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Open research questions in Educational Methods and Teacher Development

126 gap statements mined from Educational Methods and Teacher Development papers in our 7.9M-paper local library, which holds 1,843 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • There is a need to understand the impact of coaching on teachers' professional self-realisation - There is a gap in the literature on the use of coaching as a means of enhancing teaching methods!!!!!!!!!!!!!!!!!!!!!!!!!!

    Coaching as a Means of Promoting Professional Self-Realisation of Teachers of Socionomic Disciplines at Ukrainian and European Universities · 2026 · DOI

  • The study faces challenges related to data limitations, including a limited set of variables. The research must consider the complex socio-demographic characteristics of the Kazakhstani teacher population.

    Various aspects of the need for professional development of teachers in Kazakhstan · 2026 · DOI

  • The analysis presented in the article has data limitations, expressed in a limited set of variables. The available database lacks variables reflecting the type of settlement, material and economic status of teachers, type of schools.

    Various aspects of the need for professional development of teachers in Kazakhstan · 2026 · DOI

  • The research must account for the influence of socio-demographic factors on work values. The study needs to consider the limitations of self-reported data.

    The Value of Work in the Lives of University Students on the Threshold of Their Professional Careers · 2026 · DOI

  • The research highlights the need to examine the personal and professional values associated with work.

    The Value of Work in the Lives of University Students on the Threshold of Their Professional Careers · 2026 · DOI

  • There is a lack of understanding of the identity of future teachers during their initial training. The study aims to address this gap by exploring the experiences of students during their initial training.

    Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación · 2026 · DOI

  • Future research should examine the development of preservice teachers’ professional identities during coursework. For example, it remains unclear which experiences between Course A and Course B led to a decline in participants’ motivation to become teachers.

    Tracing Preservice Teachers’ Professional Identities: Comparative Insights from Two Courses in Teacher Education · 2026 · DOI

  • Future research should focus on documenting and promoting education by nature in various educational settings. It should explore the specific conditions required for implementing this approach. It should investigate the impact of education by nature on children's learning and development.

    Éducation par la nature : approche pédagogique pour soutenir les apprentissages et le développement des enfants de 0 à 12 ans · 2026 · DOI

  • There is a gap in documentation and research on education by nature, particularly in French-speaking contexts. There is a need to reconsider what it means to learn and to promote responsible and sustainable development.

    Éducation par la nature : approche pédagogique pour soutenir les apprentissages et le développement des enfants de 0 à 12 ans · 2026 · DOI

  • Future research should focus on expanding the sample, conducting longitudinal studies, refining the proposed diagnostic instrument, and establishing its construct validity through exploratory and confirmatory factor analysis (EFA and CFA), as well as Structural Equation Modeling (SEM).

    A multicomponent model of faculty innovative activity in the context of career stages · 2026 · DOI

  • Careful attention to load-related design features in IVR-based instruction is needed. The effects of VR immersion on cognitive load levels are related to knowledge types. Self-regulated learning processes can be triggered by elevated cognitive load.

    The Impact of Virtual Reality Immersion on Learning Outcomes: A Comparative Study of Declarative and Procedural Knowledge Acquisition · 2025 · DOI

  • The teaching profession remains underappreciated despite its significance. There is a lack of understanding of the factors that impact professional identity development during teacher training. Prior research has not fully explored the relationship between practical experience and professional identity development.

    Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators · 2024 · DOI

  • Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

    Development and validation of pedagogical leadership scale · 2024 · DOI

  • The article points, that goal setting is preceded by an analysis of the accumulated cases and determination of their importance by the teacher himself, and goal setting itself begins with open questions and is carried out using SMART technology.

    OBJECTIVES AND STRATEGIC PLANNING OF THE TEACHER’S PROFESSIONAL DEVELOPMENT IN THE MODE OF TIME MANAGEMENT · 2023 · DOI

  • It is noted that in the scientific-practical research also the problem of the component structure of the professional interest of future teachers of choreographic art to pedagogical activity is insufficiently developed, which allowed to highlight it in a separate study, the coverage of which results is the purpose of our article.

    COMPONENT STRUCTURE OF PROFESSIONAL INTERESTS TO THE PEDAGOGICAL ACTIVITIES OF FUTURE TEACHERS OF HOREOGRAPHIC ARTS · 2019 · DOI

  • The open question is part of a questionnaire constructed by us, questionnaire seeking more dimensions: self-evaluation / selfappreciation on didactic abilities formed by following psycho-pedagogical mandatory training; self-evaluation / self-appreciation on personality characteristics involved in didactic behavior; perception on initial psycho-pedagogical training and assuming the role of teacher.

    TEACHING PRACTICE: GOALS AND „CHALLENGES" · 2018

  • Differences between competency-oriented and traditional education are defined; it is stressed out that within competency-oriented education students should not only get knowledge but also use them for solving social and professional problems often characterized by indefinite factors, lack of data; the necessity of re-orientation to research and practice-oriented students` educational activity is proved.

    FUTURE SPECIALISTS` PROFESSIONAL COMPETENCE DEVELOPMENT BY MEANS OF PEDAGOGICAL DESIGNING OF THE CULTURAL AND EDUCATIONAL SURROUNDING OF HIGHER EDUCATIONAL ESTABLISHMENTS · 2018 · DOI

  • Pre-school teachers believe that the best-developed competencies refer to spatial-image and musical giftedness, and competencies for crating pedagogical profile are insufficiently developed, as well as those ones for individualisation of the work with gifted children and creating individual educational plan.

    Competencies of preschool teachers for work with gifted children · 2017 · DOI

  • There is a lack of research on the work content of the headteacher, especially in the primary sector. Most descriptions of the head's role are based on indirect methods of investigation.

    The Role of the Primary School Head · 1987 · DOI

  • The activity of career information points is still often limited to the organization of events and dissemination of information about occupations, but little attention is given to individual work with students in setting their professional direction and highlighting the further career opportunities.

    THE ROLE OF SECONDARY EDUCATION SCHOOLS AND VOCATIONAL TRAINING INSTITUTIONS IN STUDENTS’ PROFESSIONAL SELF-DETERMINATION: THE CURRENT SITUATION AND M · 2012

  • Using technical terminology that is unfamiliar to parents. Ensuring that parents understand the implications of their child's special educational needs.

    Do Parents Understand Professionals’ Terminology in Statements of Special Educational Need? · 1987 · DOI

  • The sample may not be representative of all parents of children with special educational needs.

    Do Parents Understand Professionals’ Terminology in Statements of Special Educational Need? · 1987 · DOI

  • The study identifies the challenge of bridging the gap between theory and practice for novice teachers. The 'shock of the live classroom' phenomenon poses a challenge for new teachers. The study highlights the emotional challenges faced by teachers during the initial phase of their career.

    Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators · 2024 · DOI

  • In the XXI century, such a perspective is insufficient for society, because professional educational institutions, industry, families do not need weisenheimers, but graduates who are ready tointegrate in the real life, who have the ability to quickly and easily approach life and professional problems, which appear before them, so that getting into a problem situation, they could find several ways to solve it…

    Analysis of the Essence of the Concepts of “Competence” and “Competency” in the System of Psychological and Pedagogical Categories · 2022 · DOI

  • However, the education system is not ready to provide effective assistance to high school students in choosing a profession, since the content of professional self-determination as the goal of education has not been clarified from the perspective of governmental program, there is no scientific and pedagogical foundations, professional self-determination have not been developed in terms of updating the national…

    PRACTICE AND FORMATION MODELS OF PROFESSIONAL ORIENTATION OF SCHOOLCHILDREN · 2019 · DOI

Most-cited papers in Educational Methods and Teacher Development

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Open questions raised by papers listed on this page include: (1) There is a need to understand the impact of coaching on teachers' professional self-realisation - There is a gap in the literature on the use of coaching as a means of enhancing teaching methods (“Coaching as a Means of Promoting Professional Self-Realisation of Teachers of…”, 2026); (2) There is a lack of understanding of the identity of future teachers during their initial training (“Identidad profesional docente. Un acercamiento desde la perspectiva de…”, 2026); (3) Future research should examine the development of preservice teachers’ professional identities during coursework (“Tracing Preservice Teachers’ Professional Identities: Comparative Insights from…”, 2026); (4) Future research should focus on documenting and promoting education by nature in various educational settings (“Éducation par la nature : approche pédagogique pour soutenir les apprentissages…”, 2026); (5) Careful attention to load-related design features in IVR-based instruction is needed (“The Impact of Virtual Reality Immersion on Learning Outcomes: A Comparative…”, 2025). 126 gap statements have been mined from Educational Methods and Teacher Development papers in our 7.9M-paper local library, which holds 1,843 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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