Despite discourses of inclusivity and gender equity in higher education, women's experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs).
To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world.
In traditional schooling, language and literacy development are often prioritized at the expense of early engagement with science, social studies, and the arts.
