This article introduces the concept of the carrying capacity of data (CCD), defined as an integrated, evaluative judgment of the credibility of specific data-based inferences, informed by quantitative and qualitative analyses, leavened by experience. The sequential process of evaluating the CCD is represented schematically by a framework that can guide data analysis and statistical inference, as well as pedagogy. Aspects of each phase are illustrated with examples. A key initial activity in empirical work is data scrutiny, comprising consideration of data provenance and characteristics, as well as data limitations in light of the context and purpose of the study.  Relevant auxiliary information can contribute to evaluating the CCD, as can sensitivity analyses conducted at the modeling stage. It is argued that early courses in statistical methods, and the textbooks they rely on, typically give little emphasis to, or omit entirely, discussion of the importance of data scrutiny in scientific research. This inattention and lack of guided, practical experience leaves students unprepared for the real world of empirical studies. Instructors should both cultivate in their students a true respect for data and engage them in authentic empirical research involving real data, rather than the context-free data to which they are usually exposed.

An empirical investigation of elementary school teacher candidates on classification activities dealing with animate and inanimate objects in terms of being living or non-living demonstrates that as the size of the objects increases, subjects are more likely to classify them correctly as either being an animal or having living characteristics. Despite a variety of misconceptions having an impact on the results, size magnitude is shown to play a significant role on proper classification. The subjects’ performance on these activities at an advanced stage of their preparation suggests that their factual and procedural knowledge are deficient due to a lack of opportunities for conceptual development of the items tested. The identification of the role of size on the proper classification of objects in the activities bears significantly on the science curricular structure at the elementary school level. As the results of this study indicate, both pre-service elementary school teachers and by extension their prospective students need longer practice dealing with living and non-living classification activities, particularly in tasks where the microscopic features of matter can be investigated so that the proclivity to regard size as the defining characteristic is effectively addressed.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.

This study aims to develop a learning model based on 4C skills to improve high school students’ mathematical critical thinking skills. Research & development is the design used in this research by applying Plomp’s development theory which consists of three phases, namely needs analysis, design and implementation, and evaluation. This research was conducted at Madrasah Aliyah Negeri 2 Parepare, South Sulawesi, Indonesia involving five experts, four teachers, and 20 students. Data collection and analysis were carried out qualitatively and quantitatively. Analysis of interviews’ data and observations qualitatively with the thematic analysis technique. We also analyse data from validation sheets, questionnaires, and mathematical essay tests with the help of SPSS 20.00. The results show that students and lecturers need a learning model to improve mathematical critical thinking skills. In addition, other findings stated that the learning model developed was proven to be valid, practical, and effective to be used in general. Developing your learning model can further improve students' learning outcomes and mathematical critical thinking skills because they are designed based on the actual needs and problems. For this reason, a teacher must be able to design his learning model.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

This research was aimed to determine the level of knowledge, skills and attitude of pre-service Mathematics teachers in Universiti Pendidikan Sultan Idris (UPSI) towards higher-order thinking skills (HOTS) and whether the elements of HOTS were translated into the teaching courses. The research was also designed to analyze the relationship between the pre-service Mathematics teachers’ exposure to HOTS through the teaching courses and their level of knowledge, skills and attitude towards HOTS. The study utilized a quantitative approach by administration of a survey to a simple random sample of 110 pre-service Mathematics teachers from UPSI. A questionnaire with five different parts was used as the research instrument with a reliability value of .979. The collected data were then analyzed using descriptive and inferential statistics. The descriptive statistics were used to determine the mean scores of the level of knowledge, skills and attitude among the pre-service Mathematics teachers, whereas inferential statistics using Pearson-r correlation was implemented to describe the relationship between the studied variables. The findings demonstrated that the knowledge and skills of pre-service Mathematics teachers towards HOTS were at a moderate level as opposed to their attitude and exposure to HOTS which were found to be at a high level. The data analysis using Pearson correlation illustrated a significant positive relationship with r = .727, r = .757 and r = .667 between the exposure to HOTS through the teaching courses and the level of knowledge, skills and attitude regarding HOTS of pre-service Mathematics teachers at UPSI, respectively. In conclusion, the research here indicates that pre-service Mathematics teachers in general, are positive towards the implementation of HOTS but they are lacking in terms of knowledge and skills. This research is useful in the field of Mathematics education as it can serve as a guidance to further enhance the knowledge, skills and attitudes especially for future Mathematics teachers in implementing HOTS effectively and improving the quality of the teaching program offered by the university indirectly.

This study aims to evaluate the English language teacher training program which was put into practice in 2006, according to the views of lecturers and English teachers. This study aims to contribute to the studies on foreign language teaching by presenting an evaluation of teacher education, which is an important dimension of English as a foreign language teaching. The qualitative method was used in the study, which was designed in a descriptive survey model. The population of the research consists of 35 lecturers working at the English Language Teaching Department of different Education Faculties in the 2016-2017 academic year and 11 English teachers working in public schools affiliated with the Ministry of National Education and who have not completed 5 years in the profession. NVIVO-11 program was used in the analysis of the data. The results of the study were compared with the 2018 English teacher education program renewed by the Council of Higher Education. English teachers and lecturers think that the content knowledge, pedagogical content knowledge, and general culture courses in the teacher training program are insufficient. According to English teachers and lecturers the content knowledge, pedagogical content knowledge, and general culture courses in the English language teacher education program are insufficient. Furthermore, English teachers stated that they could not apply what they learned during their training to real-life conditions. Therefore, they propose that the English language teacher training program should be revised considering the current conditions.

Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.

The researcher assessed the subject teachers’ levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the socio-demographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923–2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees several schools is analogous to a conglomerate that oversees a group of businesses. The study was conducted in the Bering Strait School District, in northwest Alaska, which serves fifteen isolated villages and two islands. Various methods including survey questionnaires, interviews and data gathering, were used and implemented. Out of 30 targeted respondents, 13 had high hygiene and high motivator factor (HHHM) scores and were further analyzed through interviews, with the data gathered subjected to thematic analysis. It was noted that some of the factors that affected the respondents in leaving their school are professional-related reasons, professional growth, job stability, physiological growth, no consistent reliable childcare options or childcare, very cold weather, and emotional reasons. Lack of these factors can influence the participants to seek such services elsewhere—from another workplace that can provide them with these services, and thus give them comfort, and peace of mind as well.

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.

The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.Ti software was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.

The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows: First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals’ transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.

This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.

The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.