Based on a qualitative study and an analysis of a teacher’s narratives, this article seeks to highlight the key contours of identity: value orientations, self-perception, moments of learning from life, and the notion of professional ‘calling’ (i.e., professional vocation)). In this context, teacher identity is understood as an open, dynamic structure formed not only through studies or work experience, but also through personal, family, and cultural experiences. The aim of the article is to reveal the process of constructing a teacher’s professional identity in biographical narratives by identifying significant personal, social, and professional experiences. The analysis and results of the qualitative data draw on the theory of biographical learning (Alheit and Dausien, 2005), the concept of reflective practice (Schön, 1983), and the perspective of social constructivism (Berger and Luckmann, 2004). The study contributes to a more profound understanding of the teaching profession and encourages education policy and teacher training programs to focus on the wholeness of the individual, inseparable from their biographical context. The findings reveal that ‘becoming a teacher’ is not merely a professional career, but rather an existential journey, in which, each experience becomes a meaningful element in shaping the professional identity.
In response to the challenges of digital transformation in education, a study was conducted to develop and evaluate criteria for digitally–based physical education (PE) courses. The bibliometric analysis revealed three thematic clusters in the field of e–learning in PE: Cluster 1 («Technology») reflects the transition to e-learning and blended learning formats. Cluster 2 («Pedagogy») emphasizes the human dimension of PE in a digital context and inclusiveness. Cluster 3 («Human interaction») focuses on the intersection of digital learning methodology and learner well–being. Based on the bibliographic analysis of the sources corresponding to the clusters, a criterion framework for comparing PE learning formats was developed. To evaluate the feasibility of these criteria, a confidential survey was conducted of 36 physical education and sports professionals who met the inclusion criteria, in particular, had experience in teaching PE in both traditional and mixed/distance formats. The factor analysis of the 19–item questionnaire identified four distinct components: «Feasibility of implementation» (logistical and resource issues), «Clarity and pedagogical design» (clarity of objectives and quality of materials), «Relevance and compliance» (compliance with standards and requirements of the educational institution), and «Engagement and Support» (student motivation and teacher support). The results show generally positive assessments of the criteria and confirm that technological, pedagogical, and engagement factors are key elements of the PE assessment framework. Inadequate professional development and lack of technical support can lead to ineffective or misunderstanding of the nature of teaching PE with technology. Teachers need to learn how to design e–learning–appropriate tasks and interpret digital feedback correctly. The findings emphasize the need to integrate digital pedagogy and inclusive practices into teacher training, as well as to ensure that curricula are aligned with national standards and ethical frameworks for data use.
The article analyses the legal regulation of the application of formative assessment and the use of Artificial Intelligence (AI) in general education schools in Lithuania. The study was conducted by using document analysis and thematic framework analysis. The sample consisted of currently valid legal acts adopted by state authorities regulating the implementation of formative assessment in general education schools (n = 11) and the use of AI in the education sector (n = 4). The findings indicate that formative assessment is established in legal acts as a continuous, learning-oriented form of assessment grounded in teacher–student interaction, feedback, and the monitoring of individual student progress; however, its regulation lacks full coherence. The use of AI in general education schools is regulated in a fragmented manner, with a lack of clear definitions, implementation guidelines, and principles explicitly linked to formative assessment. It is concluded in this paper that while the existing legal framework provides conditions which are conducive to formative assessment, it insufficiently addresses the challenges posed by the integration of AI in the educational process, thus necessitating targeted improvement of the body of legal regulation.
The article analyses the specifics of introducing students to mathematical proving. Based on the results of testing purposefully designed proving-learning activities, it examines how 5th-grade students learn to construct sequences of statements and how they perceive the concept of mathematical proving. Qualitative content analysis of the data showed that 5th-grade students construct exclusively informal proving from the mathematical statements known to them. They verify a statement by examining examples or by creating a proving for a generic example. Due to a lack of knowledge regarding relevant mathematical concepts, relationships, and the representation of abstract sequences of statements, some students fail not understand the aim of purposefully ordering mathematical statements. The variety of proving created by students is characterized by a fluctuating level of complexity related to the task formulation. Therefore, when preparing for the study of mathematical proving, it is essential to clarify the features of proving that students should know, and to outline in detail the stages of the proving-learning process.
This study examines self-reported programming difficulties among 247 pre-service mathematics teachers in Algeria. By using a context-adapted Arabic questionnaire, the paper found that difficulties were better described as conceptual and application/debugging-related patterns. Debugging, theory-to-practice transfer, and coding frustration were the main challenges. The findings point to guided practice, explicit debugging support, mathematics-linked tasks, and differentiated support. The study contributes to teacher education and programming education research by highlighting how programming difficulties in non-specialist mathematics teacher education are shaped more by application and debugging challenges than by conceptual understanding alone.
