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Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?

The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

Teachers' motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one's own functionality, one's experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.