<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ieva Ušča</style></author><author><style face="normal" font="default" size="100%">Sandra Zariņa</style></author><author><style face="normal" font="default" size="100%">Svetlana Ignatjeva</style></author><author><style face="normal" font="default" size="100%">Anita Pipere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER PROFESSIONAL DEVELOPMENT EXPERIENCES AND NEEDS IN LATVIA: DEVELOPMENT AND APPLICATION OF THE TPD/EN QUESTIONNAIRE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived importance</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development features</style></keyword><keyword><style  face="normal" font="default" size="100%">questionnaire development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789648034.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers participate in professional development (PD) at high rates. Research suggests that PD effectiveness depends less on delivery format and more on the specific features that support changes in teaching practice. Less is known about teachers’ experiences of these features and how they align with beliefs about teacher learning. This research developed and preliminarily evaluated the Teacher Professional Development Experiences and Needs (TPD/EN) questionnaire and examined how participating Latvian teachers experienced and evaluated features of PD.
A sequential two-stage exploratory survey design was used. First, a literature-based 29-indicator questionnaire on features associated with effective PD was developed and examined through exploratory factor analysis and reliability analysis using data from 107 Latvian general education teachers. Second, experienced and perceived-importance ratings were analysed to examine alignment between teachers’ PD experiences and beliefs about teacher learning, using a subsample of 62 teachers who completed both rating scales.
The analysis revealed a 5-factor structure: Active, Collaborative, and Applied Learning; Embedded and Deliberate Practice; School-Level Learning; Goals and Motivation; and Coherent PD Programme Design. Results indicated a gap between frequently experienced content-oriented features and less common implementation-oriented features, including repeated classroom implementation, data use, and sustained practice. Experienced and perceived-importance ratings were positively related but did not fully align, suggesting that the presence of PD features does not necessarily correspond to their perceived importance. The findings provide preliminary evidence regarding the internal structure and reliability of the TPD/EN questionnaire and offer a teacher-centred perspective on features associated with effective PD.
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">676-698</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nika Drnovšek</style></author><author><style face="normal" font="default" size="100%">Lovšin Kozina, F.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEPTION OF SIXTH-GRADE STUDENTS ON THE ROLE OF HOME ECONOMICS SUBJECT IN EVERYDAY LIFE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">healthy life skills</style></keyword><keyword><style  face="normal" font="default" size="100%">home economics education</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">survey data</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714150</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The subject of Home Economics aims to equip students with the knowledge and skills needed to meet the diverse challenges of everyday life and achieve a high quality of life. This study explored sixth-grade students’ perceptions of the role of Home Economics in the following aspects of life: (1) cooperation, tolerance, and belonging (CTB); (2) work and time management (WTM); (3) environmental aspects of sustainable development (EASD); (4) prudent consumerism and finances (PCF) and (5) healthy nutrition (HN). A total of 120 sixth-grade students from four Slovenian primary schools participated in the survey. The results showed that students considered the role of Home Economics important for all five areas of life, with the highest ratings for environmental aspects of sustainable development (EASD) and the lowest for cooperation, tolerance, and belonging (CTB). There were no statistically significant gender differences, but male students rated the role of Home Economics slightly higher in relation to work and time management (WTM). The results provide deeper insight into how students perceive the role of Home Economics in developing everyday life skills and sustainable habits. These findings highlight that students particularly associate the role of Home Economics with environmental responsibility and practical life management, offering a valuable basis for further refining content and teaching strategies to better align Home Economics education with sustainable development goals.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">752-765</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Novocký</style></author><author><style face="normal" font="default" size="100%">Renáta Orosová</style></author><author><style face="normal" font="default" size="100%">Beáta Sakalová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SELF-EFFICACY OF PRE-SERVICE TEACHERS: FACTORS THAT STRENGTHEN ITS COMPONENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers’ self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">university education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714172</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The foundation for the successful work of pre-service teachers in the education of students lies in their professional and pedagogical knowledge and skills, reinforced by self-confidence in applying them when addressing more demanding situations in classrooms. This study aimed to examine the perceived efficacy of pre-service teachers. The research was conducted on a sample of 141 pre-service teachers from Pavol Jozef Šafárik University in Košice. Exploratory factor analysis was employed to validate the research instrument (the shortened, revalidated version of the Ohio State Teacher Efficacy Scale), indicating the existence of three factors (perceived efficacy in adapting teaching to students, managing the classroom, and providing students with learning challenges), as the original model tested by confirmatory factor analysis did not sufficiently fit the data obtained from respondents. The research assessed factors influencing the self-efficacy of pre-service teachers. These factors included gender, field of study, motivation for choosing teacher education, types of teaching practice completed, and courses/subjects related to inclusive education. Significant differences were observed in adapting teaching to students in terms of motivation for teaching, and in adapting teaching and providing students with learning challenges in terms of completed teaching practice. The results in the context of a specifically focused study suggest that, to strengthen these components of pre-service teachers’ self-efficacy, it would be beneficial for university instructors to understand pre-service teachers’ motivation to pursue a teaching career, support the development of their professional identity, and foster more reflective teaching practice through mentors in schools.  </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">807-822</style></section></record></records></xml>