Conference Agenda
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10 SES 12 B: Mediating Learning and Professional Agency in Teacher Education: Digital, Relational, and Emotional Perspectives
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10. Teacher Education Research
Paper Using Videos to Share Research Insights: A Norwegian Teacher Education Project Department of Education, University of Agder, Norway Presenting Author:Over the past decades, there has been a growing emphasis on developing top-quality teacher education programmes that prepare teachers to adapt to future demands and changing circumstances (Darling-Hammond & Hyler, 2020). The same trend can be found in Norway and in 2017, the primary and lower secondary school teacher education was reformed and changed to five-year master’s programmes. A research-based approach was implemented with the goal of developing a teacher education with high academic standard, strongly integrating theoretical studies with practical teaching experience (cf. Jakhelln et al., 2019). Despite these efforts, challenges persist, and there is an ongoing discussion about the role and significance of research in the reformed teacher education. Previous studies indicate that Norwegian student teachers perceive the relationship between theoretical studies and practical training in teacher education as weak, finding the relevance of their research-based knowledge for the teacher profession to be insufficient (cf. Spernes & Afdal, 2021). To foster a successful relationship between theory, research, and practice, research-based knowledge needs to be disseminated, made accessible, and utilized by practicing teachers and the school community. This aligns with UNESCO’s Recommendation on Open Science (UNESCO, 2021) and the European Commission’s dissemination and exploitation strategy (European Commission, 2023). However, there has been little empirical research on how a research-based approach is realised in teachers’ work, specifically how teachers use research in their everyday practice. Some studies indicate that research-based knowledge does not seem to be practically valuable for teachers (Koski et al., 2023; Wahlgren & Aarkrog, 2021). Teachers primarily acquire new educational knowledge through media sources, and their lack of engagement with research is mainly due to time constraints, difficulty accessing relevant studies, and low confidence in engaging with academic research. By using technology and digital tools, research-based knowledge can be disseminated, made accessible, and utilized by practicing teachers and the school community (Fernández-Batenero et al., 2020; Putortì et al., 2020). In Norway, a substantial number of studies have been conducted on digital competence and how teacher education supports student teachers in acquiring digital skills (Norhagen et al., 2024). Furthermore, research shows that particularly video can serve as a bridge between theory, research, and practice (Körkkö et al., 2019). To successfully communicate science, a video should have certain key elements, such as non-technical vocabulary, a simplified speech structure, a narrative format as well as carefully crafted introductions and conclusions aimed at fostering community engagement (Morcillo et al., 2016; Welbourne & Grant, 2016). Compared to text, well-designed videos seem to be more effective in bridging the gap between the scientific community and the wider public, thereby facilitating the dissemination of scientific knowledge (Putortì et al., 2020). In this study, the aim is to explore a project that focuses on how student teachers can use videos to share the research-based knowledge from their master’s theses with practicing teachers and the school community. The research question posed is: What are the characteristics of a video project aimed at enhancing dissemination of research-based knowledge from master’s thesis to practicing teachers and the school community? Methodology, Methods, Research Instruments or Sources Used The project follows design-based research (DBR), which places critical importance on advancing both practical application and theoretical understanding (McKenney & Reeves, 2019). DBR centers around reflection-driven innovation through cyclical testing. In this project, one cycle of DBR is implemented. DBR can be outlined through three core elements of a flexible process. The project begins with an analysis of the problem to understand and define it by drawing inputs from both theory and practice. Based on the research context and goal, the researchers explore and decide which methodologies to employ. In line with DBR, this project is initiated with exploration, focusing on the development of video as a tool for disseminating knowledge. Based on the initial analysis, the researchers design and construct the intervention. The process involves mapping and building creative solutions informed by theory, empirical findings, and craft wisdom. In this project, three student teachers disseminate their research-based knowledge from their master’s thesis by using video. A close collaboration is established with The Teaching Laboratory at the university, supporting students in the video creation process. The intervention is evaluated through various methods. In this project, the data are collected through meeting notes, observations, reflection notes, and interviews. All data are analysed inductively using conventional qualitative content analysis, and partly following the thematic analysis presented by Braun and Clarke (2020). Finally, reflection allows the researchers to connect actions and findings, enhancing the project’s success. The collaboration among teachers, researchers, and students in the project, coupled with data triangulation and detailed descriptions, underscores the solid foundations on which findings and discussion are based. Conclusions, Expected Outcomes or Findings The student teachers participated in the project because they wanted to make their research more accessible to a broader audience. They particularly emphasized the importance of disseminating and sharing their research-based knowledge with practicing teachers and schools, thereby enhancing the relevance of their studies to the teacher profession. During the video creation process, the students gained a deeper understanding of their master’s thesis, which helped them grasp the essence of their work. This experience resulted in a shift from a scientific to a popular scientific approach, enhancing both their academic and professional competencies. Consequently, the project can facilitate student reflection and improve their professional competence. The popular scientific video, with its engaging approach, can further increase interest in teacher education and make it more accessible to potential student teachers. Various support systems were organized to assist the student teachers in successfully creating videos. While these efforts were largely successful and appreciated by the students, challenges also arose. A tight timetable complicated the process, and the organized teaching sessions were considered overly instructive and even stressful. The students valued personal guidance from a student assistant and wished for more accessible and individualized support throughout the process. Therefore, to enhance the creation of successful videos, students need large autonomy and freedom, along with robust support structures and personalized guidance. The Teaching Laboratory provided recording equipment and a stimulating learning environment, recognizing its crucial contribution to the project’s success. Thus, the opportunity to learn about video and video production through the project was valued by the students and deemed highly relevant to their future work. However, if we want student teachers to disseminate research to practicing teachers and schools, this approach and accompanying activities must be established as mandatory components of the teacher education programme and incorporated from the start of their education. References Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology 18(3), 328–52. https://doi.org/10.1080/14780887.2020.1769238 Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID ... and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961 European Commission (2023). Communication, dissemination & exploitation what is the difference and why they all matter. Publications Office of the European Union. Fernández-Batenero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389 Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly Qualified Teachers’ understandings of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1659402 Körkkö, M. K., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using video app, as a tool for reflective practice. Educational Research, 61(1), 22–37. https://doi.org/10.1080/00131881.2018.1562954 McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge. Morcillo, J. M., Czurda, K., & Robertson-von Trotha, C. Y. (2016). Typologies of the popular science web video. Journal of Science Communication, 15(04), 1–32. https://doi.org/10.22323/2.15040202 Norhagen S. L., Krumsvik R. J., & Røkenes F. M. (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education, 9, 1363529. https://doi.org/10.3389/feduc.2024.1363529 Putortì, E., Sciara, S., Larocca, N., Crippa, M., & Pantaleo, G. (2020). Communicating science effectively: When an optimised video communication enhances comprehension, pleasantness, and people’s interest in knowing more about scientific findings. Applies psychology: An international review, 69(3), 1072–1091. https://doi.org/10.1111/apps.12193 Spernes, K., & Afdal, H. W., (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education, 46(2), 241–255. https://doi.org/10.1080/02619768.2021.1928628 UNESCO (2021). UNESCO’s Recommendation on Open Science. Wahlgren, B., & Aarkrog, V. (2021). Bridging the gap between research and practice: How teachers use research-based knowledge. Educational Action Research, 29(1), 118–132. https://doi.org/10.1080/09650792.2020.1724169 Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. https://doi.org/10.1177/0963662515572068 10. Teacher Education Research
Paper Emotion Regulation as a Meta-Competency: Cultivating Professional Agency through Low-Intensity DBT in Teacher Education for At-Risk Youth 1: Beit Berl Academic College, Israel; 2: Levinsky-Wingate Academic Center Presenting Author:Research Context In the contemporary educational landscape, teachers are increasingly positioned as "first responders" to student distress. This reality is most acute for educators working with at-risk youth, where the classroom often mirrors broader societal instabilities (Gunawardena et al., 2024). A persistent and critical challenge in Initial Teacher Education (ITE) globally is the disconnect between the acquisition of pedagogical knowledge (epistemic competence) and the capacity to maintain professional agency (performative competence) under pressure (Adams et al., 2024; Brevik et al., 2019). This "knowing-acting gap" often leads to emotional burnout, reactive disciplinary measures, and high attrition rates (Wettstein et al., 2023). This study addresses this gap by examining the implementation of a semester-long academic course focusing on Emotion Regulation (ER) as a core professional competency. In this context, ER is defined as the capacity to monitor, evaluate, and modify emotional reactions (Martínez-Priego et al., 2024). The research follows a cohort of third-year Pre-Service Teachers (PSTs) specializing in the "Advancement of At-Risk Youth" track in Israel. This population serves as a critical case primarily because of the demanding nature of their placements in high-intensity educational settings, such as dropout prevention centers and therapeutic residential schools, where educators are required to act as consistent, regulating figures for youth facing complex difficulties. Consequently, ER skills serve a dual purpose: they are essential pedagogical tools for managing classroom dynamics, and protective mechanisms for PSTs, enabling them to model regulation and maintain professional equilibrium. Therefore, this study utilized Low-Intensity Dialectical Behavior Therapy (LI-DBT) as a meta-framework for emotional regulation (Rizvi et al., 2024). This approach translates clinical concepts into a pedagogical curriculum, fostering mindfulness, distress tolerance, and interpersonal effectiveness as essential professional skills (Hastings et al., 2022). The study integrates two theoretical pillars to conceptualize the transition from reactivity to professional autonomy:
Research Objectives and Questions The study aims to explore the integration process of ER skills into teacher training and examine how these skills shape the professional identity of future teachers. Specifically:
Teacher education systems across Europe and internationally are currently navigating a landscape of compounding instabilities, where rising student distress intersects with a critical shortage of resilient educators (Dabrowski et al., 2024). This study proposes a scalable, evidence-based model for redefining the core curriculum of teacher preparation. By suggesting that ER is a teachable meta-competency, the research offers a framework for supporting resilient and agentic educators, capable of navigating professional situations characterized by uncertainty and difficulty. Methodology, Methods, Research Instruments or Sources Used Research Design This study employs a qualitative-interpretive research design, utilizing a phenomenological approach to explore the lived experiences of PSTs. The interpretive paradigm was chosen to uncover the subjective meanings participants ascribe to their emotional processes and the application of LI-DBT skills in their professional development (Boadu, 2021). Participants and Context The study was conducted within a teacher education college in Israel, specifically in a specialized track for the "Advancement of At-Risk Youth". Participants comprised a cohort of 40 PSTs (aged 23-33) in their third year of training. This group was selected due to the high emotional intensity inherent in their specialization. The participants engaged in a semester-long academic course focusing on LI-DBT designed to enhance ER among educators. The pedagogical approach highlighted the central dialectic between acceptance (acknowledging the current reality and limitations) and change (striving for improvement and problem-solving). Through this lens, participants engaged with core competencies, such as mindfulness, distress tolerance, and interpersonal effectiveness, while adapting these tools to navigate situations of uncertainty and difficulty in the school environment. Data Collection Data collection was based on reflective journals submitted on a weekly basis throughout the semester. The journals served as a platform for real-time introspective inquiry, allowing PSTs to document their internal emotional landscape, professional dilemmas, and the practical application of regulation skills in the classroom context. Participants were guided to reflect on activating events, their emotional responses, and their attempts to apply specific skills. Data Analysis The data were analyzed using Thematic Analysis (Braun & Clarke, 2012). The process involved six phases: familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The coding was both inductive (data-driven) and deductive (guided by DBT and agency theory). Rigorous measures were taken to ensure trustworthiness, including "thick description" of the context and peer debriefing sessions to validate the emerging categories. The analysis focused on identifying shifts in the participants' discourse, from a language of helplessness and reactivity to a language of choice, control, and professional agency. Ethical Considerations The study received approval from the college's ethics committee. Informed consent was obtained, and measures were taken to de-identify data, ensuring participant anonymity, especially given the sensitive nature of emotional disclosures. Conclusions, Expected Outcomes or Findings Findings The analysis revealed three major themes illustrating the transformation from emotional reactivity to professional agency: 1. From Storm to Anchor: Participants described a shift in their internal experience during classroom conflicts. Prior to the course, they reported feeling flooded and reactive in the face of student aggression. The acquisition of specific skills allowed them to create a mental space between the trigger and their response. Participants noted that this pause is the critical moment where professional judgment replaces automatic reaction, acting as an anchor in the midst of the storm. 2. Validation as a Pedagogical Tool: PSTs transitioned from viewing student behavior solely as "disruptive" to understanding the emotional dysregulation behind it. By applying self-validation and validating their students, they were able to de-escalate conflicts more effectively. This theme highlights how therapeutic concepts were repurposed as pedagogical tools, enabling teachers to maintain relationships even during crises. 3. The Emergence of Agency: A major finding was the PSTs’ perceived link between ER and agency. Participants reported that the ability to regulate their emotions restored their sense of control and competence. They no longer felt like passive victims of classroom chaos but as active agents capable of making pedagogical choices aligned with their values. Conclusions and Implications The study concludes that ER is not merely a soft skill but a foundational meta-competency that bridges the gap between knowing educational theory and acting effectively in high-stress environments. By transforming the survival mode often experienced by novice teachers into professional resilience, the incorporation of LI-DBT into teacher preparation curricula offers a scalable model for teacher education. In an era of increasing instability, equipping teachers with these skills is an ethical imperative, ensuring they can sustain their careers and serve as stabilizing figures for at-risk youth. References Adams, T., Koster, B., & Brok, P. den. (2024). Student teachers’ classroom management learning process and outcomes during the internship. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2024.2353178 Boadu, G. (2021). Giving voice to teachers through interpretative phenomenological research: A methodological consideration. Qualitative Research Journal, 21(4), 408–423. https://doi.org/10.1108/QRJ-08-2020-0090 Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology: Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004 Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.07.005 Chugani, C. D., Murphy, C. E., Talis, J., Miller, E., McAneny, C., Condosta, D., Kamnikar, J., Wehrer, E., & Mazza, J. J. (2022). Implementing Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) in a low-income school. School Mental Health, 14(2), 391–401. https://doi.org/10.1007/s12310-021-09472-4 Dabrowski, A., Hsien, M., Van Der Zant, T., & Ahmed, S. K. (2024). “We are left to fend for ourselves”: Understanding why teachers struggle to support students’ mental health. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1505077 Gunawardena, H., Leontini, R., Nair, S., Cross, S., & Hickie, I. (2024). Teachers as first responders: Classroom experiences and mental health training needs of Australian schoolteachers. BMC Public Health, 24(1). https://doi.org/10.1186/s12889-023-17599-z Hastings, S. E., Swales, M. A., Hughes, J. C., Jones, K., & Hastings, R. P. (2022). Universal delivery of a dialectical behaviour therapy skills programme (DBT STEPS-A) for adolescents in a mainstream school: Feasibility study. Discover Psychology, 2(1). https://doi.org/10.1007/s44202-022-00021-x Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523 Martínez-Priego, C., García-Noblejas, B. P., & Roca, P. (2024). Strategies and goals in emotion regulation models: A systematic review. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1425465 Rizvi, S. L., Bitran, A. M., Oshin, L. A., Yin, Q., & Ruork, A. K. (2024). The state of the science: Dialectical Behavior Therapy. Behavior Therapy, 55(6), 1233–1248. https://doi.org/10.1016/J.BETH.2024.02.006 Wettstein, A., Jenni, G., Schneider, S., Kühne, F., grosse Holtforth, M., & La Marca, R. (2023). Teachers’ perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study. Social Psychology of Education, 26(4), 1181–1200. https://doi.org/10.1007/s11218-023-09782-2 10. Teacher Education Research
Paper Teacher Identity Construction in Initial Teacher Education: An Ethnographic Approach in Spain Universidad de Málaga, Spain Presenting Author:Initial teacher education constitutes a key moment in the construction of teacher identity, understood as a dynamic, relational, and situated process that takes shape at the intersection of personal trajectories, institutional frameworks, and sociopolitical contexts (Finney & Philpott 2010; Jurasaite-Harbison & Rex 2010; Varis et al. 2023). In the case of secondary education in Spain, this process unfolds primarily within the framework of the Master’s Degree in Teacher Education for Compulsory Secondary Education, Upper Secondary Education, Vocational Education and Training, and Language Education (MAES), a consecutive program that has been the subject of ongoing debate due to persistent tensions between theoretical training, practical experience, and the construction of professional meaning (Imbernón 2019; Flores 2018).
Following Blanchard and Fernandes (2021), initial teacher education is a dialogical space where theory and practice intersect to reshape values and beliefs, and teacher identity emerges as an evolving narrative shaped by experience. As Imbernón (2019) argues, teacher education should foster critical participation and ethical commitment to social justice, a challenge the MAES addresses in seeking to integrate pedagogical knowledge with a dynamic professional identity.
Studies on teacher identity among in-service teachers have shown that vocation and commitment to students function as intrinsic drivers of identity construction, while coexisting with extrinsic motivations such as job stability or social recognition (McIntyre et al. 2017). In the context of initial teacher education, the Practicum plays a central role in transforming these motivations into reflective commitments by confronting idealized beliefs with the realities of classroom practice (Goldshaft & Sjølie 2024).
Within the European context, where a consecutive model of initial teacher education predominates—characterized by strong disciplinary training at the undergraduate level followed by a one-year specialized master’s program—research has shown that this structure often reproduces a fragmentation between universities and schools. As a result, the Practicum tends to function as a poorly articulated training space, weakly connected to academic learning and strongly shaped by local school cultures (McIntyre et al. 2017; Leite & Sousa-Pereira 2022). This fragmentation has direct effects on how prospective teachers understand their role, value their training, and project their professional identity, particularly in contexts marked by high levels of job insecurity, teacher burnout, and growing questioning of the social meaning of the profession (Brooks 2021; Tillin 2023).
These tensions unfold within complex political scenarios. Global studies have shown how accountability policies, performativity, and educational reforms directly shape identity-related processes, placing pressure on the meanings of teacher professional development and professional commitment (Ehren et al. 2023; Ball 2016), even from the earliest stages of teachers’ trajectories. Such pressures can hinder the realization of teacher professionalism as an exercise grounded in judgment, responsibility, and democratic commitment. For this reason, institutional settings—such as schools in the case of in-service teachers, or universities in the context of initial teacher education—take on a crucial role, as they can function as relational contexts in which prospective teachers develop their professionalism collaboratively with other actors and in response to major social transformations.
Against this backdrop, this paper aims to analyze the construction of teacher identity in initial teacher education within the MAES through an ethnographic immersion conducted in Spain at a public university in Andalusia, focusing specifically on the preparation of future STEM teachers. This study is part of a five-year national research project aimed at understanding the relationship between teacher identity, the teaching role, and relationships with students at the secondary level in Spain, using a range of methodological strategies that include case studies, narrative studies, and comparative ethnographies across three countries. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative approach and corresponds to an educational ethnography conducted within a broader research project on teacher identity. The paper presents exclusively the findings from the ethnographic immersion carried out in Spain, conceived as an intensive case study. Context and Participants The research was conducted within a MAES program at a Spanish public university, specifically in the specialization of Technology, Computer Science, and Industrial Processes. The ethnographic immersion took place over four consecutive months, allowing for continuous observation of the group’s formative experience. Systematic shadowing was conducted with the MAES student group, accompanying their participation in classes, formal and informal spaces, and everyday academic dynamics. Shadowing is a qualitative strategy of intensive observation that involves continuously accompanying a group or actor in their daily activities, following their practices, interactions, and movements in real-life contexts. It enables access to the situated experience of learning and work, capturing formal and informal dynamics that do not always emerge in interviews. In educational research, this strategy is particularly useful for understanding relational processes, decision-making, and meaning-making as they unfold in real time. This approach made it possible to observe, in a situated manner, how meanings, relationships, and learning are constructed throughout the ordinary course of the program. Data production included in-depth interviews with six MAES students, fifteen university faculty members, and one school-based practicum tutor. The interviews were designed to reconstruct perceptions, evaluations, and experiences related to the training received, the teaching role, and the relationship between university and school. In addition, twenty self-narrative micro-stories were generated through personal diaries written by the students. At all stages, appropriate ethical safeguards were implemented, ensuring anonymity and voluntary participation. Data Analysis Data analysis was conducted through thematic analysis, following an iterative process of open and axial coding aimed at identifying patterns of meaning related to teacher identity, the theory–practice relationship, and formative experience. The analysis was supported by ATLAS.ti software (v.25) and incorporated strategies of data source and methodological triangulation, as well as analytic review by researchers not directly involved in the fieldwork. Conclusions, Expected Outcomes or Findings The ethnographic findings show that teacher identity within this MAES program is constructed in a context shaped by structural and relational tensions, particularly in the articulation between university-based training and the Practicum. The program’s everyday experience reveals a persistent gap between formative discourses oriented toward critical reflection and the practices actually lived by students, who are confronted with contradictory demands regarding what it means to “be a teacher.” The Practicum emerges as a key identity turning point, functioning in many cases as a space of confrontation between expectations and school reality. The influence of school-based mentors and local school cultures proves decisive in the reaffirmation, redefinition, or questioning of teaching vocation, directly shaping the meanings attributed to the profession and to the continuity of the professional project. At the same time, the ethnography reveals an ambivalent valuation of theoretical knowledge. While students acknowledge its potential to illuminate the social role of teachers and to problematize education, they also call for stronger connections to concrete classroom situations and to everyday work with adolescents. These tensions shape how prospective teachers negotiate their identity at the intersection of formative ideals, working conditions, and personal trajectories. At the same time, prior experience and previous training operate as a foundation for resignifying both practice and teacher identity. Many students are engineers who, in addition to expressing a vocation for teaching, articulate a legitimate interest in achieving more stable working conditions—even if this entails lower income—linked to specific life trajectories. In this sense, initial teacher education makes visible the tension inherent in teacher identity across two of its central dimensions: labor identity and professional identity. References Ball, S. (2016). Subjectivity as a site of struggle: refusing neoliberalism?, British Journal of Sociology of Education, 37:8, 1129-1146, https://doi.org/10.1080/01425692.2015.1044072 Blanchard, M., & Fernandes, P. (2021). Keys and process to configure the identity of the “educator teacher” in the initial training. Acta Scientiarum. Education, 43(1), e56997. https://doi.org/10.4025/actascieduc.v43i1.56997 Brooks, C. (2021). The quality conundrum in initial teacher education. Teachers and Teaching, 27(1–4), 131–146. https://doi.org/10.1080/13540602.2021.1933414 Ehren, M., Hutchinson, J., & Muñoz-Chereau, B. (2023). Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes, School Effectiveness and School Improvement, 34:4, 401-418, https://doi.org/10.1080/09243453.2023.2238698 Finney, J., & Philpott, C. (2010). Informal learning and meta-pedagogy in initial teacher education in England. British Journal of Music Education, 27(1), 7–19. https://doi.org/10.1017/S0265051709990167 Flores, M. A. (2018). Linking teaching and research in initial teacher education: Knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621–636. https://doi.org/10.1080/02607476.2018.1516351 Goldshaft, B., & Sjølie, E. (2024). Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices. Professional Development in Education, 50(3), 533–550. https://doi.org/10.1080/19415257.2024.2337772 Imbernón, F. (2019). Secondary education teachers’ training: The eternal nightmare. Profesorado: Revista de Currículum y Formación del Profesorado, 23(3), 151–153. https://doi.org/10.30827/profesorado.v23i3.9302 Jurasaite-Harbison, E., & Rex, L. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26(2), 267–277. https://doi.org/10.1016/j.tate.2009.03.012 Leite, C., & Sousa-Pereira, F. (2022). Conditions for socialization with teaching in Portugal: Analysis of the training model and teacher trainers. Revista Electrónica Educare, 26(3), 1–24. https://doi.org/10.15359/ree.26-3.23 McIntyre, J., Youens, B., & Stevenson, H. (2019). Silenced voices: The disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education, 34(2), 1–16. https://doi.org/10.1080/02671522.2017.1402084 Tillin, J. (2023). The university role in new teacher learning – why it matters: Teach First trainee perspectives. London Review of Education, 21(1), 1–16. https://doi.org/10.14324/LRE.21.1.03 Varis, S., et al. (2023). Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending. Teaching and Teacher Education, 135, 104354. https://doi.org/10.1016/j.tate.2023.104354 10. Teacher Education Research
Paper Internal Resources of Counselor Trainees: A Structural Equation Model of Mindfulness, Self-Compassion, Anxiety, and Counseling Self-Efficacy 1: Trakya University, Turkey (Türkiye); 2: Middle East Technical University, Turkey (Türkiye) Presenting Author:Counselor training involves not only the acquisition of technical skills but also the development of internal psychological resources that support confidence and professional growth. Although counselor education has traditionally emphasized skills, growing evidence highlights the role of internal qualities such as emotional regulation and self-reflection in counselors’ effectiveness (Wampold & Owen, 2021). In this context, counseling self-efficacy (CSE), trainees’ beliefs in their ability to perform counseling tasks effectively, has emerged as a central construct in counselor education research (Larson, 1998). The Social Cognitive Model of Counselor Training (SCMCT) conceptualizes CSE as a dynamic belief system shaped by personal, behavioral, and environmental factors (Larson, 1998). According to this model, CSE develops through mastery experiences, modeling, social persuasion, and affective states, and higher CSE is associated with better counseling performance among trainees (Prasath et al., 2022). The development of CSE may be especially challenging in training environments characterized by structural constraints. In Türkiye, counselor education programs typically offer relatively few practicum hours and large supervision groups, which may limit opportunities for mastery experiences and individualized feedback (Aladağ & Kemer, 2023). Such limitations may intensify emotional strain and uncertainty during early practicum experiences, underscoring the importance of internal psychological resources. Within this framework, mindfulness has been identified as a key internal factor linked to CSE. Defined as purposeful present-moment attention with acceptance (Brown & Ryan, 2003), mindfulness supports emotional regulation and reflective awareness in counselor trainees (Shapiro et al., 2014). Empirical evidence indicates a direct positive association between mindfulness and CSE, with more mindful trainees reporting higher CSE (Chan et al., 2021). Beyond its direct effect, mindfulness may influence CSE through self-compassion and anxiety. Self-compassion, responding to difficulties with kindness rather than self-criticism, is closely linked to mindfulness, with higher mindfulness consistently associated with greater self-compassion (Aydin-Sünbül & Yerin-Güneri, 2019; Neff, 2003). In turn, self-compassion helps trainees tolerate mistakes and view challenges as part of their learning, thereby strengthening CSE. Anxiety is another key mechanism influencing CSE. Although some anxiety is normative in counselor training, poorly regulated anxiety undermines confidence and perceived competence, and higher anxiety is consistently linked to lower CSE (Al-Darmaki, 2005). Mindfulness and self-compassion act as protective factors by reducing anxiety through improved emotional regulation (De Souza et al., 2020). Taken together, these findings suggest a sequential process in which mindfulness enhances self-compassion, which in turn reduces anxiety, ultimately contributing to stronger CSE. Building on SCMCT, the primary objective of this study is to examine a structural model that investigates the link between mindfulness and CSE among Turkish counselor trainees, specifically testing the serial mediating roles of self-compassion and anxiety. By integrating mindfulness, self-compassion, and anxiety within the SCMCT, the present study extends existing discussions on how affective and self-regulatory processes shape CSE. This perspective aligns with contemporary debates in counselor education that emphasize trainee well-being and sustainable professional development alongside skill acquisition. The central research question guiding the inquiry is: “To what extent do self-compassion and anxiety serially mediate the relationship between mindfulness and CSE?” The study tested the following hypotheses: H1: Mindfulness significantly and positively predicts CSE. H2: Mindfulness significantly and positively predicts self-compassion. H3: Mindfulness significantly and negatively predicts anxiety. H4: Self-compassion significantly and negatively predicts anxiety. H5: Self-compassion significantly and positively predicts CSE. H6: Anxiety significantly and negatively predicts CSE. H7: Self-compassion mediates the link between mindfulness and CSE. H8: Anxiety mediates the relationship between mindfulness and CSE. H9: Self-compassion and anxiety serially mediate the relationship between mindfulness and CSE. Methodology, Methods, Research Instruments or Sources Used This study employed a correlational design to examine the relationships among mindfulness, self-compassion, anxiety, and counseling self-efficacy (CSE), as it sought to examine relationships between variables without any manipulation (Fraenkel et al., 2012). Specifically, the current study investigated direct and indirect links between mindfulness and CSE, as mediated by self-compassion and anxiety via structural equation modeling. After obtaining ethical approval, data were collected from a sample recruited by using a convenience sampling method. 301 counselor trainees participated in the study. The inclusion criteria were being a senior counselor student in the Guidance and Psychological Counseling Program and conducting counseling sessions with real clients during practicum courses. Participation was voluntary. All participants were provided with an informed consent form outlining the purpose of the study, confidentiality procedures, assurances of anonymity, and their rights as participants. Out of 301 participants, 206 were female (68.4%), and 95 were male (31.5%). Their age ranged from 21 to 38 (M = 23.55, SD = 1.29). The data were collected through four instruments: the Mindful Attention Awareness Scale (MAAS) (Brown & Ryan, 2003), the Self-Compassion Scale - Short Form (SCS-SF) (Raes et al., 2011), the Anxiety subscale of the Depression Anxiety Stress Scale (DASS) (Lovibond & Lovibond, 1995), Counselor Activity Self-Efficacy Scales (CASES) (Lent et al., 2003), and a demographic information form, developed by researchers, asked for participants’ gender, age, university, number of counseling and supervision sessions. The construct validity and internal reliability of each scale were confirmed through Confirmatory Factor Analysis (CFA) and Cronbach's alpha coefficients. Results revealed Cronbach's alpha value of .96 for MAAS, .86 for SCS-SF, .93 for the Anxiety subscale of DASS, and .97 for CASES. To test the study hypotheses, serial mediation analysis was conducted. In the proposed model, mindfulness was specified as an exogenous variable, CSE as the endogenous outcome variable, and self-compassion and anxiety as serial mediators. Conclusions, Expected Outcomes or Findings Preliminary analyses confirmed the acceptable fit of the hypothesized structural model (χ2 (588) = 1441.81, p = .000, χ2/df = 2.45; CFI = .91, SRMR = .05; TLI = .91; RMSEA = .07). Mindfulness significantly and positively predicted self-compassion (β = .87, p < .001) and counseling self-efficacy (CSE) (β = .74, p < .001), while negatively predicting anxiety (β = -.38, p < .001). Self-compassion significantly and negatively predicted anxiety (β = -.54, p < .001), while predicting positively CSE (β = .33, p < .001). Anxiety did not significantly predict CSE (p > .05). Further, indirect effects were identified using bootstrapping (5000 resamples). First, self-compassion significantly mediated the link between mindfulness and CSE (β = .56, p < .05, 95% CI [.299, .830]). Second, anxiety significantly mediated the link between mindfulness and CSE (β = -.14, p < .05, 95% CI [-.305, -.034]). Finally, contrary to the hypothesis, the serial mediation effect from self-compassion to anxiety was not statistically significant (p > .05). Seven out of nine hypotheses were supported, except for H6 and H9. These findings underscore the critical role of internal resources like mindfulness and self-compassion in counselor training, while the role of anxiety is more complex. The non-significant direct link between anxiety and CSE may imply that trainees might be interpreting their anxiety as a stimulating challenge rather than a debilitating threat, or that dispositional anxiety measures may not fully capture the dynamic nature of session-specific anxiety. 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