One of the best-known criticisms of traditional education systems concerns their deterministic impact on the social trajectory of learners, which maintains and reinforces social inequality. However, previous analysis (Tchibozo, 2004) has shown that the effect of schools on learners' education-to-work transitions can be not only deterministic, but also random or chaotic. A new tool, the AGIC Calculator, has recently been developed to enable educators, guidance counsellors, policy makers and researchers to specify in a practical way the dynamics of learners' school-to-work transitions and to analyse more precisely social reproduction, and more generally to precisely analyse the dynamics of any type of social trajectory. This note outlines the main points of the problem and the value of the AGIC calculator for guidance counselling, education policy and research in this field. /// Une critique bien etablie a l'encontre des systèmes éducatifs traditionnels concerne leur impact déterministe sur la trajectoire sociale des apprenants, qui maintient et renforce l'inégalité sociale. Cependant, des analyses antérieures (Tchibozo, 2004) ont montré que l'effet des écoles sur les transitions éducation-travail des apprenants peut être non seulement déterministe, mais aussi aléatoire ou chaotique. Un nouvel outil, le Calculateur AGIC, a été récemment développé pour permettre aux éducateurs, aux conseillers d'orientation, aux décideurs politiques et aux chercheurs de spécifier de manière pratique la dynamique des transitions école-travail des apprenants, d'analyser plus précisément la reproduction sociale, et plus généralement d'analyser précisément la dynamique de tout type de trajectoire sociale. Cette note souligne l'interet du calculateur AGIC pour le conseil en orientation, la politique éducative, et la recherche dans ces domaines.

Recent research points to the significant role that Psychological Capital (PsyCap) plays in predicting teacher wellbeing (Luthans, Youssef, & Avolio, 2006; Seligman & Csikszentmihalyi, 2000), and in preventing burnout (Chang, 2009; Dussault & Deaudelin, 1999; Fullan, 2001; Hakanen et al., 2006; Maslach et al., 2001). PsyCap, the complex and malleable, "state-like" constructs of hope, efficacy, resilience, and optimism, is influential in increasing motivation in work and educational settings. Collective Teacher Efficacy (CTE) (Goddard et al., 2015; Ramos et al., 2014; Sandoval et al., 2011) has also been found to positively impact teacher’s experiences through the enhancement of persistence, job satisfaction and professional commitment, expectations for students and effective implementation of change. What is not evident is how these two constructs interact, and to what extent they inform teacher wellbeing. Intriguingly, the implementation of Professional Learning Communities (PLCs) could serve as a crucial interface between PsyCap and CTE, facilitating a symbiotic relationship that magnifies their individual impacts on teacher wellbeing. PLCs not only provide a structured environment for collective problem-solving and shared expertise (Stoll et al., 2006), but also cultivate a sense of community that could potentially elevate these psychological constructs. This study investigates the literature to consider the potential relationship between PsyCap and CTE and the implications for supporting teacher wellbeing within the implementation of a Community of Practice (CoP) approach to professional learning. A Systematic Qualitative Literature Review (SQLR) methodology (Pickering & Byrne, 2013) explores the intersections of psychological capital, collective teacher efficacy, and teacher wellbeing in the context of PLCs. The SQLR methodology applies specific inclusion and exclusion criteria, with 26 studies identified for review. The analysis identified connectedness between the PsyCap components of hope, efficacy, resilience, and optimism with teacher wellbeing, in particular to elements shown to mitigate teacher burnout, and which can be considered indicators in the assessment of wellness. The CTE and CoP literature highlights the importance of shared vision, structured collaboration, regular reflection, supportive leadership, celebration of successes, and fostering trust, as factors that facilitate positive teacher experiences within the processes of professional learning and navigating change. This analysis offers insights into how PsyCap and CTE may interact with and inform teacher wellbeing in the PLC professional learning context.

The literature reveals that positive teacher-student relationships encourage students’ work habits, engagement, and wellbeing; and create an environment that encourages students to experience a sense of belonging at school. When adolescent students feel a sense of belonging at school, they are more likely to attend school, engage in their learning, and feel like they are included and wanted. This is important because at the core of education is the student. Working with students in a holistic manner has positive implications for their wellbeing and academic performance. This study set out to examine the nature of the relationship between teacher and student interactions and student’s experience of the sense of belonging at school, through the lens of Interpersonal Theory in order to examine teacher pedagogical choices. The Systematic Quantitative Literature Review (SQLR) methodology is utilised at the intersections of Teacher-Student Relationships (TSR) and Sense of Belonging at School (SOBAS), and TSR and Interpersonal Theory to review the contemporary literature. Following the SQLR methodology that applies specific inclusion and exclusion criteria, 32 studies were identified for review. The analysis identified fairness, engagement, and achievement as key themes in the TSR and SOBAS literature; and the TSR and Interpersonal Theory literature highlighted the importance of moment-to-moment interactions to improve student engagement and achievement. The findings of the SQLR provide a basis for discussion of teacher choices in pedagogy and school-wide interventions that may promote student SOBAS.

Simulation is a teaching method that has been insistently promoted in France over the recent period, in particular for the training of health students. Simulation training assigns the students an active role which is intended to strengthen their motivation. Thus, the more motivated students would be during the lessons, the more they would engage in their training, take up challenges, persevere, raise their performance level, and pass exams. Motivation therefore represents a powerful driver of learning that training systems cannot afford to ignore. Taking this into account, and reworking training engineering accordingly, is a challenge for training institutions and trainers. This article examines the links between the use of simulation training and student motivation in health studies in France. Scrutinising relevant education literature and health literature databases led to identify 24 relevant research articles. After analysis, the results suggest that indeed, simulation training does increase motivation in health students. Literature in this field mainly covers two complementary aspects, namely the determinants at work in the simulation-motivation process, and the conditions for implementing simulation training. However, the literature is silent on trainers’ perspective. The results of this literature review are of particular interest to institutions regarding the place to be given to simulation in training engineering, and to trainers as to how to conduct a simulation session.

The COVID-19 pandemic stunned the world in 2020 resulting in governmental lockdowns bringing a halt to traditional face-to-face classes in the field of education (Czeisler et al., 2020). Institutions of higher education scrambled to find a means to remotely instruct students and the Zoom Video Communications conferencing tool was found to be a valuable piece of technology with which to do this. Following the transition to online classrooms, a wide array of research has been published regarding the experiences of teaching and learning during the COVID-19 pandemic through Zoom and similar conferencing software. A total of 32 peer-reviewed journal articles were identified as addressing the subject of higher education instruction during the COVID-19 pandemic using the Zoom conferencing tool. These articles were analyzed, and four main areas of investigation were identified: transitioning to the online classroom, comparison of online learning with teaching face-to-face, evaluation of online classroom experiences, and recommendations/best practice. A general theme surrounding the quality of online instruction was also recognized.

The notion of ‘teacher quality’ is a concept that has dominated education research and policy for decades. While the terminology is widely accepted and used in the literature, it lacks a clear and consistent understanding and application in the field. Furthermore, the underpinning factors relating to ‘teacher’ and ‘teaching’ quality are regularly used interchangeably and often unintentionally. As a result, while the concept of ‘teacher quality’ is widely used and forms the basis of critical policy reform in Australia and internationally, its foundations are compromised due to this lack of clear definition and common intent. Moreover, with such disparate understandings and applications of ‘teacher quality’, assessing the viability and impact of policy and performance and comparing systemic outcomes in this area, in schooling systems, is increasingly difficult. Within this context, this study seeks to draw out, from a critical analysis of the literature, what is meant when the term ‘teacher quality’ is used in research and policy. A deliberate emphasis was placed on the Australian context with the intention of situating the findings in this setting. To achieve this, a Systematic, Quantitative Literature Review (hereafter SQLR) was conducted, adopting the formal methodology of Pickering and Byrne (2013). The SQLR produced 215 articles after exclusion protocols were applied. Forty-four themes emanating from these papers revealed that ‘teacher quality’ as a concept is invariably interconnected with notions of ‘teaching quality’, but the underlying constructs lack consistency and definition, despite an assumption that there is a shared understanding of the meaning. The findings suggest that the lack of clarity around this construct has allowed policy to drive a prevailing narrative, most recently characterised by a measurement and accountability agenda. As a result, professional expertise as well as interpersonal and psychosocial factors shown to impact the quality of teachers and their practice have been marginalised. It appears that what actually matters, in terms of impact in schools and performance of educators, is in the union of these concepts; ‘who’ teachers are and ‘what’ they do.

"Unleashing Potential: The Power of Growth Mindset over Fixed Mindset" is a book that explores the concept of growth mindset and its transformative impact on individuals and society. It discusses how adopting a growth mindset, which emphasizes a belief in the ability to learn, improve, and adapt, can lead to personal and societal transformation. The book delves into the key principles of a growth mindset, such as embracing challenges, learning from failures, fostering resilience, promoting inclusivity and diversity, and cultivating collaboration and cooperation. It also highlights the role of education, leaders, and organizations in fostering a growth mindset culture. Overall, "Unleashing Potential" empowers readers with the knowledge and tools to unlock their potential and create positive change in their lives and communities through the power of a growth mindset.

This article considers how e-portfolios improve learner autonomy in higher education, especially when using open learner models (OLMs). OLMs are artificial-intelligence-built representations of interactions between learners and instructional environments, where learners have access to data about their interaction patterns. The analysis is based on a review of 24 research articles. Results suggest that e-portfolios improve learner autonomy, especially by strengthening self-reflection capabilities. The review also identifies areas of e-portfolio and OLM research that require further investigation.

For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment of subject didactics, a scoping literature review was carried out to analyse the scientific literature. Twenty-five articles were chosen from different databases in the field of study. Data analyses revealed three domains of subject didactics: content knowledge, pedagogical content knowledge and knowledge of subject specific assessment. These domains included various components which were used for developing a theoretical model for teaching subject didactics within the framework of primary teacher education. The results indicated how to organise university courses on subject didactics for primary teachers. First, teachers’ content knowledge and pedagogical knowledge should be treated in an integrated way. Second, integrating pedagogical knowledge with subject didactics enables teacher education to be shaped so that students understand the teaching profession at an early stage. Third, studying subject didactics on both a theoretical and empirical level is the driving force for developing syllabi in primary teacher education.