Jul 2026· International Journal of Education and Literacy Studies· Vol 14, pp. 2-10· 0 citations
Abstract
The global teacher shortage has reached a critical level, with Belize among the most affected, impacting our generation’s ability to deliver the promise of literacy to the children our shared world. This qualitative study examines the experiences of two Belizean high school students and their assistant principal during a visit to Colorado classrooms and a university Future Teacher Conference. Despite enormous cultural and systemic differences, participants found connection and identity through shared communities of practice. These cross-cultural interactions inspired the Belizean students to envision themselves as future educators bestowing literacy to the future keepers of our shared civilization within a global teaching community. Aware of the central role of technology in participants’ lives, researchers employed messaging apps as an innovative data collection method, capturing rich, nuanced insights. This study bridges university settings, public schools in Belize and the U.S., and high school students, contributing to urgent conversations on the global teacher shortage. It highlights the value of international collaboration and global perspectives in cultivating and sustaining the next generation of educators.
The global shortage of teachers and the increasing complexity of educational work have brought renewed attention to differentiated teacher roles. Within continental European traditions, the class teacher plays a central yet underresearched role in fostering inclusive classroom communities.
This study employs a mixed-methods design, combining a large-scale online survey of 637 Slovenian primary and secondary school class teachers with qualitative content analysis, and two focus groups with 12 purposively selected teachers, principals, and school counselors.
The findings indicate that class teachers primarily perceive their role in relational terms – fostering trust, supporting students, and addressing socioemotional needs – while comparatively less emphasis is placed on building classroom communities and coordinating professional collaboration. We find that only 21.5% of teachers explicitly identified community building, despite the fact that core policy documents defining the role of the class teacher emphasize this function as particularly important. Only one-third of class teachers (33.8%) reported that the pedagogical role predominated in their work.
The study highlights a conceptual gap between the systemic expectations of the class teacher role and the teachers’ lived experiences. Strengthening inclusive classroom communities requires targeted professional development, reduced administrative burden, and enhanced institutional support for collaborative pedagogical leadership.
Barbara Šteh, Jana Kalin, Klara Skubic Ermenc et al.· Frontiers in Education· 0 citations
This paper aims at sharing possibilities for pedagogizing the professionalism of teacher educators working from within institutional contexts and whose challenging experiences are less represented in the published literature. Professionalism of university-based teacher educators has attracted scholarly interest in the Global North country and cross-country contexts. Notions such as becoming and pedagogies of enactment are some of the useful concepts developed and mobilized to understand teacher educators' professionalism in such contexts. These constructs are employed in this study within the frameworks of the experiences of a teacher educator who does research in a less-represented teacher education community in Eritrea. This article is based on qualitative data sets generated from a self-study research on embedding reflective teaching practices among a group of experienced teachers during the implementation of a teacher education program. Data from a self-reflective journal entries, post-lesson debriefs, & focused discussions with groups of critical friends were employed while analyzing teaching milestones and turning points. These experiences included recognition of tensions in assuming roles while teaching reflection; developing forms of proactive collegiality; and ethical tensions as frames for developing professionalism. The concept of proactive collegiality is highlighted as a pedagogic possibility for strengthening professionalism in similar settings.
K. Idris, Anikó Kálmán· The Hungarian Educational Re...· 0 citations
This paper focuses on the enablers and constraints that shape mathematics teacher educators' agency in addressing social justice issues within their practice and how these can be harnessed or overcome. Given the potential impact of teacher educators on the student/practising teachers they work with, and consequently on the agency of classroom teachers in teaching for social justice, this is an important area that warrants further research. We adopted a participatory action research methodology in establishing a team of 15 ‘teacher educators’ (broadly defined) working in universities and other settings across England and Scotland. We drew on a theoretical framework based on critical pedagogy and critical mathematics education. Research team meetings focused on designing and evaluating teaching strategies and professional development workshops, which were tried out with student teachers and practising teachers. Data were collected from group discussions in which teacher educators reflected on constraints and opportunities within their own practice. The findings showed that key constraints faced by teacher educators include the dominant discourses and narratives encountered by teachers of mathematics they work with, often generating conflict between aspirations to adopt critical pedagogies and pressures to align themselves with prescriptive and disempowering pedagogies common in schools. Enablers included the collaborative and supportive nature of the research team, which provided teacher educators with space and time to interrogate their own practice, to raise their critical consciousness and to develop confidence to advocate for, and promote, socially just teaching approaches.
Pete Wright, Jane Goodland, C. Hilton et al.· British Educational Research...· 0 citations
This study explores the perspectives of teachers and students on the role, influence, and challenges of gamified mathematics instruction at Tolotolo National High School during the school year 2024–2025, serving as the foundation for a proposed gamification-enhanced instructional plan. It aims to examine how gamification facilitates instruction, enhances learning experiences, and presents implementation challenges, while also identifying differences in viewpoints between educators and learners. A descriptive-comparative research design was employed, involving selected students from Tolotolo National High School and Mathematics teachers from three public secondary schools, namely: Garing National High School, Lanipga National High School, and Tolotolo National High School. Participants were chosen through random and purposive sampling techniques to ensure a diverse yet focused representation. Data were gathered using a structured questionnaire designed to assess perceptions across three key areas: instructional facilitation, learning influence, and encountered challenges. To analyze differences in perspectives, the Mann-Whitney U Test was applied. Findings revealed that there is a significant difference between teachers’ and students’ perspectives on gamified mathematics instruction. Teachers generally viewed gamification more favorably than students, particularly in terms of its instructional role and its positive impact on learning. They also reported fewer or different challenges compared to students, highlighting a disparity in how gamification is experienced across roles. Hence, the researcher recommends that the proposed gamification-enhanced instructional plan be adopted and given special attention by school administrators and interested teachers, as a proactive step toward enriching mathematics instruction through innovative and student-centered approaches.
Maylene Pitogo Laborera· International journal of res...· 0 citations
This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.
Muhammad Davin Yuzaki, Sudarsri Lestari, Vina Rohmatul Ummah· Journal of Educational Manag...· 0 citations
This research explores how both students and teachers perceive the influence of intercultural podcasts on fostering identity awareness among learners of English as a Foreign Language (EFL). In an era marked by increasing global interconnectedness, developing intercultural understanding and a reflective sense of identity has become essential within language education. Podcasts, recognized for their authenticity, accessibility, and diversity of cultural content, expose learners to multiple viewpoints, potentially shaping their understanding of their own identities as well as others’. To gain a fuller picture of these perceptions, the study employs a mixed-methods design. Data were collected through a structured questionnaire administered to (30) EFL students from various academic levels and through interviews conducted with 8 English language teachers at the Department of English, Abbes Laghrour University, Khenchela. Results reveal generally positive perceptions of intercultural podcast use. Students noted improvements in motivation, participation, and personal reflection about cultural and linguistic identity. Teachers highlighted podcasts as valuable tools for encouraging critical thinking and promoting intercultural dialogue, while also noting difficulties related to choosing suitable content and integrating it effectively into lessons. Overall, the study suggests that intercultural podcasts can play a meaningful role in enhancing identity development and language learning. The paper concludes with recommendations for structured incorporation of podcasts to support learners’ intercultural awareness and overall educational development.
Amel Boumaraf, Noura Boumaraf· Workshop on Evaluation of On...· 0 citations
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