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In this article the authors examine whether there is a relation between the duration of videos and the number of ‘Likes’ they receive. The authors also explore the effect of other observed characteristics of the videos, such as gender of the teacher, type of institution, whether the teacher appears on the screen or not and the type of technology. The authors found that users prefer short online teaching videos. They also found that some features of the videos have a significant impact on the number of ‘likes’. It was found that videos recorded by female teachers, and presented by entities other than universities are more likely to receive ‘Likes’.

The purpose of this study was to assess the emotional intelligence (EI) of the student in the process of training for teaching in secondary schools. The findings reveal that the participants show acceptable levels of EI and skills that are adequate to feel, express and understand their emotions according to the criteria that each of the instruments used present: MSCEIT and TMMS-24. Furthermore, the authors found differences among students enrolled in the various specialities of the Master’s degree in Teacher Training in some aspects of EI, namely in the strategic EI area and the branch of emotional management in the Physical Education and Educational Guidance specialities.

This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.

This study had two objectives: (1) to analyse the relationship between prospective primary teachers’ recall of emotions in school science classes as pupils themselves and their expectations of emotion as future teachers and (2) to analyse the relationship between their self-efficacy and the emotions that they expect to experience as future science teachers, differentiating between the content of the ‘nature sciences’ and that of the ‘hard sciences’. The results show that prospective primary teachers have completely different emotions about their future teaching according to whether the content is related to the nature sciences or the hard sciences. Positive emotions predominate for the nature sciences, while for the hard sciences the predominant emotions are all negative.