontiers in Education, 4(16). https://doi.org/10.3389/feduc.2019.00016

Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659

Kelly, N., Cespedes, M., Clarà, M., & Danaher, P. A. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44(3). http://dx.doi.org/10.14221/ajte.2018v44n3.6

Körkkö, M., Kyrö-Ämmälä, O. & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014

Lau, W.W.F. Predicting pre-service mathematics teachers’ teaching and learning conceptions: The role of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy. International Journal of Science and Mathematics Education, 20, 1141–1160. https://doi.org/10.1007/s10763-021-10204-y  

Lee, S. & Schallert, D. L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about. Teaching and Teacher Education, 56, 72–83. https://doi.org/10.1016/j.tate.2016.02.004

Livingston, K., & Flores, M. A. (2017). Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551–560. https://doi.org/10.1080/02619768.2017.1387970

Lutovac, S., & Flores, M.A. (2022). Conceptions of assessment in pre-service teachers’ narratives of students’ failure. Cambridge Journal of Education, 52(1), 55–71. https://doi.org/10.1080/0305764X.2021.1935736  

Metsäpelto, R-L., Poikkeus, A-M., Heikkilä, M., Husu, J., Laine, A., Lappalainen, K., Lähteenmäki, M., Mikkilä-Erdmann, M., & Warinowski, A., Iiskala, T., Hangelin, S., Harmoinen, S., Holmström, A., Kyrö-Ämmälä, O., Lehesvuori, S. Mankki, V., & Suvilehto, P. (2021). A multidimensional adapted process model of teaching. Educational Assessment, Evaluation and Accountability, 34, 143–172. https://doi.org/10.1007/s11092-021-09373-9

Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837–859. https://doi.org/10.1007/s11218-020-09567-x

Sanagi, T. (2016). Teachers’ misunderstanding the concept of inclusive education. Contemporary Issues in Education Research, 9(3), 103–114.

Tarchi, C., Wennås Brante, E., Jokar, M., & Manzari, E. (2022). Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? Teaching and Teacher Education, 113. https://doi.org/10.1016/j.tate.2022.103669