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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

Background: Self-esteem affects nursing students’ well-being and may impact their competence development. Nursing students appear to be at risk for low self-esteem, and their training may negatively impact that selfesteem. The existing research, with its controversies, methodological issues, and gaps, has failed to fully portray or explain this phenomenon. Mruk’s two-dimensional model of self-esteem offers an operative theoretical framework based on self-competence and self-liking. The model describes the nature of ‘selfesteem moments’ in which self-esteem changes. The aim of this study is to answer the question: “How does undergraduate nursing education influence students’ self-esteem, specifically regarding the development of their clinical competence?” Methods: A longitudinal design is needed to describe changes during undergraduate nursing education. A mixed methods study is required to measure and explain those changes, with a convergent, multiphase design. A nursing student cohort is created by accidental sampling in four Belgian high schools and followed for three years. Quantitative data including sociodemographic data, self-esteem (as measured by the Rosenberg scale and the Tafarodi & Swann scale), self-efficacy, and state anxiety (Spielberger scale) are collected each year. These data will be used to describe changes in self-esteem level and profile during nursing education. Multivariate analysis is used to identify correlated factors. Qualitative data are collected each year via semi-structured interviews with a cohort created by purposive sampling; content analysis is performed on that data(hermeneutic phenomenology) to identify themes using repetitions, similarities and differences, indigenous categories, and theory-related material. The quantitative and qualitative data are then combined into a meta-matrix. Discussion: The challenges encountered during study designing involved following the cohort while minimizing missing data, validating the French translation of a self-esteem scale using nursing students, and dealing with a large volume of data, especially when assembling it into a meta-matrix. The aim of the study is to help educational institutions tackle the self-esteem issue. Future studies might also compare nursing students to other students, explore the situation of dropouts, and evaluate self-esteem-related pedagogical devices. Trial Registration: This non-interventional study was approved by the ethics committee (Comitéd’ Éthique Hospitalo-Facultaire Universitaire de Liège (707)) and assigned reference no. 2017/233.

In response to the growing popularity of artificial intelligence (AI) usage in daily life, AI education is increasingly being provided at the K-12 level, with relevant initiatives being launched worldwide. Examining how these programs have been implemented and summarizing useful experiences is thus imperative. Although prior reviews have described the characteristics of AI education programs in publications, the papers reviewed were mostly nonempirical reports, and the analysis typically only involved a descriptive summary. The current review focuses on the most recent empirical studies on AI teaching programs in K-12 contexts through a systematic search of the Web of Science database from 2010 to 2022. To provide a comprehensive overview of the status of AI teaching and learning (T&L), 32 empirical studies were analyzed both descriptively and thematically. We analyzed (1) the research status, (2) the pedagogical design, and (3) the assessments and outcomes of the AI teaching programs. An increasing number of studies have focused on AI education at the K-12 stage, but most of them have a small sample size. Moreover, the data were mostly collected through interviews and self-reports. We reviewed the pedagogical design of AI teaching programs by using Gerlach and Ely’s pedagogical design model. The results comprehensively delineated current AI teaching programs through nine dimensions: learning theory, pedagogical approach, T&L activities, learning content, scale, teaching resources, prior knowledge prerequisite, aims and objectives, assessment, and learning outcome. The results highlighted the positive impact of current AI teaching programs on students’ motivation, engagement, and attitude. However, we observed a lack of sufficient research objectively measuring students’ knowledge acquisition as learning outcomes. Overall, in this paper, we discussed relevant findings in terms of research trends, learning content, teaching units, characteristics of the pedagogical design, and assessment and evaluation by providing illustrations of exemplary designs; we also discussed future directions for research and practice in AI education in the K-12 context.

Fitness centres are an obvious arena for performing physical activity for the general population but representation of adults with physical disabilities (AwPD) is lacking. To increase possibilities for AwPD to exercise in fitness centres together with adults without physical disabilities (AwoPD), the aim of this study was to identify, synthesise, and compare barriers to, and facilitators of, exercising in fitness centres for each group. A scoping review was conducted and data extraction of the barriers and facilitators was performed independently by two researchers on six categories of contextual factors based on the framework of Di Blasi: (1) The fitness centre setting; (2) The fitness centre user characteristics; (3) The fitness instructor/staff characteristics; (4) The fitness centre user-instructor/management relationship; and (5) The fitness/exercise characteristics. An extra category, (6) Other relationships, was added. The PRISMA Extension for Scoping Reviews was used for reporting. Of the 102 included papers, only 26 (25%) of the papers were on AwPD, which focused mainly on physical barriers (category 1: inaccessible settings). In contrast, the remaining 76 papers involving AwoPD focused primarily on facilitators (category 2: motivational factors and exercising effects). In categories 3-6, the two groups had similar results, as both groups preferred skilled instructors, a welcoming and comfortable fitness centre environment, an ability to exercise at their preferred type and level, and good social connections. Since most data were based on AwoPD, more studies on actual experiences from AwPD are needed, to reveal the facilitators/motivational factors for fitness centre use.

The purpose of this study was to describe the experiences of non-Filipino majors on out-of-field teaching. Employing phenomenological research design, in-depth interview and focus group discussion, this study revealed that out-of-field teaching is present among all schools. The findings revealed that out-of-field teachers had diverse experiences such as: compliance and submission, lack of aptitude for the language, lack of administrative and logistics support, inability to muster enthusiasm and establish rapport, and frustration and insecurity. In order to cope with the challenges posed by out-of-field teaching, the participants employed different mechanisms: being resourceful and creative, being diligent and conscientious, making instruction stimulating for students, and being calm and collected. It was found out that proper teacher placement is essential to counter problems with out-of-field teaching. Student learning can be seriously compromised with out-of-field teaching. However, teaching the subject out of expertise broadened the horizon of teachers. When assigned to teach in a school, teachers have a calling to be flexible and versatile.

In early 2022, the coronavirus disease 2019 (COVID-19) continued to spread quickly globally and broke out in some metropolitan areas. To stop the spread of infection, all colleges and universities were shifted to a closed model, and higher education was transformed into online learning (OL). These transitions posed numerous challenges for Generation Z students, especially those in the nursing profession that featured face-to-face practice courses. This study aimed to explore and understand the experiences of OL among Generation Z nursing students during COVID-19 epidemic. This qualitative phenomenological research design applied a purposive sampling approach to enroll 14 Generation Z nursing students from a college. Data were collected and analyzed using in-depth, semi-structured interviews and Colaizzi seven-step method. The analysis demonstrated four themes and eleven subthemes: challenges encountered during OL, advantages perceived during OL, experience of loneliness and stress, and developing resilience during OL. This study concluded that the sudden shift in learning styles presents challenges to Generation Z nursing students. Despite the adversity, the students showed tremendous resilience and endurance. During the pandemic, educators should provide support measures based on the characteristics of Generation Z to improve the effectiveness of OL and respond positively to stress.

El considerable aumento de los centros bilingües en España ha provocado una gran demanda de profesionales especializados. Como resultado, las universidades están comenzando a ofrecer titulaciones para formar al profesorado de centros bilingües. Normalmente se trata de estudios de Grado en los que el ámbito lingüístico ocupa un lugar preponderante pero que no suelen incluir una tención expresa a los principios metodológicos que animan y promueven la integración de lengua y contenido. Este tipo de formación debería cambiar el foco para centrarse en el desarrollo de las capacidades lingüísticas y también metodológicas del futuro profesorado bilingüe con el objetivo de formarlos convenientemente para estos contextos. En el presente estudio se analiza la puesta en marcha de una estructura de colaboración entre profesores universitarios y profesores experimentados de centros bilingües a través de datos obtenidos de las opiniones de profesorado de ambos niveles partipantes en el proyecto. Los resultados atestiguan los beneficios de incorporar al profesorado en activo en centros bilingües en la formación de los futuros profesores para este tipo de enseñanza.

Oral communication is critical for engineer graduates to be more competitive in the work-places. In foreign and second language teaching, one of several consequences is the increasing importance attached to careful studies of learner needs as a prerequisite for effective course design. Therefore, the purpose of this study is to examine the oral communication needs of Civil Engineering students at UMM and so as to examine the challenges engineering students face to fulfill the needs. Qualitative research was employed in this study. Research of this type is always based on the voices and interpretations of the participants. Therefore, in this study, the ideas and perspectives of Civil Engineering students were constructed by following this approach. As in qualitative a theory was constructed from the new data rather than the old ones. The participants of this study were students of Civil Engineering Department who were enrolled in the sixth and eight semesters and attended the internship program in academic year 2017-2018. The research instruments used in this study are: Focus Group Discussion (FGD) and Web-based Survey. The finding showed that oral communication was strongly needed by the engineering students.

Senior secondary vocational education needs to deliver reflective practitioners who possess an adequate knowledge base, who are able to solve complex problems and who have the ability to acquire and develop new knowledge during their further professional career. It is assumed that all types of knowledge, despite their different content and nature, need to be internalized into a personal professional knowledge base. This personal professional knowledge base is defined as a student’s personal professional theory (PPT). A PPT consists of a combination of knowledge and beliefs and serves as a frame of reference through which students acquire and interpret knowledge. Moreover, PPTs direct, to a more or lesser extent, professional behavior. The development of PPTs is a process of internalization and socialization, that entails the absorption and personalization of shared knowledge and common values, norms and beliefs of a certain vocational community and through which students’ develop a sense of belonging and commitment to that community. PPTs need to be analyzed by their content as well as their nature. The content of a PPT is divided into six objects, namely: technical-instrumental processes, target group, vocational domain, organizations, social environment and professional development). The nature of PPTs is described by qualities, which are properties of personal knowledge. Four qualities are distinguished, namely: concreteness, complexity, richness and vocational specificity. Four authentic and empirical research questions are derived from the problem definition, namely: 1) What are the main features of PPTs?, 2) How can the content and nature of students’ PPTs in vocational education be measured?, 3) How do the content and nature of students’ PPTs develop during learning in the school and at the workplace?, and 4) Can specific guiding activities of vocational educators stimulate the development of students’ PPTs? One theoretical and three empirical studies were conducted. Different mixed-method designs are used to gain in-depth insight into how PPTs can be measured, how they develop and how this development can be stimulated. The results show that: 1) students need structure and adequate prompts to explicate and articulate their PPTs, 2) PPTs have a relatively stable nature, but a changeable and dynamic content, 3) the development of PPTs is characterized by replacement, encapsulation of knowledge and thematic turbulence and 4) high level interactions and contingent modeling of vocational educators are needed for stimulating the development of PPTs. It is concluded that explicit attention to the internalization of knowledge into a PPT is crucial, since such a knowledge base determines, to a more or less extent, the way how new information is stored. In this way, ‘developing a knowledge base’ still remains a challenge for researchers, educational designers, vocational educators and students