99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Uncovering the Teaching Anxieties of Pre-service Teachers and the Reasons behind
Burcu Özcan, Ahmet Ok
Middle East Technical University, Turkiye
Presenting Author: Özcan, Burcu
Education is among the strongest apparatus for social progress. Thus, it is important that individuals get quality education to contribute to the advancement of their societies. since teachers have important roles in socialization of individuals and transferring national priorities (Goodwin, 2010), there is a need for quality teachers that can deliver quality education.
Among the plethora of factors that may affect the effectiveness of teachers, anxiety is one of them. Anxiety is an emotional state that every individual can experience and is often described in relation to tension, worried thoughts, and certain physical reactions (Spielberger, 1966; (Horwitz, et al., 1986).
Anxiety may affect the well-being of individuals and may prevent them from actualizing their full potentials (Alpert & Haber, 1960; Spielberger & Reheiser, 2009). In this vein, teaching anxiety can be described as a characteristic part of teaching that is observed on specific occasions, and it is identified with apprehensive feelings experienced regarding the act of teaching and the teaching profession (Buitink & Kemme, 1986). Anxiety is argued to be common among teachers and considered a natural part of teaching. Therefore, it is of high importance to notice the debilitating effect of anxiety on teaching performance (Murray-Harvey et al., 2000).
Being among the pioneers in teaching anxiety studies, Fuller conducted a series of studies on the topic (e.g., Fuller, 1969; Fuller & Parsons, 1974; Fuller et al, 1974). One of the earliest studies was conducted with the intent to improve the quality of teacher education curricula, in which Fuller (1969) developed a three-phase developmental conceptualization of teachers' concerns. Building on the initial arguments of Fuller (1969), the conceptualization of teaching anxiety included self-centered, task-centered, and student-centered anxieties (Fuller et al., 1974) which were initially referred to as self-preservation, task-related issues, and impact on pupil needs and effects of teaching, respectively. While the self-centered anxiety is considered to include having anxiety about getting approved by students, peers and employers, having job security, and feeling inadequate for the profession; the task-centered anxiety is related with the daily tasks of teaching, such as ensuring and sustaining classroom management, as well as managing the time. The student-centered anxiety is related with the motivation of pupils, meeting the cognitive, emotional and social needs of learners, improving their progress in education. (Fuller et al., 1974).
It is argued that the teaching anxiety of those involved in teaching does not fully diminish, but changes in focus as one’s experience in teaching increases (Fuller et al., 1974; Borich, 1996). Since teachers have great influence on students’ success (Darling-Hammond, 2000), it is essential to train teachers well for the profession before recruitment so that they would not struggle much in the profession, especially in their initial years; develop more intense anxieties; and become ineffective in teaching. To prevent teachers from lacking quality and dropping out, especially because of the feeling of ineffectiveness based on anxiety, there should be awareness of teaching anxieties and they need to be addressed during teacher education process to train more effective teachers.
In this regard, this study aims to explore teaching anxiety and its sources from the perspectives of pre-service teachers. In line with the aim of the study, the following research questions are formulated:
1. What are the anxieties that pre-service teachers experience related to teaching?
2. What are the sources of anxieties that pre-service teachers experience related to teaching?
Methodology, Methods, Research Instruments or Sources UsedQualitative research is defined by Creswell (2013) as “an inquiry process of understanding based on a distinct methodological approach to inquiry that explores a social or human problem” (p. 324). Qualitative research enables in-depth studies on various topics by focusing on the experiences and meanings of individuals (Patton, 2002). In addition, qualitative research aims to reveal perceptions and events in a realistic and holistic manner (Creswell, 2013). In this study, phenomenology was used, the aim of which is to make sense of the lived experiences of individuals about a phenomenon (Patton, 2002). The phenomenon investigated in this study is teaching anxiety.
The participants of the study consisted of 20 pre-service teachers enrolled in teacher training programs at a state university in Central Anatolia/Turkiye. Participants were selected through criterion sampling strategy, which is one of the purposeful sampling strategies (Patton, 2002). In this context, the criteria for participation in the study were determined as being a senior who completed the first three years of study in the faculty and having taken all the methodology and pedagogical courses offered by their departments until the fourth year of the program. The pre-service teachers who volunteered and met the specified criteria participated in the study.
The participant pre-service teachers were enrolled in different departments including the Department of English Language Teaching (n = 10), Elementary Mathematics Teaching (n = 6), Mathematics Teaching (n = 1), and Elementary Science Teaching (n = 3). All participants were 4th grade students and their ages ranged between 21-28 years. 18 of the participants were female and two were male pre-service teachers.
In this study, the data were collected through semi-structured interviews developed by the researchers and were analyzed through content analysis using the MAXQDA program, which is an online application. The steps suggested by Creswell (2009) were taken into consideration during the data analysis phase. In this context, the data obtained in the study were first transcribed. The interview transcripts were read once to capture the general meaning. Then, the interviews were coded in line with the relevant literature and the views of the participants. The resulting codes were grouped under certain themes in line with their similarities and interrelationships.
Conclusions, Expected Outcomes or FindingsIn this study, the phenomenon of teaching anxiety has been explored from the perspective of pre-service teachers in terms of their experiences regarding teaching anxiety and the sources of their anxiety.
The first research question of the study aims to explore teaching anxieties that pre-service teachers experience. The findings have revealed three main themes for the teaching anxieties experienced by the participant pre-service teachers. These anxieties were grouped as self-centered anxieties, task-centered anxieties, and student-centered anxieties.
Regarding the self-centered anxieties, participants reported their anxieties regarding teaching based on themselves. The sub-themes include adaptation, security, and relations of pre-service teachers. As for the task-centered anxieties, five sub-themes have emerged as starting to work, instructional processes, management-related issues, excessive workload, and facilities and resources provided for teaching. With respect to the student-centered anxieties, four sub-themes have emerged. These comprise building rapport with students, handling individual differences of students, ensuring students’ learning, and enhancing students’ motivation.
The second research question of the study aims to investigate the sources of teaching anxiety experienced by pre-service teachers. The findings have shown that three main themes emerged for the sources of pre-service teachers’ anxieties. These consist of person-related sources, teacher training-related sources, and profession-related sources.
To begin with person-related sources, it has been found that pre-service teachers’ anxieties may stem from lack of experience, feeling of inadequacy, negative past experiences, and personality traits. Regarding teacher training-related sources, the sub-themes include the discrepancy between theory and practice, insufficiency of practice teaching, and instructor-related issues. Lastly, profession-related sources are found to involve external influences on teachers, such as low prestige of the profession and high expectations from teachers. Instructional issues related with online education and the use of instructional strategies and materials are also included among the profession-related sources of pre-service teachers’ anxiety.
ReferencesAlbert, R., & Haber, R.N. (1960). Anxiety in academic achievement situations. (Eds.) R.N.Haber.Current Research Motivation, 586-597.
Borich, G. D. (1996). Effective teaching methods. (3rd ed.). Columbus. OH:Merrill/MacMillan.
Buitink, J., & Kemme, S. (1986). Changes in student‐teacher thinking. European Journal ofTeacher Education, 9, 75-84.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed MethodsApproaches (3rd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing among FiveApproaches (3rd ed.). Thousand Oaks, CA: SAGE.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education,51, 166–173. https://doi.org/10.1177/002248710005100300
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. AmericanEducational Research Journal, 6, 207-226.
Fuller, F. F., & Parsons, J. S. (1974). Concerns of Teachers: Recent Research on TwoAssessment Instruments. (ERIC Document Reproduction Service No: ED 093 987).
Fuller, F. F., Parsons, J. S., & Watkins, J. E. (1974). Concerns of teachers: Research andreconceptualization [Paper presentation]. The 59th Annual Meeting of the AmericanResearch Association, Chicago, IL.
Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinkingknowledge domains for teaching. Teaching Education, 21(1), 19-32. DOI: 10.1080/10476210903466901
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. TheModern Language Journal, 70(2), 125-132.
Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000).Under stress: The concerns and coping strategies of teacher education students.European Journal of Teacher Education, 23(1), 19-35.https://doi.org/10.1080/713667267
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). SagePublications, Inc.
Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger(ed.), Anxietyand Behavior (pp. 3-20). New York: Academic Press.
Spielberger, C. D., & Reheiser, E. C. (2009). Assessment of emotions: Anxiety, anger,depression, and curiosity. Applied Psychology: Health and Well-Being, 1(3), 271302. https://doi.org/10.1111/j.1758-0854.2009.01017.x
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
A Closer Look at Teacher Commitment through the Perspectives of Novice Teachers
Fadime Ural, Ahmet Ok
Middle East Technical University, Turkiye
Presenting Author: Ural, Fadime
Changing trends and advancements require well-established educational processes that teachers will enact as change agents having a transformational impact on dealing with the demanding nature of the era. Perceiving teachers as the potent agents of education spearhead the emergence of expectations from teachers that add up to the complexity of the profession (Öztürk, 2008). Hence, nations need highly committed teachers who strive for the quality of the profession since they are identified as critical assets of any educational institution and whose profession is regarded as a social service (Hussein et al., 2016).
The conceptual framework regarding teacher commitment traces back to the organizational commitment phenomenon since the interest of earlier studies has been high in organizational commitment. Meyer and Allen (1991) conceptualized organizational commitment by constructing a three-component model, including dimensions of affective continuance and normative commitment, along with several antecedents of commitment, i.e., personal characteristics, work experiences, organizational structure, and its consequences, such as turnover and on-the-job behavior. Similarly, Firestone and Pennell (1993) stated that the common theme in different definitions is a “psychological bond or identification of the individual with an object that takes on a special meaning and importance” (p. 491), so the interest of an object can vary according to context or situations which leads to the emergence of various commitment dimensions, which might be school, student, or an activity that is done.
Teaching profession has a particular nature in several ways because it embraces not only relationships or identification with organization but also relationships with students, their parents, colleagues, other stakeholders, and even personal issues, such as self-efficacy, passion, and identity (Crosswell, 2006; Tsui & Cheng, 1999). Therefore, the current study investigates commitment from a general perspective by taking teaching profession as the central focus. The plethora of studies in the literature defines teacher commitment as psychological attachment to the profession, enthusiasm, and willingness to do the job with an intrinsic urge to engage in necessary tasks and specific duties (Coladarci, 1992; Razak et al., 2009; Shukla, 2014).
This multidimensional feature of teacher commitment lends itself to not being innate because it is built over time in appropriate contexts, through teacher education programs, working with colleagues and mentors, and engaging in actual teaching experiences. Thus, the roots of teacher commitment can be found in the quality of teaching experiences, especially during the initial years. Experiences in the first years of profession have considerable influences on the development of the sense of teacher commitment and the rest of the career because novice teachers either seek ways to continue their work satisfactorily or be prone to leave profession depending on the quality of initial experiences (Hudson, 2017; Andrews et al., 2012). Hence, a successful start is critical to teacher's continuance of the career with a sense of teacher commitment (Brock & Grady, 2007; Dias-Lacy & Guirguis, 2017). Therefore, teacher commitment can be understood better through the factors affecting it from the perspectives and experiences of novice teachers. Based on the literature, the conceptual framework regarding the factors sustaining or diminishing teacher commitment can be summarized as positive or negative experiences in school context, during teaching process, and related to personal factors (Day et al., 2005; Fransson & Frelin, 2016; Crosswell, 2006).
Regarding these issues, this study aims to explore teacher commitment of novice teachers through their perceptions of teacher commitment and experiences regarding the factors affecting it throughout the initial years of profession. Accordingly, following research questions were formulated:
1. How do novice teachers perceive teacher commitment?
2. What are the factors affecting the sense of teacher commitment?
Methodology, Methods, Research Instruments or Sources UsedThis study utilized qualitative research method to gain insight into teacher commitment, which was identified as the central phenomenon (Creswell, 2013). Regarding this, phenomenology, which focuses on reaching the essence of a particular phenomenon based on the perceptions of individuals who experience it, was adopted (Patton, 2002). To identify participants, purposeful sampling strategy was used to select information-rich participants (Patton, 2002). Among purposeful sampling strategies, criterion sampling and maximum variation sampling were employed. Using the criterion sampling, participants were selected from novice teachers appointed to public lower secondary schools in Turkey in 2018 and 2019 academic years. Utilizing the maximum variation sampling, the selected teachers differed in their subject areas and the provinces they work. The sampling procedure was completed when the saturation of the data was ensured (Frankel, 1999). At the end of this procedure, a total of 30 teachers were included. All participants were novice teachers with at least one and at most three years of experience. As for gender, there were 27 female and three male teachers. The ages ranged between 25 and 31, with an average of 26. Teachers were selected from 10 different provinces. While seven of the participants work in provincial centers and four in districts, all the remaining 19 teachers work in village schools. Regarding the subject matters, there were nine English, seven Math, six Turkish Language, three Science, three Religious Culture and Ethics, and two Physical Education and Sports teachers.
For data collection, a semi-structured interview form was utilized. The researchers developed the form considering the research questions and related literature. Afterward, expert opinions were obtained from five experts holding Ph.D. degrees with different titles and working in state universities in the field of educational sciences. The final version of the form consisted of three sections: personal information, teaching-related information, and commitment to the teaching profession. These three sections included a total of 19 main questions and probes as sub-questions. To ensure the questions' appropriateness, the interview flow, and its duration, it was piloted with three novice teachers.
Interviews were conducted through Zoom due to the COVID-19 pandemic. The interviews lasted for 70 minutes on average and were recorded with the participant's consent. For data analysis, recordings were transcribed verbatim, and content analysis was utilized to analyze and interpret the data by developing certain codes, sub-themes, and themes via using MAXQDA 2020 software program.
Conclusions, Expected Outcomes or FindingsThe results of the study were examined based on each research question. Regarding the first research question, which explored novice teachers’ perception of teacher commitment, two themes emerged as emotional and practical aspects of the teaching profession regarding commitment. While the emotional aspect centered around the love of students and teaching profession, practical aspects were related to fulfilling job requirements, devoting extra time and effort to students, and endeavoring for professional development. Teachers mentioned practical aspects as an enactment of emotional aspects in the professional context. Thus, the emotional aspects were perceived as integral components and driving forces of effort made regarding practical aspects of the profession.
Concerning the second research question aiming to explore factors affecting teacher commitment of novice teachers, two themes emerged: weakening factors and strengthening factors. Regarding the weakening factors, the most striking one was the reality shock that all teachers experienced during initial years of the profession due to the gap between theory and practice, environmental and cultural issues, student profile, non-teaching paperwork, and working conditions in schools. Another weakening factor was teaching-related issues, such as lack of student engagement, online education period, and problems in classroom management. Also, lack of support, guidance and encouragement from colleagues, administrators, and parents negatively influenced teacher commitment. Lastly, personal factors of low self-efficacy and job satisfaction were decreasing teacher commitment.
As for strengthening factors, the most prominent ones were student engagement and getting positive feedback from students and parents. Also, collaboration with colleagues, getting support and guidance from administrators and mentors, parental involvement in the process, and having an affectionate bond with students were strengthening factors for teacher commitment. Lastly, certain personal factors increasing the commitment were mentioned as a desire to make a difference in students’ lives, satisfaction with the job, and willingness for professional development.
ReferencesAndrews, S. P., Gilbert, L., & Martin, E. P. (2012). The first years of teaching: Disparities in perceptions of support. Action in Teacher Education, 28(4), 4-13.
Brock B., L., & Grady, M., L. (2007). From first-year to first-rate: Principals guidingbeginner teachers (3rd ed.). USA: Corwin Press.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education. https://doi.org/10.1080/00220973.1992.9943869
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among fiveapproaches. Thousand Oaks, CA: Sage Publications, Inc.
Crosswell, L. (2006). Understanding teacher commitment in times of change [Unpublisheddoctoral dissertation]. Queensland University of Technology, Brisbane, Australia.
Crosswell, L., & Elliott B. (2004). Committed teachers, passionate teachers: The dimension ofpassion associated with teacher commitment and engagement. In Jeffrey, Ruth (Ed.),AARE Conference, Melbourne, 2004 (pp. 1-12). Australian Association for Research in Education, Australia, Vic. Melbourne.
Day, C., Elliott, B., & Kington, A. (2005). Reforms, standards and teacher identity:Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563-577.
Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-272.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, anddifferential incentive policies. Review of Educational Research, 63(4), 489-525.https://doi.org/10.2307/1170498
Fransson, G., & Frelin, A. (2016). Highly committed teachers: What makes them tick? Astudy of sustained commitment. Teachers and Teaching, 22(8), 896-912.
Frankel, R. M. (1999). Standards of qualitative research. In B.F. Crabtree & W. L.Miller (Eds.) Doing qualitative research (2nd ed.). Thousand Oaks: Sage Publications.
Hussen, A. A., Awgichew, S., & Teshome, T. Z. (2016). Teachers’ professional commitmenttowards students learning, their profession and the community in Eastern Ethiopiansecondary schools. Journal of Teacher Education and Educators, 5(3), 289-314.
Meyer, J. P. & Allen, N.J. (1991). A Three-component conceptualization of organizationalcommitment. Human Resource Management Review, 1(1), 61-89.
Patton, M. Q. (2002). Qualitative evaluation and research methods. USA: Sage Publications,Inc.
Razak, N. A., Darmawan, G. N., & Keeves, J. P. (2009). Teacher commitment. In L.J.Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachersand Teaching (pp. 343-360). New York: Springer.
Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction: A study of primary school teachers. IOSR Journal of Research & Method in Education (IOSRJRME). https://doi.org/10.9790/7388-04324464
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Preparing Primary School Teachers at University: Students’ Beliefs for Global Awareness. A Comparative Study
Giulia Filippi
Free University of Bozen, Italy
Presenting Author: Filippi, Giulia
In the current historical period, in which global comparative tests of different school systems play an important role in educational policies, and teacher quality is identified as a key to economic performance; Teacher Education (TE) has become an object of continuous reflection and reform. For these reasons, several international studies have addressed the role of teachers, the training systems, and the quality of teaching, providing a wide and discussed overview on the topic (ET2020, 2015; Musset, 2010). Therefore, interweaving the various international perspectives and studies, this research project focuses on initial teacher education programmes (ITEPs), in a comparative perspective by taking in account two different countries: Italy and Ireland. The study deals with initial teacher preparation since it is considered as an important source for school system improvement and implications. In particular, the research considers the support that the university system gives to prospective teachers in developing their professional role. The literature in fact, underlines that teacher professionalism have an impact to the school systems (Priestley, et. al., 2015). It is therefore, considering future primary school teachers’ beliefs that the study underline how initial training and the role of pre-service teachers is developed (Biesta, et.al., 2015), also considering the Korthegan theory (Tarozzi and Inguaggiato, 2018). In addition, considering the assumptions according to which beliefs are always related to an object (Pajares 1992, in Priestley et al., 2015), the study investigates the student’s teachers’ beliefs with a focus on values, attitudes and awareness promoted by the institution, instead of didactic competence. Moreover, the meaning of competence underlying the present conceptual framework is expressed through the Reference Framework of Competences for Democratic Culture (Barret, 2020) in which the idea of ‘competence’ refers to: values, attitudes, competence and, knowledge and critical comprehension. Therefore, ITEPs are taken into analysis by positioning them as more than just sources of new qualified and disciplinarily competent teachers, but understanding the transmission of values aimed to a sense of equity for global awareness citizens (Ainscow, 2016; Cochran - Smith, 2020). In particular, considering the definition of global citizenship education (GCE) promoted extensively in the last decades (Stein, 2015), the conceptual framework investigates the student teacher perceptions. For this reason, this study explores the context in which future professional teacher develop themselves as agentic practitioner, and the ITE contribution to reproduce a sense of global awareness understanding of school issues (Liao, et.al., 2022; Tarozzi and Mallon, 2019). Is therefore fundamental to have experienced teachers committed to the development of quality and equity in today’s school reality, according to international agenda and reality school issues.
The main questions that this study outlines, drawing on both theoretical and comparative aspects, are posed as follows:
1) In which way Higher Education systems prepare future primary school teachers through ITE programmes?
2) What are the prospective teachers’ beliefs about their training and professional role? in which way emerge from them a sense of global awareness?
3) How these beliefs influence their agency?
Methodology, Methods, Research Instruments or Sources UsedThe methodological approach that will be adopted to answer the research questions is organize as follows on a qualitative field of analysis. The research project is structured through multiple case studies, where ITEPs are the unit of analysis, comparative in nature and analyzed in parallel (Bray, Adamson and Mason, 2014). Specifically, the comparative criteria to analyse the two ITEPs are as follow: the university-based programmes, the EU context and the length of the programmes (4/5 years). The two case studies examined will be carried out by adopting qualitative tools for data collection, such as: semi-structured interviews, observations, focus groups and curriculum analysis. In particular, semi-structured interview developed with 10/15 prospective primary school teachers and 2 focus groups in every context, to understand their beliefs related to their preparations and values in terms of equity for global awareness. In addition, around 6 interviews are conducted with university tutor to give a contextual perspective about the programmes and the preparation that ITEPs aiming to give. In addition, observations of teacher training lectures in which reflective practices are developed, to gain a more complete understanding of the contexts presented. Therefore, a curriculum analysis aims to report the main structural and organizational characteristic of the ITE curriculum, underlying differences, and similarities of the two contexts. This research takes place on a qualitative field as the interest was not the acquisition of data (Cohen, et al., 2018; Ravitch and Carl, 2019), but an in-depth exploratory research project related to the pre-service teacher’s preparation. This model in fact gave the permission to focus mainly on the characteristics of the object of the study.
Conclusions, Expected Outcomes or FindingsThe aim of this comparative research project focusing on pre-service teacher preparation seeks to emphasise the importance of investigating values and attitudes of student teachers, instead of the relevance of teaching skills; considering the underlying motivations and the type of pedagogic culture that drive curricula in different contexts. Therefore, through the studies and theories cited in the conceptual framework, it was possible to deepen the examined the focus. The research provides a qualitative exploratory design on ITEPs to understand how future teachers are trained in terms of a global education perspective. In doing so, the research shows a bottom-up lens of analysis and reported the main features of divergence/convergence between the case studies in Italy and Ireland. Indeed, it was possible to understand the main factors shaping initial teacher education and agency development in the sense of a global education in the two contexts.
Furthermore, these results of the focus underline the importance and relevance of paying attention to pre-service teachers' preparation and investigating their agency starting from their beliefs. It became clear from the study's reflection that it is even more important today that future teachers who start acting in school systems are prepared to deal with problems at the glocal level. Moreover, considering the qualitative nature of the study there is no ambition to generalise this data for the countries examined, the results can be seen as indicative and a useful starting point for future research. Therefore, trying to contribute to the reflection on teachers' preparation is crucial for future debate in the field.
ReferencesAinscow, M. (2016). Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), 143-155.
Barrett, M. (2020). The Council of Europe's reference framework of competences for Democratic Culture: Policy context, content and impact. London Review of Education.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge journal of education, 39(2), 175-189.
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21(6), 624-640.
Bray, M., Adamson, B., & Mason, M. (Eds.). (2014). Comparative education research: Approaches and methods (Vol. 19). Springer.
Cochran-Smith, M. (2020). Teacher education for justice and equity: 40 years of advocacy. Action in teacher education, 42(1), 49-59.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London: Routledge.
https://doi.org/10.4324/9781315456539
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. Preparing teachers for a changing world: What teachers should learn and be able to do, 1, 390-441.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In International handbook on the continuing professional development of teachers (pp. 3-32). Open University Press.
European Commission. ET2020 Working Group on Schools Policy. (2015). Shaping career-long perspectives on teaching: a guide on policies to improve initial teacher education
Liao, W., Wang, C., Zhou, J., et.al. (2022). Effects of equity-oriented teacher education on preservice teachers: A systematic review. Teaching and Teacher Education, 119, 103844.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects, OECD Education Working Papers, No. 48, OECD Publishing.
Priestley, M., Priestley, M. R., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Publishing.
Ravitch, S. M., & Carl, N. M. (2019). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.
Stein, S. (2015). Mapping global citizenship. Journal of College and Character, 16(4), 242-252.
Tarozzi, M., & Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 112-125.
Tarozzi, M., & Inguaggiato, C. (2018). Teachers’ education in GCE: emerging issues in a comparative perspective.
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