Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers’ epistemic cognition (EC) and its relationship to teaching orientation (TO).  Using a combined developmental and dimensional framework, preservice teachers’ (N=48) concept maps about their (EC) and (TO) were investigated.  Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist.  Participants’ EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.

This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F_(1,248) = 121.155, p < 0.05) and their academic achievement (F_(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.