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Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

The present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning.

Data were collected from narrative frames and semi-structured interviews.

Analyses of our data highlighted how teacher- and student-related factors caused fluctuations in teachers’ hopes. In addition, our findings indicated that while teachers’ past teaching experiences increased their hope, teachers’ lack of agency and economic inflation were among the most significant factors that decreased teachers’ hope in their profession.

This study is one of the first studies in the field of language studies with an ecological perspective on language teachers' hope.

This analysis of chat reference transcripts assesses differences in how librarians and graduate assistants (GAs) incorporate teaching strategies in responding to chat reference inquiries in social sciences, health sciences, humanities, STEM and business/economics at a large, public R1 university in the United States.

Researchers with disciplinary assignments in five different subject domains conducted qualitative analysis of a purposive sample of 982 transcripts of chat interactions during four semesters in 2021 and 2022.

Some form of information literacy instruction (ILI) occurred in 58% of the transcripts, with slightly less teaching occurring in social sciences inquiries than in other subject areas. Of transcripts that included teaching strategies, search procedures predominated, followed by a mix of concepts and procedures, and the least with concepts only. Chat providers taught concepts specific to social sciences, health sciences and humanities, but not to STEM or business.

The study compares transcripts at one institution; findings may be most applicable to large, research institutions that seek to incorporate ILI in online reference services.

Chat reference training should include best practices for ILI relevant to specific subject domains for providers without background in those disciplines and recommendations for referrals to subject specialists.

Existing ILI literature does not address the question of how chat providers teach concepts rooted in a specific subject domain or offer a comparison of teaching strategies employed in different disciplines, by librarians versus GAs or staff.

This study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method.

This study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts.

Data analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students’ levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles.

The work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size.

The implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education.

Available studies exploring AR in English teaching exist, but very limited of those utilized markerless AR, in the form of AR filters with speaking fluency teaching. Also, this paper focused on teachers’ experience with AR filters in contrast to students’ experience in public secondary school settings.

Pedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.

A quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.

The findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.

The limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.

Literature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

This paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.

The paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.

The paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.

Because of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.

This paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.

This paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

Chapter 4, ‘Plan–Act–Observe–Review’ focuses specifically on the need to understand and develop teacher collaboration prompted by the introduction of new shared learning environments. The chapter talks about three key school strategies which were developed through a process of school inquiry and why it was felt they were needed. It highlights the need for coherence and consistency across school and includes lots of useful takeaways for readers.

The first intervention, Collaborative Teaching Models, focusses on the structures that help teachers and support staff understand how to work together. The second intervention, Communication Strategies, investigates the cultural changes required because of the elevated human interactions involved in collaborative teaching. The third intervention, Strategic Meetings, is a combination of structural and cultural change, found to be advantageous due to collaborative teaching.

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.