What predicts instructional quality and commitments to teaching: self-efficacy, pedagogical knowledge or integration of the two?

The aim of the paper is to identify different groups of in-service teachers based on their general pedagogical knowledge (GPK) and self-efficacy beliefs and to explore potential differences among these groups regarding their instructional quality and commitments to teaching. A sample of 161 in-service subject teachers (science, mathematics, or Estonian language) who taught in lower secondary schools in Estonia were included in the study. Data was collected with a GPK test and self-reported questionnaires on instructional quality and commitments to teaching in the context of an OECD Teacher Knowledge Survey. Based on the cluster analysis, three groups of in-service teachers were identified: "the over-confident" teachers with average self-efficacy and very low GPK, "the competent" teachers with high self-efficacy and GPK, and "the insecure" teachers with low self-efficacy and average GPK. These three types of teachers were different in terms of instructional quality and commitments to teaching. It seemed that teachers' self-efficacy beliefs are more important than GPK for instructional quality; however, GPK is more important for teachers' professional persistence illuminating their general sense of professional identity. Implications of these findings for teacher education and teacher retention will be discussed.

Intolerance of Uncertainty and Tendency to Worry as Mediators Between Trust in Institutions and Social Support and Fear of Coronavirus and Consequences of the Pandemic.

The aim of this article is to formulate and test a model integrating cognitive behavioral therapy (CBT) findings regarding the importance of intolerance of uncertainty (IU) and tendency to worry with findings regarding the importance of trust in institutions, other people, and social support. We assumed that trust in institutions, other people, and social support reduce fear of the coronavirus and of the consequences of the pandemic in a direct way, but also indirectly by enhancing one's sense of control and diminishing the tendency to worry which, further, attenuates fear of the coronavirus and fear of the consequences of the pandemic. An online survey was conducted among the Serbian general population (N = 1409, 78.1% female, M = 38.82, SD = 9.24) at the end of April 2020, which included questionnaires on fear of SARS-CoV-2, fear of consequences of the pandemic, social support, trust in other people and trust in political and health institutions. The model has been validated by data from our study suggesting that it represents one possible pattern of interrelationships between social and intrapsychic variables in the pandemic situation. Results also showed that the COVID-19 related fears are related more strongly to intrapsychic variables - IU and tendency to worry - than to variables operationalizing social context relevant for coping with pandemic at the social and individual level.

The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All.

In this paper, we intend to consider different understandings of inclusive education that frame current public and professional debates as well as policies and practices. We analyze two - somewhat opposing - discourses regarding inclusive education, namely, the "inclusion for some" - which represents the idea that children with special needs have a right to the highest quality education which can be delivered by specially trained staff, and the "inclusion for all" - which represents the idea that all children regarding their diverse needs should have the opportunity to learn together. To put the two discourses in a dialogical relation, we have reconstructed the inferential configurations of the arguments of each narrative to identify how the two definitions contribute to position children with and without special needs and their teachers. The results show the possibilities to bridge the two narratives, with respect to the voices they promote or silence, the power relations they constitute, and the values and practices they enact or prevent.

The relevance of a sociocultural perspective for understanding learning and development in older age.

This paper proposes a sociocultural psychology approach to ageing in the lifecourse. It proposes to consider sociogenetic, microgenetic and ontogenetic transformations when studying older age. On this basis, it considers that older people's lives have two specificities: a longer life experience, and a unique view of historical transformation. The paper calls for a closer understanding of the specific and evolving conditions of ageing, and for more inclusion of older citizens in public debate and policy making.

Searching for an Integrative Theoretical Framework for Psychology: Evolutionary Psychology is Needed, But Not Sufficient.

The main purpose of this paper is to contribute to the reflection on a potential integrative framework for the psychological sciences based on the target paper in this special issue "Psychology: A Giant with Feet of Clay" by Zagaria, Andò & Zennaro. The paper is organized in three parts. In the first part we will discuss whether introductory textbooks provide a solid and reasonable basis for an analysis of the quality of conceptualization of key concepts in the psychology as well as whether the epistemological analysis could provide arguments for a conclusion that the psychology is a "soft(er)" science. In the second part, we will formulate our reasons why we share with Zagaria, Andò & Zennaro the conclusion that the evolutionary psychology might play a significant role in our quest for the integrative framework, but also why we are not convinced that evolutionary psychology can be integrative enough. In the third part, we are going to formulate an alternative starting point for exploration of for an integrative framework for psychological sciences and their practical applications supporting individuals and communities in their quest for a meaningful and productive existence and navigation of their future lives.

Reproducibility in Psychology: Theoretical Distinction of Different Types of Replications.

Debates about replication in psychology have focused on methodological issues and how to strengthen the replication culture. In most cases, these discussions have tended to assume that the phenomena being investigated are universal. In this paper, we are going to propose a theoretical distinction of different types of replication. The distinction is based on the assumption that besides of universal psychological phenomena there are also phenomena, especially in social and cultural psychology, that are expected to vary between socio-cultural contexts and across history. Taking this insight to its logical conclusion it implies that the main purpose of a replication and interpretation of its results depends on the phenomenon being studied. In the case of the universal phenomena, the replication serves to validation purpose, while in the case of the socio-cultural phenomenon it serves to advance our theoretical understanding of how the given phenomenon is formatted by the socio-cultural-historical context.

Religion as dialogical resource: a socio-cultural approach.

William James proposed a psychological study of religion examining people's religious experiences, and to see in what sense these were good for them. The recent developments of psychology of religion moved far from that initial proposition. In this paper, we propose a sociocultural perspective to religion that renews with that initial stance. After recalling Vygtotsky's core ideas, we suggest that religion, as cultural and symbolic system, participates to the orchestration of human activities and sense-making. Such orchestration works both from within the person, through internalized values and ideas, and from without, through the person's interactions with others, discourses, cultural objects etc. This leads us to consider religions as supporting various forms of dialogical dynamics-intra-psychological dialogues, interpersonal with present, absent or imaginary others, as well as inter-group dialogues-which we illustrate with empirical vignettes. The example of religious tensions in the Balkans in the 90's highlights how much the historical-cultural embeddedness of these dynamics can also lead to the end of dialogicality, and therefore, sense-making.

Reflective sociocultural psychology: lost and found in collaboration with funding agencies and ICT experts.

This paper deals with emerging kinds of collaboration between researchers, funding agencies and ICT (Information and Communications Technology) experts. The goal of this paper is to analyze the challenges and opportunities for researchers presented by such collaborations. The analysis is based on a sociocultural approach, and leads to the following conclusions: (a) the main challenges to collaboration arise from the fact that partners' communities have different goals and use different sets of mediation tools, (b) there are different ways for researchers to cope with more powerful partners such as major funding agencies (refusing collaboration, pseudo collaboration, asymmetric collaboration, and real partnership), (c) appropriation of mediation tools developed by partners could be useful for researchers, (d) collaboration with partners could be a source of new theoretically interesting phenomenon, and (e) communication with partners who are not familiar with our routine discourses might help us to improve our own understanding.

Collaborative research, knowledge and emergence.

We use the notion of emergence to consider the sorts of knowledge that can be produced in a collaborative research project. The notion invites us to see collaborative work as a developmental dynamic system in which various changes constantly occur. Among these we examine two sorts of knowledge that can be produced: scientific knowledge, and collaborative knowledge. We argue that collaborative knowledge can enable researchers to reflectively monitor their collaborative project, so as to encourage its most productive changes. On the basis of examples taken from this special issue, we highlight four modes of producing collaborative knowledge and discuss the possible uses of such knowledge.