Teachers and staff at an elementary school in Vanderhoof, B.C., have received what RCMP are calling 'disturbing' letters. They arrived just weeks after a rainbow crosswalk in the same community was targeted for vandalism.

The United Nations Educational, Scientific and Cultural Organisation, on Wednesday, began training Nigerian teachers and students in the use of artificial intelligence and robotics engineering. The two-day programme, conducted in collaboration with Infinix Nigeria and Google, took place at the United Nations office in Abuja. Addressing the participants, UNESCO’s Head in Abuja, Abdourahamane Diallo, emphasised

It also assures Madras High Court of putting in place an effective complaint redressal mechanism in the interest of school students

Many of us have heard some wild and awkward junk said by teachers, but the substitutes are an interesting bunch. They seem to inhabit this weird gray area of accountability, and are somehow absolutely free to not give a rip. For some more teacher stuff, here are kids' hilarious misconceptions about teachers.

Discover The Easy Way To Learn To Read Piano Music That Is Helping Children And Adult Beginners Around The World

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

Fr. Ted reminds us that parents are children's first and primary teachers. Therefore, Orthodoxy should be lived out at home in order to become a part of a child's life.

Fr. Ted reminds us of the important role of parents and godparents as the "Good Teachers" of the faith in the lives of our children.

“Be imitators of me, as I am of Christ.” (1 Corinthians 11:1) What this Episode is About: The Pharisee fasted, prayed, and gave to the poor. He did all the right things we're supposed to do. So what exactly did he do wrong? The Triodion Period begins with the Parable of the Publican and Pharisee to ground us in the righteousness of God rather than our own pride and delusion. Because, like the Pharisee, we don't always see ourselves clearly. We can easily lead ourselves astray. Self-deception happens when we turn inward, trusting in ourselves and our own abilities to evaluate our own righteousness, especially against the perceived lack of righteousness (or even just rightness) in others. And the antidote to this self-deception is to turn to someone outside of us who can redirect our hearts and minds toward the One who Is. Not a false teacher, but a true teacher. Just like Saint Paul guided Saint Timothy. As always, we've prepared a FREE downloadable workbook to help you act on what you'll learn: https://mailchi.mp/goarch/bethebee165

He told a Fine Gael party gathering that he would not employ some teachers to "get things done".

Teachers are leaving Guernsey after the end of a rental allowance, a scrutiny meeting hears.

Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.

Aim/Purpose: The aim of this project was to explore student perceptions of the value of both the creation of video content and exposure to other students’ work though peer assessment and inclusion of exemplars as unit material. Background: The research was in a first year information technology flipped-learning unit, where the assessment involved students developing video presentations that were peer assessed and exemplars incorporated into the unit as teaching material. Methodology: Data was gathered using a mixed methods approach using an online questionnaire followed by semi-structured interviews with a selection of questionnaire respondents. The interviews were designed to further explore issues identified from the analysis of the questionnaire data. Contribution: Informs on student perceptions of peer review and the integration of student generated content into University teaching. Findings: Most students enjoyed the video assessment (58%) with many preferring it to a written or programming task (55-58%). In the subsequent peer assessment, many liked seeing the work of others (67%) and found the approach engaging (63%) yet some other perceptions were mixed or neutral. Recommendations for Practitioners: University IT students generally enjoyed and perceived peer assessment and found student generated content to be valuable. Recommendation for Researchers: Further investigation of peer review and student generated content in contexts where the student cohort represents a variety of cultures and age categories Impact on Society: Contributes to a body of knowledge regarding peer assessment and student generated educational materials. Future Research: Future work is needed to better understand this domain, in particular the role of learners’ individual differences in order to successfully integrate these approaches into modern learning environments.

Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a complex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.

Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students.

Aim/Purpose: This study explored teachers’ data-driven decision-making processes during routine and emergency remote teaching, as experienced during the COVID-19 pandemic. Background: Decision-making is essential in teaching, with informed decisions promoting student learning and teachers’ professional development most effectively. However, obstacles to the use of data have been identified in many studies. Methodology: Using a qualitative methodology (N=20), we studied how teachers make decisions, what data is available, and what data they would like to have to improve their decision-making. We used an inductive approach (bottom-up), utilizing teachers’ statements related to decision-making as the unit of analysis. Contribution: Our findings shed an important light on teachers’ Data-Driven Decision-Making (DDDM), highlighting the differences between routine and Emergency Remote Teaching (ERT). Findings: Overall, we found that teachers make teaching decisions in three main areas: pedagogy, discipline-related issues, and appearance and behavior. They shift between making decisions based on data and making decisions based on intuition. Academic-related decisions are the most prominent in routine teaching, and during ERT, they were almost the only area in which teachers’ decisions were made. Teachers reported collecting data about students’ academic achievements and emotional state and considered the organizational culture, consultation with colleagues, and parents’ involvement before decision-making. Recommendations for Practitioners: Promote a culture of data-driven decision-making across the education system; Make diverse and rich data of different types accessible to teachers; Increase professional and emotional support for teachers. Recommendation for Researchers: Researchers have the potential to expand the scope of this study by conducting research using other methodologies and in different countries. Impact on Society: This study highlights the importance of teachers’ data-driven decision-making in improving teaching practices and promoting students’ achievement. Future Research: Additional research is required to examine data-driven decision-making in diverse circumstances.