The purpose of this study is to highlight the experiences of teachers during the third iteration of a U.S.-based professional development (PD) program (Kennedy, 2016) for English language teachers (ELTs) in Azerbaijan and explore necessary factors when designing PD for another country or cultural/linguistic context. Designed with the conceptual framework of situated learning (Lave & Wenger, 1991), the PD program centered learning in the context of real lived experieccnces and focused on developing leaders in local communities of practice. We utilize the intrinsic case study methodology (Stake, 1995; Yin, 2003) to explore the experiences of five focal Azerbaijani ELTs during the PD program. We found that participants of the PD course are dedicated practitioners who seek opportunities to grow in their profession; the PD course strengthened their communities of practice, growing confidence among teachers in speaking English; and it promoted limited pedagogical learning and applications in the classroom. However, teachers faced environmental and policy challenges that largely hindered changes to their teaching practices. This study points to implications for future PD programs designed for cross-cultural contexts by building on Desimone’s (2009) framework for effective PD by adding core features and essential contextual factors that must be considered.

Some public school teachers could conduct action research despite the training they have received before. In the Philippine local context, San Pedro Relocation Center National High School teachers could not conduct action research due to misguidance and low research competence. So, a school-based project HEART (Harmonizing Educational Action Research for Teachers), was conceptualized and implemented through capacity-building training, providing action research templates in English and Filipino versions, leadership support, presentation and critique of action research proposals, and mentoring and coaching sessions. This study aimed to capacitate teachers in basic education by employing Project HEART to build an action research culture. The project was conducted for ten months, employing a practical action research design. Forty teachers voluntarily participated in the said teachers' capacity-building training for four days, received technical assistance and were mentored. Then, the data were collected through a survey questionnaire, an evaluation form, and interview guide questions validated by a group of education experts. After the participation, teachers were highly competent in conducting action research regarding selecting a researchable topic, planning an action research project, integrating research ethics, analyzing and presenting data, utilizing technology, and reflecting on and communicating results. Also, the said project was evaluated as highly effective by the participants. Hence, teachers could conduct action research as a manifestation of developing an action research culture in a public school. However, the participants suggested having more training with a longer time focusing on specific school problems and a research presentation of completed action research within the training. The study suggested that an action research culture can be developed if properly harmonized through the capacity-building of teachers with constant technical assistance, persistent mentoring and coaching, and support from school administrators.

This study aims to explore the transformation processes of pre-service teachers in terms of knowledge, skills, and attitudes gained through digital material applications and to evaluate their effects on self-efficacy towards educational technology standards. A one-group pretest-posttest quasi-experimental design was used for the quantitative part, and a phenomenology design was applied for the qualitative part. The study involved 74 first-year pre-service teachers from the English Language Teaching program at a state university during the spring semester of 2023-2024 who were taking the Instructional Technology Course. Data were collected using the Self-Efficacy Scale for Educational Technology Standards (ETSSE) and a Written Opinion Form on Digital Material Applications. In the analysis of the data, a t-test was used for quantitative data and content analysis was used for qualitative data. The findings show that digital material applications significantly enhance pre-service teachers' self-efficacy towards educational technology standards. Participants reported improvements in knowledge, skills, and attitudes, particularly in strengthening pedagogical and technological skills, creative thinking, and professional self-confidence. These results reveal that digital tools contribute significantly to the professional development of pre-service teachers and support effective technology integration in educational processes. The study highlights the importance of continuous training and support in developing digital competencies for teaching. Encouraging the effective use of digital tools can further enhance teaching practices, enrich learning experiences, and build pre-service teachers' confidence in integrating technology into their professional roles.

Nutrition is fundamental to children’s holistic development, particularly during primary school, as it supports physical growth, cognitive abilities, and academic performance. This study explores the perceptions and practices of preservice primary school teachers regarding nutrition education, focusing on their role in fostering healthy eating habits among students. Utilizing a phenomenological research design, the study captures the lived experiences of 22 preservice teachers from a state university during 2019–2020 academic year. Semi-structured interviews were conducted to gather rich, qualitative data. The findings reveal that preservice teachers emphasize imparting nutritional knowledge, ensuring hygiene, and enforcing dietary rules during in-class nutrition sessions. They recognize their dual role as educators and role models, advocating for teacher-led initiatives and parental collaboration in promoting sustainable nutritional practices. Furthermore, the study highlights the significance of integrating nutrition education into the school curriculum as a continuous and practical endeavor. Recommendations include incorporating hands-on activities like meal preparation demonstrations and leveraging artificial intelligence tools to provide personalized nutritional guidance. These strategies aim to enhance nutrition education's efficacy, fostering lifelong healthy eating behaviors. This study contributes to the growing body of literature emphasizing the critical role of educators in shaping children’s nutritional habits and underscores the need for comprehensive nutrition education programs in schools.