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360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

This study examines the impact of a novel co-teaching approach, involving collaboration between university instructors and school teachers, on pre-service teachers’ (PSTs) understanding of classroom management skills, addressing the practical challenges that often exceed the university classroom’s scope.

Using a pooled cross-sectional dataset of 513 students from a Chinese teacher training university, the study employed descriptive statistics, factor analysis and ordinary least squares (OLS) regression analysis. Focus group interviews were also conducted to explore the mechanisms underlying the co-teaching impact.

The co-teaching team effectively integrates theory with practice, enhancing student engagement and learning outcomes. Most students appreciated the co-teaching format, which positively correlated with their recognition of classroom management and the teaching profession. The success of co-teaching was linked to the authenticity brought by school teachers, including exposure to real-life cases that encouraged PSTs to actively solve educational problems.

Pre-service teacher education benefits from university-school collaboration. Inviting experienced school teachers to co-teach in university classrooms offers an efficient instructional approach, improving students’ learning experiences with less time and effort.

This study empirically demonstrates the utility of co-teaching in pre-service teacher education, particularly within China, enriching the literature on school-university partnerships.

The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.

A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).

Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.

The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.

Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.

This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.

This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.

It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.

Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Assessment feedback is vital in identifying learning gaps, correcting misconceptions and adjusting teaching strategies. In many teacher training programs, instructors and pre-service teachers rarely reflect on assessment feedback; hence, it does not inform teaching and learning with constructive remedies. Studies have indicated the role of e-portfolios in elevating pedagogical skills; however, this does not apply well in contexts where teachers hardly access the internet. The study explored printed-based portfolio use for AaL and AfL in developing pedagogical skills among pre-service teachers.

Using an exploratory case study design in a class of 120 students, the study interviewed 14 respondents, twelve of whom were pre-service teachers and two instructors. Further, the study thoroughly reviewed 120 students’ portfolios to obtain adequate information. Researchers employed the content analysis method for data analysis.

Findings indicate that instructors and pre-service teachers underwent the learning process, un-learning and re-learning appropriate pedagogical skills by reflecting on the assessment feedback on their portfolios. Also, peer review enhanced the broadening of their perspectives regarding students and pedagogical approaches. Like instructors, the process enhanced the adjustment of teaching strategies to suit learners’ diverse needs.

Portfolio-based assessment feedback and development of pedagogical skills is an original work based on actual teaching practices. Instructors integrated the portfolio to enhance reflective practices, i.e. self-reflection, inquiry and self-regulated learning for pre-service teachers to adjust their pedagogical skills.

This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).

A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.

Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.

This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

The present study was intended to investigate the relationship between teachers’ self-efficacy, sentiments and concerns toward disability and burnout in pre-service special education teachers.

Three hundred seventy-two special education teachers participated in the study. Participants were administered the following self-reports: Teacher Efficacy for Inclusive Practices, Sentiments and Concerns Scale and Maslach Burnout Inventory-Educators Survey. Structural equation modelling (SEM) is used to examine the study’s hypotheses.

SEM analysis showed the role of teachers’ concerns as a mediator for teacher efficacy in inclusive practices for emotional exhaustion and depersonalization. Furthermore, the findings showed a significant association between teacher efficacy in inclusive practices, sentiments and concerns and each dimension of burnout. In addition, significant relations between teachers’ concerns, emotional exhaustion and depersonalization were clear.

The results of this study suggest the importance of promoting special education teachers’ self-efficacy to change negative attitudes and prevent burnout.

This study extends the current literature on special education teachers and provides new information on the relationship between self-efficacy, attitudes and burnout.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

Scholars have been sounding the alarm of novice teacher turnover crises for decades. South Africa is soon to be facing an educational catastrophe because of a shortage of experienced teachers. Globally and in South Africa, novice teacher attrition is high, and teachers entering the classroom often described feeling isolated and unsupported.

This qualitative study was underpinned by an interpretative phenomenology approach. The author reviewed the literature and newly emerged findings of novice teacher mentoring support needs through the theoretical lens of the Ubuntu philosophy “I am because we are” which emphasises the importance of interconnectedness and community. Using semi-structured interviews, this study aimed to explore novice teacher mentoring needs from an Ubuntu perspective.

Novice teachers report feeling overwhelmed with the complexities of teaching in their early careers and express the desire to be formally mentored by a knowledgeable “elder” teacher. This paper argues that a competent mentor who values Ubuntu in their mentoring could offer collaboration, respect, compassion and support to novices that may keep them in the profession. This paper further explores the potential benefit of a prescribed Ubuntu-orientated mentoring programme to formalise mentoring for novices. In addition, it explores the school micro-community from the Ubuntu principles to support novices.

While there is a plethora of studies about mentoring novice teachers, literature from an Africanised Ubuntu perspective is scarce. Perhaps the time has come to find African solutions to our African problems.