Early career teachers’ professional agency in the professional community and working environment fit - Liyuan E, University of Helsinki; Jenni Sullanmaa, University of Helsinki; Auli Toom, University of Helsinki; Kirsi Maria Pyhalto, University of Helsinki

Teacher Agency: A Thematic and Poetic Inquiry into Teacher Reflections on Generative AI in Education - Angelie Ignacio, University of Toronto - OISE; Eunice Eunhee Jang, University of Toronto - OISE

Enacting Language Teacher Agency in Digital Technology Use through Collaborative Inquiry - Kyu Yun Lim, University of British Columbia

“What About My Kids?” Teachers Navigating Tensions Between Linguistically Responsive PD And CCR Curriculum - Caryn M. Calisi, University of Texas at San Antonio; Jerry Romero, University of Texas - San Antonio; Bedrettin Yazan, University of Texas - San Antonio; Jorge L. Solis, University of Texas - San Antonio; Kristen Lindahl, University of Texas - San Antonio; MICHAEL MAURICIO, University of Texas - San Antonio

The Impact Mechanism of Master Teacher Leadership on the Master Teacher Studios Effectiveness in China - Chenyu Cao, East China Normal University; Feiye Wang, East China Normal University; Yutong Wu, East China Normal University

Developing PreK–12 Teachers for Culturally Responsive Practice: A Review of Interventions and Quantitative Measures - I-Chun Hsiao, University of Iowa; Qianyi Gao, University of Iowa

From Analytical Programs to Standards: Mapping Panamanian Teacher Education Curricula with Chilean Pedagogical Standards - Mariana Leon, Quality Leadership University & CIEDU; Nadia De León, Centro de Investigación Educativa AIP; Maria Alejandra Quintero, Quality Leadership University, CIEDU AIP; Maria Beatriz Fernandez Cofre, Universidad de Chile; Carmen Montecinos, Universidad Catolica de Valparaiso; Elias De Leon, University of Panama; Ricardo Acosta, University of Panama; Laura Villarreal, Quality Leadership University; Luz Caballero, University of Panama

Integrating Computational Thinking across Elementary Subjects - Shenghua Zha, University of South Alabama; Lauren Brannan, Alabama State Department of Education; Na Gong, University of South Alabama; Sanju Gharti Chhetri G C, University of South Alabama; Kelly O. Byrd, University of South Alabama; Drew Gossen, University of South Alabama; Todd Johnson, University of South Alabama; Jennifer Simpson, University of South Alabama; Karen Morrison, University of South Alabama

In the Absence of the School Leader: How Administrative Visibility Shapes Student-Teacher Perceptions - Angus Shiva Mungal, University of Mississippi; Dennis A. Bunch, University of Mississippi

What Works?: Reimagining Pre-service Teacher Education in Rural China with the Simple Interactions Approach - Amelea Ng, One Village One Preschool Project; Xiaoyue Dai, Harvard University; Xuerong Wang, Chinese University of Hong Kong; Junlei Li, Harvard University; Si Chen, The Chinese University of Hong Kong; Catherine E. Snow, Harvard University

Confidence Levels of Future Educators in Working with Individuals with Disabilities - Adrian Woo Jung, California State University; Sung Hee Lee, California State University - Fullerton

Simulated IEP Meetings for Preservice Teachers: A Systematic Review - Joelle Fingerhut, Marist College

A Systematic Review of Novice Perceptions on Mentor Practices - Riku Sayuj, University of Pennsylvania

“Bonus extra mentor teacher”: Exploring the Fourth Person in a Pre-service Teacher Mentorship Triad - Melanie F. Hardy-Skeberdis, University of Maryland

Bridging Policy Gaps through Re-envisioning Mentorship: Supporting Rural and Remote Early Career Teachers - Darriya Starr, RTI International; McCaila Ingold-Smith, RTI International; Guillermo Dominguez, RTI International; Cheyane Mitchell, RTI International; Katherine McKnight, RTI International

Productive Collaboration and Dialogue: The Role of Openness to Mutual Shaping through Transaction in Mentoring - Kristina E. Bell, Virginia Tech

Reimagining Induction: Co-Teaching and Collaborative Action Research as Signature Pedagogies for Professional Relationships and Learning - Ciara Uí Chonduibh, Scoil Naomh Fiach

Shifting Trends, Strategic Needs: Examining Educator Retention in Pennsylvania by Experience Level and Location-Based Characteristics - Megan Foley, Pennsylvania Department of Education; Rhonda Johnson, Pennsylvania Department of Education; Candy M. Miller, Lancaster Lebanon IU13

Supporting Beginning Teachers and Principals: A Systemic Approach to a Persistent Challenge - Ainat Guberman, David Yellin College of Education; Rinat Arviv Elyashiv, Kibbutzim College of Education; Gal Ben-Yehudah, The Open University of Israel

Teachers’ Joys and Stressors: Investigating the Experiences of Novice Teachers - Annie McClellan, University of Illinois at Urbana-Champaign

The Effect of Mental Health Induction Supports on Teacher Mental Health Outcomes: A Causal Machine Learning Approach - Amota Ataneka, University of Cincinnati; Benjamin Kelcey, University of Cincinnati; Leigh McLean, University of Delaware; Peter A. Youngs, University of Virginia; Jean Baptiste Habarurema, University of Cincinnati

Three Years In: Reflective Consultation and Trauma-Informed Practice Mitigate Secondary Trauma in Novice Teachers - Kathryn S. Young, Metropolitan State University of Denver; Ofelia Castro Schepers, Purdue University; Megan Brennan, Resilient Futures

Understanding System Influences on Mentoring Practices for Early Career Teachers - Beth Maloch, University of Texas at Austin; Melissa Mosley Wetzel, University of Texas at Austin; Emily McDonald, University of Texas at Austin; Valerie Taylor, University of Texas at Austin; Kelsie Corriston Burnett, University of Texas at Austin; Angie House, University of Texas at Austin; LeAnne Lesher Hernandez, University of Texas at Austin; Emily Mauer, University of Texas at Austin; Kelly Ocasio, University of Texas at Austin

What Keeps Them Teaching? Rethinking Induction for Special Educators Who Stay - Margaret L. Kamman, University of Florida; Kate Zimmer, Kennesaw State University; Melissa Kypraios Driver, Kennesaw State University; Jocelyn Cooledge, Center Street Consulting

Tailored teacher induction: predicting alignment between changes in motivation and provided induction support - Xiangyuan Feng, University of Groningen; Michelle Helms-Lorenz, University of Groningen

Artificial Intelligence in Teacher Education: A Systematic Scoping Review of Five Years - Afaq Ahmed, Texas A&M University; Andrew Kwok, Texas A&M University

Beyond AI Adoption: K-12 Teachers’ Generative Learning in AI-Integrated Teaching Practice - chenlu liu, East China Normal University; Zheng Xin, East China Normal University

Exploring Teachers’ Integration of Generative AI: A Case Study of Processes and Influencing Factors - Zicong Song, The University of Hong Kong; Jingjing Qin, University of Hong Kong; Fangzhou Jin, The University of Hong Kong; Wai Ming Cheung, University of Hong Kong; Chin-Hsi Lin, University of Hong Kong

Imagining Culturally and Linguistically Sustaining AI Literacy with In-Service Educators through Design-Based Research - Kali Peracchia, Denver Public Schools

Integrating AI-Facilitated Technologies in Graduate Education to Support Sustainable, Longitudinal Learning in K-12 Schools - HeeKap Lee, Azusa Pacific University; Jennifer Courduff, Azusa Pacific University

Is an AI affordance really an affordance? Emergent curriculum tensions during pre-service teacher noticing - Victoria L. Delaney, San Diego State University; Ryan Gabriel Aniceto, San Diego State University

Reimagining Teacher Education: Critical Pedagogy and Practice in the Age of AI - Melissa Warr, New Mexico State University; Suparna Chatterjee, New Mexico State University; Nicole Oster, Arizona State University; Sage Peterson, New Mexico State University

Strategic genAI Use in Proving: Effects of Sequence on Student Learning and Reasoning - Hyunkyoung Yoon, California State Polytechnic University, Pomona; Yujin Lee, Kangwon National University; Kyungwon Lee, Seoul National University; Oh Nam Kwon, Seoul National University

The dark side of AI in Teacher Education: Evidence from a Systematic Review - Hanxue Lv, East China Normal University; Chao Cheng, East China Normal University

Redefining Violence: Mapping Disciplinary Codes and Racial Disparities in California School Districts - Imani Dixon, University of California - Los Angeles

Decolonizing STEM Learning Spaces: Contemplative Traditions as the Bedrock of Creativity & Healing - Raaghav Pandya, City University of New York; Christopher Emdin, Teachers College, Columbia University

Reimagining Science Education Through the 5Cs: A Framework for Futures-Oriented Pedagogy in Secondary Classrooms - Kristine Lee Callis-Duehl, Donald Danforth Plant Science Center; Ruth Kaggwa, Danforth Plant Science Center; Sandra Arango-Caro, Donald Danforth Plant Science Center

Do Woman Teachers Make Woman Scientists?: Gender Matching, Science Identity, and STEM College Major Intent - Raymond Jacobs-Edmondson, Claremont Graduate University; Guan Saw, Claremont Graduate University

From the Soil to the Soul: Humanizing Science Education for a Healthier Future - Miriam M. Ortiz, University of Texas - Rio Grande Valley

Science Teachers’ Adoption of Virtual Laboratories in Rural South African Schools: Challenges and Opportunities - BRIAN SHAMBARE, University of the Free State; Thuthukile Jita, University of the Free State

How are affective factors studied in science education: A critical review on science affective factors - Xiang HU, Renmin University of China; Siyuan Wang, Renmin University of China; Tao Wang, Renmin University of China

Idiosyncratic Constructed Emotions During Science Documentary Viewing - Brian W. Miller, Towson University

STEM for community transformation: Centering youth agency and interest in STEM integration - Khanh Tran, Utah State University; Lynn A. Bryan, Purdue University; Selcen Guzey, Purdue University

Teachers’ Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science With Multilingual Learners - Alison M. Haas, New York University; Scott Grapin, University of Miami; Alycia Sterenberg Mahon, Western Michigan University; Jessaca K. Spybrook, Western Michigan University; Abigail Schwenger, New York University; Courtney Plumley, Horizon Research, Inc.; Okhee Lee, New York University

Tensions and Affordances of Transformative Pedagogies in a Multilingual Secondary Science Classroom - Alexis Rutt, James Madison University

Teaching by Hand: Gesture as a Multimodal Tool in Bilingual Science & Math Instruction - Zenaida Aguirre-Munoz, University of California - Merced; Fernando Negrete Raya, University of California, Merced; Chen Liu, University of California - Merced; Bianca Barajas-Salazar, University of California - Merced

The Messy Joy of Doing Science: Epistemic Affect in Pre-Service Science Teacher Learning - Elizabeth Finlayson Harris, Stanford University

Unforgetting and Reimagining: Translanguaging for Inclusive Science Futures - Lourdes Cardozo-Gaibisso, Mississippi State University; Georgia Wood Hodges, University of Georgia

Investigating the Impact of AI-Driven Differentiated Instruction in K-12 Science Classrooms - Alicia Cotabish, University of Central Arkansas; Deborah D. Dailey, University of Central Arkansas

Learning with Machines: Charting the Epistemic Map of Indonesian Students’ Perceptions of Generative Artificial Intelligence (GenAI) - Ahmad Ardillah Rahman, University College London - IOE; Aziz Awaludin, University of Wisconsin - Madison; Ibrahim -, Monash University

Examining U.S. Parents’ Perceptions of the Use of AI in K-12 Education - Rachel Min Wong, University of Tennessee; Timara McCollum, University of Tennessee; Lynn L. Hodge, University of Tennessee; Catherine Schuman, University of Tennessee

Ethics in AI Education: A Systematic Review of Interventions and Frameworks - Clelia Perez-Medina, University of Florida; Loraine Cisternas-Garcia, University of Florida; Andrea Ramirez-Salgado, University of Florida; Pasha Antonenko, University of Florida

Towards the Critical Use of AI in Foreign Language Learning: Insights from AI-assisted Songwriting - Yesul Han, University of Virginia; Yunjeong Chang, University at Buffalo - SUNY

Exploring how middle school students and teachers can thoughtfully and ethically engage with AI technologies - Christine Wusylko, Kennesaw State University; Xiaoman Wang, Western Michigan University; Bridget Newell, University of Florida; Angela M. Kohnen, University of Florida; Loraine Cisternas-Garcia, University of Florida; Priyadharshini Ganapathy Prasad, University of Florida; Albert Dieter Ritzhaupt, University of Florida; Anthony Botelho, University of Florida; Kevin Cen, University of Florida

Sarah D. Lent, University of Wisconsin - Madison

Effects of Expressive Emotional Writing on Emotional Intelligence and Discourse of Pre-Service Preschool Teachers - Yu-Ju Chou, National Tsing Hua University

Investigating Pre-Service Teachers’ Perceived Program Support and Its Relationship to Teaching Self-Efficacy Across Traditional and Apprenticeship Pathways - Trenton Dawson, University of Nevada - Las Vegas; Burak Sahin, University of Nevada - Las Vegas; Amanda Hoffman, University of Nevada - Las Vegas; Michael Hack, University of Nevada - Las Vegas; Kenneth J. Varner, University of Nevada - Las Vegas

Pre-Service Teachers’ Program Satisfaction and Retention: Academic Experience, Professional Commitment, Teaching Efficacy, and Academic Engagement - Hyun-Joo Jeon, University of Nevada - Reno; Brianna Barnes, University of Nevada - Reno; Jillian Way, University of Nevada - Reno; Ravyn Routsis, University of Nevada - Reno

Reimagining Teacher Preparation through Critical Community Field Experiences for Multilingual Learner Advocacy - Lucia Cardenas Curiel, Michigan State University; Hye-In Yang, Michigan State University; Ming Ming Cheung, Michigan State University; Yetunde S. Alabede, Michigan State University; Kunti Adhikari, Michigan State University

Teacher Development Through Praxis Experiences: Pre-Service Teachers Navigating Pedagogical Mismatch in Local Schools - Jennifer L. McCarthy Foubert, North Central College; Mary E. Lyons, Knox College

Validation of a Classroom Assessment Self-Efficacy Scale for Preservice Teachers - Yiyun Fan, Binghamton University - SUNY; Timothy D. Folger, Binghamton University - SUNY; Connor J. Sondergeld, MetriKs; Toni A. May, Binghamton University - SUNY; Gregory E. Stone, University of Toledo