Police work requires making suitable observations which form the basis of situational awareness (SA) of the encounter in progress. Incomplete early-stage SA (i.e., perception) can lead to errors in subsequent judgement and decision-making that can have severe consequences for performance, learning, and occupational health. SA in police contexts is still relatively understudied and requires closer examination using objective measures. The current preliminary study aimed to measure the gaze and fixation patterns among novice and expert police officers to understand early-stage SA at different levels of professional experience. Participants included 23 novices (10 early, 13 intermediate) and 11 experienced officers and instructors in tactics and use of force. Visit duration and fixation order were measured while participants viewed various static images of staged encounters. Results showed that all participants fixated longer on targets compared to the periphery, and fixated earlier on suspects’ faces compared to hands, bodies, or the environment. Further, experts fixated earlier on hands and spent less time scanning the environment than early novices. The current findings reveal eye movement patterns while officers engaged in typical police encounters. Future research can inform evidence-based police training to achieve optimal SA and minimize negative outcomes in training and operational field settings.

The study examines the association between students’ level of physical fitness and experiences of being ‘seen’ by their physical education (PE) teachers, by interviewing 26 high school students (13 with low physical fitness, and 13 with high physical fitness). The analyses indicated that being ‘seen’ in PE seems to be related to experienced opportunities for students to display their skills, teachers’ caring behaviours, feedback from teachers, and the quality and tone of dialogue with teachers. The results showed that, whereas all 13 students with a high level of physical fitness experienced being ‘seen’ by their PE teachers, only six students with a low level of physical fitness had the same experience. These findings suggest that PE teachers possess a limited narrative of their students with a low level of physical fitness. The results may also indicate the prevalence of a pedagogical approach, according to which teachers focus more on physically-fit students. Overall, teachers seem to play a key role in determining whether students experience being ‘seen’. The results have important implications for both teacher education and PE education in schools.

This article explores how Indonesian teachers continuously reconstruct their identity as inclusive teachers during learning and after graduating from a Finnish master's degree Programme. Taking a narrative and dialogical perspective on identity construction, we analyse the teachers' narratives about their experiences during learning and after graduation when they returned to their respective schools. The findings illustrate the process of teacher identity construction to be inclusive teachers as a repositioning loop. Furthermore, the dynamics of self and others' repositioning provide insights into challenges and contradictions in implementing inclusive education in the post-conflict and post disaster context. The study may provide insights into how teacher identity construction influences inclusive education implementation and its potential to describe the dynamics of this process.

Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers’ role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers’ narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts.

The aim of this study is to investigate the integration of climate change education into the curriculum in Indonesia from teachers’ perspectives. Specifically, the paper will explore teachers’ beliefs and values concerning climate change education as well as the integration strategies they prefer at the intersection of complex factors such as political, cultural, as well as institutional and individual considerations. Using the teacher environmental identity perspective, narratives about climate change integration from 21 teachers in Indonesia are analyzed. The findings are organized into four environmental identity constructs, namely, master storyteller, early adopter, reluctant implementer and discouraged believer. These constructs reflect the complexity of climate change integration while affording insights into the personal and professional dimensions of teacher identity, as well as relational aspects that merit consideration. Moreover, the findings point toward the curriculum constructs likely to operate in this context that also present some challenges and opportunities.