Aug 2026· Journal of the International Society for Teacher Education· 0 citations
Abstract
This study, centering on Bhutanese educators and preservice teachers, explores how digital stories as an arts-based approach can inform culturally responsive teacher education on bullying and discrimination. We examined responses from 56 educators and preservice teachers in Bhutan to three arts-based works. Analysis of these responses generated four themes: developing empathetic understanding, identifying pedagogical applications, recognizing professional development needs, and integrating cultural authenticity. Participants’ responses indicate that digital stories can strengthen emotional competencies, provide practical teaching strategies, and support culturally grounded practice consistent with Bhutan’s Gross National Happiness philosophy. The findings show the potential of arts-based approaches to prepare educators to address diversity, inclusion, and social justice. They also offer a model for international collaboration that honors local values while engaging shared educational challenges.
This study examines how instrumental music educators employ diverse strategies to establish comfortable openings in synchronous online teaching between a Scandinavian Conservatory and two Chinese music middle schools. Drawing on 42 video recordings, stimulated recall, and two focus group interviews, the research examin...
Marianne Løkke Jakobsen· International Journal of Mus...· 0 citations
This constructivist grounded theory study examines how Islamic school teachers adapt social-emotional learning (SEL) curricula for Muslim Middle Eastern American (MMEA) students. Drawing on intensive interviews, focus groups, and graphic elicitation with 20 educators across two North New Jersey USA Islamic schools, thr...
Zenab Eldreny, A. Johnson· International Journal of Mul...· 0 citations
This study, titled “Strategies of Bridging the Gap Created by Antipathy”, examined how values-based educational strategies help address negative attitudes, emotional distance, and disengagement among students in school settings. The study aimed to identify effective situational, relational, and contextual strategies th...
Aiza N. Lucresio· International Journal of Res...· 0 citations
This qualitative phenomenological study explored the lived experiences of Special Needs Education (SNED) teachers in empowering diverse learners within inclusive classrooms during School Year 2025–2026. Specifically, the study examined teachers’ instructional strategies, the challenges they encountered, their coping me...
Ma. Lucila Benitez-Aborde· Psychology and Education: A...· 0 citations
This qualitative study investigates how former teacher candidates, trained in critical race inquiry as undergraduates, conceptualize and enact race consciousness and racial literacy in their early years of in-service teaching. Grounded in Critical Race Praxis and Racial Literacy, the study explores how novice teachers...
Chanelle E. Wilson· Urban education (Beverly Hil...· 0 citations
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